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Artigos de revistas sobre o assunto "Student’s performance":
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Krishna, Tummala Sri Ranga Sai. "Student’s Performance Prediction". International Journal for Research in Applied Science and Engineering Technology 9, n.º 5 (31 de maio de 2021): 524–28. http://dx.doi.org/10.22214/ijraset.2021.34222.
Saqib, Muhammad, e Kaleem Ur Rehman. "Impact of Stress on Students Academic Performance at Secondary School Level at District Vehari". International Journal of Learning and Development 8, n.º 1 (13 de fevereiro de 2018): 84. http://dx.doi.org/10.5296/ijld.v8i1.12063.
The title of the existing topic is “Impact of stress on student’s academic performance at secondary school level”. The important motives of this study are to explore the stress impact on the students’ academic performance. Stress has a key role in student’s academic performance. This study was to focus on the negative impact on the student’s academic performance. The purposes of the study were to investigate; firstly, the type of stress linked with student’s performance; secondly, to evaluate the impact of stress on the academic performances of students; and thirdly, differentiate the impacts of stress on the academic performances of both gender students. To achieve the above-mentioned objectives of the study, the researcher can suggest a reasonable solution for the impact of stress on student’s academic performance. The data collected for this topic, has been gathered from all the secondary schools in District Vehari. In this study the researcher was taken a sample of (n=10) secondary schools from each Tehsil of District Vehari. The researcher was further divided (n=10) secondary schools into two groups (n=5) males and (n=5) female secondary schools. The researcher was taken (n=15) students from each secondary school selected as sample. The researcher was used simple random sampling technique for data collection. Five points Likert-scale used in this research. 99% respondents are responding about the factor of stress impact on their academic performance. After collecting data, it was analyzed by using Statistical Package for Social Sciences (SPSS) version 20. The tool (questionnaire) used for the collection data was 0.850 Cronbach alpha. In this study, different tests were applied as to factor analysis and regression. Generally, the major findings of study divulged that there are significant impacts of stress on student’s academic performance. This study concluded that major factors of stress among the students are teacher and parents.
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Mohd. Jamil, Jastini, Nurul Farahin Mohd Pauzi e Izwan Nizal Mohd Shahara Nee. "An Analysis on Student Academic Performance by Using Decision Tree Models". Journal of Social Sciences Research, SPI6 (25 de dezembro de 2018): 615–20. http://dx.doi.org/10.32861/jssr.spi6.615.620.
Large volume of educational data has led to more challenging in predicting student’s performance. In Malaysia currently, study about the performance of students in Malaysia institutions is very little being addressed. The previous studies are still insufficient to identify what factors contribute to student’s achievements and lack of investigations on exploring pattern of student’s behaviour that affecting their academic performance within Malaysia context. Therefore, predicting student’s academic performance by using decision trees is proposed to improve student’s achievements more effectively. The main objective of this paper is to provide an overview on predicting student’s academic performance using by using data mining techniques. This paper also focuses on identifying the pattern of student’s behaviour and the most important attributes that impact to the student’s achievement. By using educational data mining techniques, the students, lecturers and academic institution are able to have a better understanding on the student’s achievement.
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Kalaivani, S., B. Priyadharshini e B. Selva Nalini. "Analyzing Student’s Academic Performance Based on Data Mining Approach". International Journal of Innovative Research in Computer Science & Technology 5, n.º 1 (31 de janeiro de 2017): 194–97. http://dx.doi.org/10.21276/ijircst.2017.5.1.4.
Oliveira, Felipe Resende, Tatiane Almeida de Menezes, Guilherme Irffi e Guilherme Resende Oliveira. "Bullying effect on student’s performance". EconomiA 19, n.º 1 (janeiro de 2018): 57–73. http://dx.doi.org/10.1016/j.econ.2017.10.001.
Keržič, Damijana, Aleksander Aristovnik, Nina Tomaževič e Lan Umek. "Assessing the impact of students’ activities in e-courses on learning outcomes: a data mining approach". Interactive Technology and Smart Education 16, n.º 2 (17 de junho de 2019): 117–29. http://dx.doi.org/10.1108/itse-09-2018-0069.
