The document summarizes a study examining the effectiveness of pre-exam review sessions in an undergraduate physiology course. Students completed pre- and post-review surveys to assess how helpful they found the sessions. Students who found the sessions helpful scored about 10% higher on exams on average than those who did not. Those who benefited were more self-aware of their exam preparation and content knowledge before the review. The study provides insight into improving review session delivery and effectiveness, though it had a small sample size and could be expanded in the future.
Power Point presentation about the article written by: Simonsen, B. et al. (2008). Evidence-Based in Practises in Classroom Management: Considerations for Research to Practise. Education and treatment of children, v31 nº3, 351-380
Areas of evaluation And evaluative deviceskate aquino
Areas of evaluation
And
evaluativAreas of evaluation
And
evaluative devices
e devices
Areas of evaluation
And
evaluative devices
In evaluating achievement a variety of non testing procedures are useful.
Various types of test such as mastery, survey , speed, and power test are useful for this purpose. The most widely use however is the teacher- made tests.
Austin Journal of Anatomy is an open access, peer review Journal publishing original research & review articles in all the fields of Anatomy. Anatomy is the study of body parts of Living Organisms, which is one of the important branches in medicine. Austin Journal of Anatomy provides a new platform for all researchers, scientists, scholars, students to publish their research work & update the latest research information.
Austin Journal of Anatomy is a comprehensive Open Access peer reviewed scientific journal that covers multidisciplinary fields. We provide limitless access towards accessing our literature hub with colossal range of articles. The journal aims to publish high quality varied article types such as Research, Review, Short Communications, Case Reports, Perspectives (Editorials), Clinical Images.
Austin Journal of Anatomy supports the scientific modernization and enrichment in Anatomy research community by magnifying access to peer reviewed scientific literary works. Austin also brings universally peer reviewed member journals under one roof thereby promoting knowledge sharing, collaborative and promotion of multidisciplinary science.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
Power Point presentation about the article written by: Simonsen, B. et al. (2008). Evidence-Based in Practises in Classroom Management: Considerations for Research to Practise. Education and treatment of children, v31 nº3, 351-380
Areas of evaluation And evaluative deviceskate aquino
Areas of evaluation
And
evaluativAreas of evaluation
And
evaluative devices
e devices
Areas of evaluation
And
evaluative devices
In evaluating achievement a variety of non testing procedures are useful.
Various types of test such as mastery, survey , speed, and power test are useful for this purpose. The most widely use however is the teacher- made tests.
Austin Journal of Anatomy is an open access, peer review Journal publishing original research & review articles in all the fields of Anatomy. Anatomy is the study of body parts of Living Organisms, which is one of the important branches in medicine. Austin Journal of Anatomy provides a new platform for all researchers, scientists, scholars, students to publish their research work & update the latest research information.
Austin Journal of Anatomy is a comprehensive Open Access peer reviewed scientific journal that covers multidisciplinary fields. We provide limitless access towards accessing our literature hub with colossal range of articles. The journal aims to publish high quality varied article types such as Research, Review, Short Communications, Case Reports, Perspectives (Editorials), Clinical Images.
Austin Journal of Anatomy supports the scientific modernization and enrichment in Anatomy research community by magnifying access to peer reviewed scientific literary works. Austin also brings universally peer reviewed member journals under one roof thereby promoting knowledge sharing, collaborative and promotion of multidisciplinary science.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
Test anxiety gender and academic achievementsDr.Nasir Ahmad
Objectives: To investigate undergraduate students’ test anxiety level; to measure
the correlation between undergraduate students test anxiety with their
academic achievement; and to measure the correlation of undergraduate students’
test anxiety from the perspective of their gender.
Methodology: Students of eight departments at University of Swat constituted
the study sample. Among these, 126 undergraduate level students were selected
through simple random sampling technique. The tool used for the study was
Westwide Test Anxiety Scale. Analysis of data was done using SPSS version 21.
Results: Among the selected respondents, there were 89 (70.63%) male and
37 (29.37%) female students. Our results revealed that 39.7% of undergraduate
university students were suffering from moderately high test anxiety. Male students
had 44.9% while female students had 27% moderately high test anxiety.
