Browsing by Subject "student performance"

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Evaluating K-12 STEM Education Programs in Indiana: The SERI/I-STEM Partnership
    (Office of the Vice Chancellor for Research, 2013-04-05) Sorge, Brandon; Walker, Bill; Feldhaus, Charlie
    The Indiana Science Initiative (ISI) is a K-8 systemic science and literacy program managed by the I-STEM Resource Network involving 2,000+ teachers and 53,000+ students in grades K-8 using research-developed curricular modules. The poster will present data and preliminary analysis on three key program evaluation areas. First, initial data will be presented on student performance at ten schools where all teachers at all grade levels implemented the ISI during both the pilot and first year. Secondly, the poster will present the preliminary analysis of data from the Lilly Science Coaches, which is a program that places Lilly staff and scientists with ISI teachers to support science program implementation through regular or semi-regular classroom visits. Finally, results of change in teachers’ self-efficacy as measured via the Science Teaching Efficacy Belief Instrument (STEBI) will be reported. The early indications of these data are positive towards the success of the programs. This evaluation represents a partnership between the STEM Education Research Institute at IUPUI (SERI) and the I-STEM Resource Network. A summary of implications for this type of partnership are also presented.
  • Thumbnail Image
    Item
    Factors Associated with Student Performance in Advanced Accounting and Contemporary Financial Accounting Issues: An Empirical Study in a Commuter University
    (2010) Maksy, Mostafa M.; Zheng, Lin
    No prior study that we are aware of has considered the associations between motivation, actual ability, self-perceived ability, and distraction factors and student performance in advanced level undergraduate accounting courses. This study considers the associations between these four factors and student performance in Advanced Accounting and Contemporary Financial Accounting Issues. Students enrolled in a highly diversified, commuter, public university located in one of the largest cities in the United States provided responses to 12 questions used as independent variables. Of the three variables used as proxies for motivation, the grade the student would like to make in the course was found to be significantly associated with student performance, but intention to take the CPA exam or attend graduate school were not. Additionally, the grade in Intermediate Accounting II and GPA (used as proxies for actual ability) were found to be strong predictors of student performance. Self-perceived reading and listening abilities had moderate associations with student performance, but self-perceived writing and math abilities did no Finally, holding non-accounting-related jobs, working high numbers of hours per week, and taking on higher course loads during the semester are factors which were, surprisingly, not significantly correlated with student performance. One important implication of this study is that accounting faculty need to find ways to motivate their students, but need not discourage them to take more courses per semester or work more hours per week outside of school.
  • Thumbnail Image
    Item
    Instructor and Student Experiences with In-Class Polling Options
    (Purdue University, 2019) Mendez, Julie; IUPUC Division of Mechanical Engineering
    Active learning pedagogy has been shown to improve student performance in engineering courses. One active learning technique is Peer Instruction, where students individually answer a poll question, and discuss answer choices with a classmate before answering the same question again. There are various options to conduct in-class polling, from low-tech options, such as holding up fingers or a colored card, to more costly digital technologies, such as commercial platforms that require a dedicated device or a student’s own mobile device. Previous studies have indicated that the pedagogy matters more than the platform or technology used to conduct polling. However, different platforms allow for different affordances not present in some low-tech options. The high-tech options afford some benefits, including being able to ask questions other than multiple choice, such as open response. The purpose of this study is to gain insight into student preferences and to explore benefits and disadvantages of the different platforms from an instructor prospective. Two groups of students were surveyed: one group who completed a course using Plickers, a low-tech system, and another group from two different courses who used the Top Hat Classroom application on their mobile devices. The survey results indicated that the students had a mostly positive experience with each platform. Benefits and drawbacks from an instructor perspective are described.
  • Thumbnail Image
    Item
    Students perceptions of an alternative testing method: hints as an option for exam questions
    (ASEE, 2014) Rogers, Christian; Schnepp, Jerry Clyde; Computer and Information Science, School of Science
  • Thumbnail Image
    Item
    Which Internal Medicine Clerkship Characteristics Are Associated With Students’ Performance on the NBME Medicine Subject Exam? A Multi-Institutional Analysis
    (Wolters Kluwer, 2020-09) Fitz, Matthew M.; Adams, William; Haist, Steven A.; Hauer, Karen E.; Ross, Linette P.; Raff, Amanda; Agarwal, Gauri; Vu, T. Robert; Appelbaum, Jonathan; Lang, Valerie J.; Miller, Chad; Grum, Cyril; Medicine, School of Medicine
    Purpose To identify which internal medicine clerkship characteristics may relate to NBME Medicine Subject Examination scores, given the growing trend toward earlier clerkship start dates. Method The authors used linear mixed effects models (univariable and multivariable) to determine associations between medicine exam performance and clerkship characteristics (longitudinal status, clerkship length, academic start month, ambulatory clinical experience, presence of a study day, involvement in a combined clerkship, preclinical curriculum type, medicine exam timing). Additional covariates included number of NBME clinical subject exams used, number of didactic hours, use of a criterion score for passing the medicine exam, whether medicine exam performance was used to designate clerkship honors, and United States Medical Licensing Examination Step 1 performance. The sample included 24,542 examinees from 62 medical schools spanning 3 academic years (2011–2014). Results The multivariable analysis found no significant association between clerkship length and medicine exam performance (all pairwise P > .05). However, a small number of examinees beginning their academic term in January scored marginally lower than those starting in July (P < .001). Conversely, examinees scored higher on the medicine exam later in the academic year (all pairwise P < .001). Examinees from schools that used a criterion score for passing the medicine exam also scored higher than those at schools that did not (P < .05). Step 1 performance remained positively associated with medicine exam performance even after controlling for all other variables in the model (P < .001). Conclusions In this sample, the authors found no association between many clerkship variables and medicine exam performance. Instead, Step 1 performance was the most powerful predictor of medicine exam performance. These findings suggest that medicine exam performance reflects the overall medical knowledge students accrue during their education rather than any specific internal medicine clerkship characteristics.