Purpose This paper aims to study the relationship between students’ activities in the e-classroom and grades for the final exam. The study was conducted at the Faculty of Administration, University of Ljubljana among first-year undergraduate students. In the e-classroom, students learn new content for individual self-study, and their knowledge is checked with quizzes. Design/methodology/approach In the empirical study, the relationship between performance in quizzes and at the final exam was studied from two perspectives. First, successful and unsuccessful students (in terms of quizzes) were compared. Second, the Orange data mining software was used for two predictive modelling tasks. The research question was based on a student’s quiz performances, is it possible to predict whether the student will pass an exam and will the student’s grade for the exam be good. Findings The empirical results indicate a very strong connection between a student’s performance in quizzes and their score for the final exam in the course. Significant differences in performance were found between students who had completed most quizzes and those who had not. Moreover, the results highlighted which quizzes, in other words topics, are most important for passing an exam or obtaining a better grade. Therefore, the quality of individual study in the e-classroom positively influences a student’s performance. Originality/value The paper is the first to assess the impact of students’ activities on learning outcomes in undergraduate public administration programmes by applying a data mining approach.
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Ahmad, Mushtaq, e Md Fashiur Rahman. "Extracurricular Activities and Student’s Academic Performance". Journal of Armed Forces Medical College, Bangladesh 11, n.º 2 (16 de janeiro de 2019): 1–2. http://dx.doi.org/10.3329/jafmc.v11i2.39814.
A., Vrushali, Pooja D. e Monali V. "Predicting Student’s Performance using Machine Learning". Communications on Applied Electronics 7, n.º 11 (22 de dezembro de 2017): 11–15. http://dx.doi.org/10.5120/cae2017652730.
Prasad, K. Mohana, Naidu Reddy Roop Sumanth, Rimmalapudi Praveenkumar, S. L. Jany Shabu e J. Refonaa. "Student Performance Analysis Using Machine Learning Techniques". Journal of Computational and Theoretical Nanoscience 17, n.º 8 (1 de agosto de 2020): 3366–69. http://dx.doi.org/10.1166/jctn.2020.9186.
Execution investigation of result dependent on learning is a framework which will make progress toward greatness at various levels and assorted measurements in the field of student’s inclinations. This paper proposes a total EDM structure in a type of a standard based recommender framework that isn’t created to break down and foresee the students presentation just, yet additionally to display the explanations for it. The proposed structure examines the student’s segment information, study related and mental attributes to remove all conceivable information from understudies, instructors and guardians. Looking for the most elevated conceivable exactness in scholarly execution forecast utilizing a lot of ground-breaking information mining systems. The system prevails to feature the student’s powerless focuses and give suitable suggestions. The sensible contextual investigation that has been led on 200 understudies demonstrates the extraordinary presentation of the proposed system in examination with the current ones.
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Azimova, M. "Self-confidence in Oral Performance". Bulletin of Science and Practice 6, n.º 4 (15 de abril de 2020): 444–52. http://dx.doi.org/10.33619/2414-2948/53/52.
This article indicates the level of self-confidence during the oral performance of the students such as in speaking activities as well as the self-efficacy in their oral task achievements. Self-confidence is believed to be a psychological factor which has a considerable influence on students’ speaking skills. The purpose of this article is identifying the student’s self-confidence conducting the students’ survey on their self-confidence, in acquiring the English language with the help of questionnaire and students’ responds are analyzed by the author.
Teses / dissertações sobre o assunto "Student’s performance":
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Sundkvist, Hannah. "Students Housing in Urban Areas of Tanzania : A comparison study of student’s housing in Dar es Salaam and Iringa and its affect’s on student’s performance in higher education". Thesis, Uppsala University, Department of Social and Economic Geography, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-126954.
Sulieman, Nidal, e Abeer Wannus. "Effects of Teachers’ Knowledge of formative assessment on teachers’ practices & students’ metacognition : A literature review". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43030.
This literature review examines two major areas: firstly, the impact of teachers’ knowledge about formative assessment on teachers' practices in the classroom; secondly, the role of formative assessment in raising students’ metacognition and how formative activities lead to raising students’ self-awareness and self-regulation. This paper also aims to shed light on the interdependence relation between formative assessment and teaching in general. Ten different primary studies relevant to formative assessment and its effects on teaching/learning have been chosen to investigate the formative assessment in relation with the school subjects and particularly with English as a Foreign Language. The data was collected by exploring different electronic websites. The results of this literature review show that teachers' knowledge of the formative assessment has significant influencing factors on their practices and on supporting students’ metacognition; however, the implementation of formative assessment continues to be hazy.
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Hasselqvist, Haglund Anna. "Public secondary school mergers as a desegregation method in Swedish municipalities : Investigating their impact on student’s academic performance and choice of school". Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355283.
In recent years several municipalities in Sweden have merged their public secondary schools. This has been considered a type of initiative that intends to reduce youth segregation and discrepancies in school quality. This thesis examines in what ways the merging of all public secondary schools in a municipality affects the students’ academic performance and their choice to enroll in the publicschool sector. To do so I use municipality-level aggregate data from the Swedish National Agency for Education on 9th grade students’ academic outcomes and the share of 7th graders enrolled in the public schools. I employ a difference-in-difference approach to estimate the reduced form effect of the school mergers. The control group used in the baseline estimation includes all municipalities that had a constant number of public secondary schools during the time period of my study. I move on to use propensity score matching in order to create a more comparable control group. I then estimate a difference-in-difference regression with match-fixed effects. The results show that the mergers have a negative effect on the municipality-level average GPA. In addition, the municipalities where the mergers have been implemented experience a reduction in the share of students that pass all 9th grade subjects as well as an increase in the share of students who do not have sufficient grades to continue to upper secondary school. The school mergers caused the share of 7th graders enrolled in the publicschool sector to decrease by approximately 10 percentage points. These results indicate that the public secondary school merger is not a panacea for improving student outcomes.
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Bellman, Markus, e Gustaf Blidholm. "Student performance drivers : An analysis of the declining performance of Swedish middle school students". Thesis, KTH, Optimeringslära och systemteori, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189028.
The PISA reports presented between 2000 and 2013 display a sustained decline in the mathematics proficiency of Swedish middle school students. The latest OECD reports suggest that the downward trend is still present, whereby the aim of this thesis is to investigate its underlying causes. Can the decline be deduced from the poor performance of specific Swedish municipalities with significantly worse results than others? By analyzing the current situation in Swedish education from a national standpoint, the intention is to derive the main factors for good overall math performance in middle school within a municipality. Moreover, the thesis aims to identify areas of possible enhancement within the Swedish education system on a municipal as well as a national level, by analyzing how political financial decisions and society as a whole factor into student performance. Finally, the impact of education on aspects of macroeconomics is analyzed. It is arbitrated that several factors controllable by the government have significant impact on the average math performance of students in a Swedish municipality. The results from the analysis indicate that governmental expenditures are better spent on quality of teaching than on the quantity of teachers present. PISA-rapporterna publicerade mellan 2000 och 2013 påvisar en tydlig nedåtgående trend i matematikresultat f ̈or svenska högstadieelever. Nya OECD-rapporter tyder på att trenden alltjämt kvarstår. Denna uppsats ämnar undersöka vilka anledningar som ligger bakom den negativa utvecklingen. Kan nedgången härledas ur skolresultat i specifika kommuner med sämre resultat än andra? Den nuvarande situationen i den svenska skolan analyseras ur ett nationellt perspektiv, där kommuner jämförs med varandra. Målet är att undersöka vilka huvudfaktorer som leder till bra skolresultat i en kommun. Vidare är ett mål att identifiera hur det svenska skolsystemet kan förbättras på både kommunal och nationell nivå med hjälp av politiska finansieringsbeslut, samt att analysera vilka faktorer hos samhället i stort som påverkar skolresultaten. Slutligen analyseras utbildningens påverkan på aspekter inom nationalekonomi ur ett makroperspektiv. Slutsatsen dras att flera påverkbara faktorer har signifikant inflytande på elevers genomsnittliga matematikprestation i en kommun. Dessutom konstateras att statliga utgifter skulle göra mer nytta om man valde att satsa på lärarnas kvalitet istället för att satsa på ett ökat antal lärare.
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Taylor, Helen Kermgard. "Evaluation of a community college extended orientation course : effect on self-appraisal and performance /". Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7882.
Blackwell, Shawnrell Denise. "The Impact of a Transition Program on Ninth Grade Students' Performance". Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29880.
Transition programs designed to ease the middle to high school transition are becoming a necessity in high school because ninth grade is deemed as a critical year for determining students’ success in high school. Few studies examined transition programs’ impact on students’ educational outcomes, and transition research is typically conducted in inner-city or urban settings. The purpose of this case study was to examine the impact of a full transition model program on ninth grade students’ performance in a rural high school.
A comparison of the students who participated in the transition program to those who did not was examined by using a mixed method approach. The qualitative data consisted of the ninth grade teachers and administrators’ perceptions and the program documents. The quantitative data consisted of a chi-square analysis of the transition and nontransition program students’ pass rate of high stakes tests, earned credits, retention status, out-of-school suspensions, dropout status, and attendance. The study also examined if specific groups of students as categorized by race, gender, and socioeconomics were impacted more by the transition program. The findings of this study suggested that the transition program may have eased the transition by providing support to ninth grade students to improve their conduct. The quantitative evidence does not show other significant benefits from the transition program, however. Improving academic performance still remains a challenge for this rural high school. Ph. D.
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Mthimunye, Katlego Dumisani Trevor. "Predictors of academic performance and throughput among second-year nursing students at a university in the Western Cape". University of the Western Cape, 2015. http://hdl.handle.net/11394/4695.
Magister Curationis - MCur Background: Institutions offering Bachelor of Nursing programmes worldwide are under increasing pressure to graduate larger numbers of students to meet the demands of the desired nurse workforce. High academic performance, which is measured by continuous assessment and examination results, is one of the major goals of higher education. However many students experience difficulty during their second year of study at the university used in this study. Aim: The overall aim of the study is to assess whether the identified predictor variables (cognitive, non-cognitive and demographic) influence academic performance of second-year nursing students at the University of the Western Cape. Methodology: A non-experimental quantitative research approach with a cross-sectional predictive design was applied. The selected sample (n=226) included all first-time enrolled Bachelor of Nursing students for the years 2012 – 2013 at the University of the Western Cape. An all-inclusive sampling method was applied. Data were obtained from the Student Administrative System Integrated and recorded in the data collection check list. Statistical Package for Social Sciences software version 23.0 was used sort and analyse the data. Simple and multiple linear regression were done. Ethics: Permission to conduct the present research study at the University of the Western Cape was obtained from the Registrar and the Director of The School of Nursing. The Research Ethics Committee of the University of the Western Cape granted ethics approval related to the research. The researcher maintained the principles of anonymity and confidentiality throughout the study. Results: The study found that the cognitive predictor variables had the strongest predictive power in association with student performance in comparison to the non-cognitive predictors and demographic variable, besides race which rejected the null hypothesis.
Conclusion: The findings provided evidence to the School of Nursing to assist them in identifying students who may be at risk of unsatisfactory academic performance and who ultimately fail to proceed to the next level of study.
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Edwards, Nicole C. "School facilities and student achievement student perspectives on the connection between the urban learning environment and student motivation and performance /". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164663224.
Lack of academic proficiency in ninth grade is a serious concern because of its associations with subsequent grade retention and dropout risk. The purpose of this qualitative single case study was to explore teachers' perceptions of the prospective causes of poor academic performance of ninth-grade students, with particular attention to cognitive, behavioral, and emotional barriers to student engagement. Self-determination theory provided the interpretative framework for this study. Data were collected through semistructured interviews with 10 ninth-grade teachers, observation of teachers' classrooms, and review of archival documents. Results of 6-phase thematic analysis indicated 8 themes: (a) no or little student engagement, (b) lack of support, (c) lack of basic skills, (d) lack of interest in school, (e) different levels and styles of learning, (f) mind-set in relation to performance, (g) disciplinary issues, and (h) belongingness in the classroom. Results confirmed the importance of students receiving support from parents and teachers in developing psycho-social skills to cope with the rigors of high school life. Findings may be used to update teacher training courses to emphasize promoting students' autonomy, competence, and relatedness.
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Purdie, John R. "Examining the academic performance and retention of first-year students in living-learning communities, freshmen interest groups and first year experience courses". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4710.
Thesis (Ph. D.)--University of Missouri-Columbia, 2007. The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.
Hadjimatheou, George. Students' characteristics and economics gegree performance. Kingston upon Thames: School of Economics and Politics, Kingston Polytechnic, 1985.
Flach, Tracey K. Engaging students through performance assessment: Creating performance tasks to monitor student learning. Englewood, Colo: Lead + Learn Press, 2011.
Pierce, Lorraine Valdez. Performance and portfolio assessment for language minority students. Washington, DC (1118 22nd St., NW, Washington 20037): National Clearinghouse for Bilingual Education, 1992.
Capítulos de livros sobre o assunto "Student’s performance":
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Kumar, Ravindra, Megha Kumar e Upasna Joshi. "Data Mining-Based Student’s Performance Evaluator". In Advances in Intelligent Systems and Computing, 719–26. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8618-3_73.
Babanli, J. M. "Fuzzy Approach for Evaluation of Student’s Performance". In Advances in Intelligent Systems and Computing, 140–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64058-3_18.
Kaklauskas, Arturas. "Recommender System to Analyze Student’s Academic Performance". In Intelligent Systems Reference Library, 195–220. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13659-2_7.
Jedidi, Youssef, Abdelali Ibriz, Mohamed Benslimane, Mehdi Tmimi e Mounia Rahhali. "Predicting Student’s Performance Based on Cloud Computing". In Lecture Notes in Electrical Engineering, 113–23. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6893-4_11.
Radhamani, Rakhi, Hemalatha Sasidharakurup, Gopika Sujatha, Bipin Nair, Krishnashree Achuthan e Shyam Diwakar. "Virtual Labs Improve Student’s Performance in a Classroom". In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 138–46. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13293-8_17.
Bonde, Sharayu N., e D. K. Kirange. "Educational Data Mining Survey for Predicting Student’s Academic Performance". In Lecture Notes on Data Engineering and Communications Technologies, 293–302. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24643-3_35.
Mallikarjun Rao, B., e B. V. Ramana Murthy. "Prediction of Student’s Educational Performance Using Machine Learning Techniques". In Advances in Intelligent Systems and Computing, 429–40. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1097-7_36.
Farissi, Al, Halina Mohamed Dahlan e Samsuryadi. "Genetic Algorithm Based Feature Selection for Predicting Student’s Academic Performance". In Advances in Intelligent Systems and Computing, 110–17. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33582-3_11.
Rana, Shiwani, e Roopali Garg. "Student’s Performance Evaluation of an Institute Using Various Classification Algorithms". In Information and Communication Technology for Sustainable Development, 229–38. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3920-1_23.
Motoki, Akihiro, e Takashi Nagatsuka. "A Note-Taking Data Sharing System for Improving Student’s Performance". In The Outreach of Digital Libraries: A Globalized Resource Network, 361–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34752-8_54.
Trabalhos de conferências sobre o assunto "Student’s performance":
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Calado, Jorge, Fernando Luís-Ferreira, Joao Sarraipa e Ricardo Jardim-Goncalves. "A Framework to Bridge Teachers, Student’s Affective State, and Improve Academic Performance". In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72000.
Some of the biggest problems tackling Higher Education Institutions (HEI) are student’s drop-out and academic disengagement. Physical or psychological disabilities, social-economic or academic marginalization, and emotional and affective problems, are some of the factors that can lead to it. This problematic is worsened by the shortage of educational resources that can bridge the communication gap between the faculty staff and the affective needs of these students. In this paper, we present a framework capable of collecting analytic data, from an array of emotions, affects and behaviours, acquired either by human observations, like a teacher in a classroom or a psychologist, or by electronic sensors and automatic analysis software, such as eye tracking devices, emotion detection through automatic facial expression recognition software, among others. This framework compiles the gathered data in an ontology, and will be able to extract patterns outliers via machine learning, enabling the profiling of the students in critical situations, such as disengagement, attention deficit, drop-out, and other sociological issues, setting real time alerts when these profiles are detected. The goal is that, by providing insightful real time cognitive data and allowing the profiling of the student’s problems, a faster personalized response to help the student is enabled, allowing academic performance improvements.
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"Predicting Student’s Academic Performance in a MOOC Environment". In CABES-2017, DMCCIA-2017, FEBM-17, BDCMTE-17, LLHIS-17 and BMLE-17. Dignified Researchers Publication (DiRPUB), 2018. http://dx.doi.org/10.15242/dirpub.dir1217002.
Amalita, Nonong, Dina Fitria e Rafi Oktriatama. "Analysis of Student’s Performance Index Using Confirmatory Analysis". In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296279.
Kiu, Ching-Chieh. "Data Mining Analysis on Student’s Academic Performance through Exploration of Student’s Background and Social Activities". In 2018 Fourth International Conference on Advances in Computing, Communication & Automation (ICACCA). IEEE, 2018. http://dx.doi.org/10.1109/icaccaf.2018.8776809.
Bessette, Amanda, Vitalis Okafor e Beshoy Morkos. "Correlating Student Motivation to Course Performance in Capstone Design". In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35506.
This paper presents the preliminary results of a motivational study of students enrolled in their capstone design course during their senior year in mechanical engineering at the Florida Institute of Technology. Student teams are assigned a project and teams are tasked with completing a design project over a one-year (2 semesters) span. Data is collected during the beginning of the fall semester and during the end of the spring semester. Two methods were used to collect the data of the class. A live interview was conducted for each of the capstone teams. Within this interview, a range of questions are asked to facilitate an understanding of what motivates the student. An adaptation of the Motivated Learning Strategies Questionnaire (MSLQ) survey instrument was also administered to the students to collect quantitative data. The MSLQ framework divides the instruments into two sets of questions to address motivation and learning. Motivation is comprised of three factors: test anxiety, self-efficacy, and intrinsic value. Statistical analysis is performed on the quantitative data to determine significance or correlation between student motivation and performance. Performance is measured through the student’s grade (evaluated by instructor) and peer evaluation (evaluated by team). The analysis is performed through segmenting the sample into international versus domestic, and males versus females; to identify any differences in motivation between the groups. Results indicate there are differences between international and domestic students along all motivational factors. Further, differences are identified between males and females for intrinsic anxiety motivational factors.
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Bessette, Amanda, Beshoy Morkos e Shraddha Sangelkar. "Improving Senior Capstone Design Student Performance Through Integration of Presentation Intervention Plan". In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47604.
This paper presents the findings of a study comparing the motivational factors and performance of two mechanical engineering senior capstone design course cohorts: 2014 and 2015 students. The study measures the motivation of students throughout capstone, a non-traditional course, and the impacts motivation had on their course performance (peer evaluations and team grade). The second cohort participated in an intervention plan during a design methodologies course completed the semester prior to senior capstone design. Quantitative data was collected at both the beginning and end of the course; whereas, qualitative data was collected at the end of the course. Our method utilizes an adapted version of the Motivational Student Learning Questionnaire (MSLQ). The survey asks a variety of questions to measure the performance and motivation levels of the student. Performance factors studied are cognitive value and self-regulation. Motivation factors include presentation anxiety, intrinsic value, and self-efficacy. Statistical analysis is performed among the factors, cohort populations, and within the population (male versus females and domestic versus international) to identify if a correlation exists with student course performance. Amongst other findings, the results indicate the student’s experienced positive change due to participation in the intervention plan.
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Aziz, Abdul, Md Asaf-uddowla Golap e M. M. A. Hashem. "Student’s Academic Performance Evaluation Method Using Fuzzy Logic System". In 2019 1st International Conference on Advances in Science, Engineering and Robotics Technology (ICASERT). IEEE, 2019. http://dx.doi.org/10.1109/icasert.2019.8934496.
Corkin, D., e P. Cardwell. "G50 An innovative approach to assessing nursing student’s performance". In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 24–26 May 2017, ICC, Birmingham. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313087.49.
Moura, Waldir, Mônica Silva, Jonice Sampaio, Tainá Souza, Elton Marinho e Victor Prado. "A Social Network Approach for Student’s School Performance Measurement". In 13th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010480003110318.
Concatto, Fernando, Alex Luciano Roesler Rese, Rafael De Santiago, Rudimar Luis Scaranto Dazzi e Anita Maria da Rocha Fernandes. "Investigação Quanto ao Papel de Círculos Sociais no Desempenho Discente no Ensino Superior Utilizando Análise de Redes Complexas". In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p206-213.
The individual behavior of human beings is susceptible to influencesfrom their peers. It is known that contact between individuals,both direct and indirect, can foster or inhibit a considerable rangeof human characteristics and behaviors. This study aims to evaluatethe impact of the social context of undergraduate students on theiracademic performance, understanding "social context"as the averageperformance of classmates socially close to each student. Ourmethodology involves reconstructing the underlying social networkof a class computationally, using data gathered from a questionnaireapplied to the students of the class, and testing the hypothesis thatthe change in the grade of a student can be accurately modeledas a linear function of the differences between the student’s gradeand the mean of their peers’ grades. The results show that defininga student’s social circle as the community they belong to insteadof their set of neighbors allows for the construction of statisticalmodels with significatively higher predictive potential
Relatórios de organizações sobre o assunto "Student’s performance":
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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck e Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, agosto de 2018. http://dx.doi.org/10.51420/report.2018.1.
Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
2
Leu, Katherine. Data for Students: The Potential of Data and Analytics for Student Success. RTI Press, março de 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0023.2003.
Postsecondary education is awash in data. Postsecondary institutions track data on students’ demographics, academic performance, course-taking, and financial aid, and have put these data to use, applying data analytics and data science to issues in college completion. Meanwhile, an extensive amount of higher education data are being collected outside of institutions, opening possibilities for data linkages. Newer sources of postsecondary education data could provide an even richer view of student success and improve equity. To explore this potential, this brief describes existing applications of analytics to student success, presents a framework to structure understanding of postsecondary data topics, suggests potential extensions of these data to student success, and describes practical and ethical challenges.
3
Filmer, Deon, James Habyarimana e Shwetlena Sabarwal. Teacher Performance-Based Incentives and Learning Inequality. Research on Improving Systems of Education (RISE), setembro de 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/047.
This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below pre-baseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.
4
VILLONEZ, GLEN LORETO. Collaborative Learning Impact on Students’ Performance in Mechanics. Matters of Behaviour, 2018. http://dx.doi.org/10.26455/mob.v2i2.14.
Eberts, Randall W., Kevin Hollenbeck e Joe Allan Stone. Teacher Performance Incentives and Student Outcomes. W.E. Upjohn Institute, agosto de 2000. http://dx.doi.org/10.17848/wp00-65.
Figlio, David, e Lawrence Kenny. Individual Teacher Incentives And Student Performance. Cambridge, MA: National Bureau of Economic Research, outubro de 2006. http://dx.doi.org/10.3386/w12627.
Temple, Enoch C. The Enhancement of Overall Student Performance Through a Statistics Research Program for Students who are Recruited into Science, Engineering and Mathematics Programs. Fort Belvoir, VA: Defense Technical Information Center, novembro de 2001. http://dx.doi.org/10.21236/ada397255.
Schoen, Robert C., Mark LaVenia, Charity Bauduin e Kristy Farina. Elementary Mathematics Student Assessment: Measuring the Performance of Grade 1 and 2 Students in Counting, Word Problems, and Computation in Fall 2013. Florida State University, dezembro de 2016. http://dx.doi.org/10.17125/fsu.1508170543.
Schoen, Robert C., Mark LaVenia, Charity Bauduin e Kristy Farina. Elementary Mathematics Student Assessment: Measuring the Performance of Grade 1 and 2 Students in Counting, Word Problems, and Computation in Fall 2014. Florida State University, dezembro de 2016. http://dx.doi.org/10.17125/fsu.1508174887.
Schoen, Robert C., Daniel Anderson e Charity Bauduin. Elementary Mathematics Student Assessment: Measuring the Performance of Grade K, 1, and 2 Students in Number, Operations, and Equality in Spring 2016. Florida State University Libraries, maio de 2017. http://dx.doi.org/10.17125/fsu.1534964774.