The correlation coefficient between CGPA and test anxiety of students was -.317
which shows inverse relationship. The average CGPA of male students was 2.8
while female students had a CGPA of 3.19. The mean test score of male undergraduate
students was 3.25 ±0.60 and female under graduate students was
3.13 ±0.77, p value .366.
Conclusion: Moderately high test anxiety was found in undergraduate university
students which was similar in both male and female students. Female students
showed better performance as compared to male students.
Key Words: Test anxiety, Academic achievement, Undergraduate students
Portfolio - "Encouraging Better Employee Health Practices" - by Kim Mitchell,...Kim Elaine Mitchell
Portfolio containing entire research involved in preparing this assignment on "Encouraging Better Employee Health Practices." Includes: Bibliographies, Learning Needs Surveys, Evaluation Surveys, Brochure, and Journal.
Attitude of medical students towards the reasons of absenteeism in a medical ...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
Test anxiety gender and academic achievementsDr.Nasir Ahmad
Objectives: To investigate undergraduate students’ test anxiety level; to measure
the correlation between undergraduate students test anxiety with their
academic achievement; and to measure the correlation of undergraduate students’
test anxiety from the perspective of their gender.
Methodology: Students of eight departments at University of Swat constituted
the study sample. Among these, 126 undergraduate level students were selected
through simple random sampling technique. The tool used for the study was
Westwide Test Anxiety Scale. Analysis of data was done using SPSS version 21.
Results: Among the selected respondents, there were 89 (70.63%) male and
37 (29.37%) female students. Our results revealed that 39.7% of undergraduate
university students were suffering from moderately high test anxiety. Male students
had 44.9% while female students had 27% moderately high test anxiety.
The correlation coefficient between CGPA and test anxiety of students was -.317
which shows inverse relationship. The average CGPA of male students was 2.8
while female students had a CGPA of 3.19. The mean test score of male undergraduate
students was 3.25 ±0.60 and female under graduate students was
3.13 ±0.77, p value .366.
Conclusion: Moderately high test anxiety was found in undergraduate university
students which was similar in both male and female students. Female students
showed better performance as compared to male students.
Key Words: Test anxiety, Academic achievement, Undergraduate students
Portfolio - "Encouraging Better Employee Health Practices" - by Kim Mitchell,...Kim Elaine Mitchell
Portfolio containing entire research involved in preparing this assignment on "Encouraging Better Employee Health Practices." Includes: Bibliographies, Learning Needs Surveys, Evaluation Surveys, Brochure, and Journal.
Attitude of medical students towards the reasons of absenteeism in a medical ...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
A Study to Evaluate the Effectiveness of Motivational Intervention on Anxiety...iosrjce
The objective of the study was to assess the mental To assess and compare the level anxiety of
unsuccessful B.Sc (N) students in university examination before and after the administration of motivational
intervention and to determine the association of level of anxiety with the selected personal variables.31
unsuccessful B.Sc(N)student were selected through purposive sampling technique. In view of the nature of the
problem and to accomplish the objectives of the study, structured Beck Anxiety Inventory was used to assess the
Anxiety level of the students. Validity was ensured in the field of Nursing and medical departments. Reliability of
the tools was tested by Cranach’s alpha, which was 0.92 Both descriptive and inferential statistics were used.
The findings of this study indicated that Motivational Intervention is effective in reducing Anxiety (t
value=3.027, p value = <0.05) among unsuccessful B.Sc (N) students. There was no significant association of
Anxiety with the selected sample characteristics after motivational intervention but before motivational
intervention it was significantly associated with age in year, passed higher secondary in how many attempts and
hobbies. The finding suggests that motivational intervention was effective in reducing level of Anxiety of
unsuccessful B.Sc (N) students.
Dr. Nasrin Nazemzadeh, PhD Dissertation Defense, Dr. William Allan Kritsonis,...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Nasrin Nazemzadeh, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
1. Improving Pre-Exam Review Sessions in an Undergraduate Physiology Course
Frank D Perry, MA; Nicole Cesanek; Angela Seliga, PhD
Boston University, Boston, MA
Frank D Perry
Boston University
Email: fdp@bu.edu
Contact
1. Hackathorn, J., Cornell, K., Garczynski, A., Solomon, E., Blankmeyer, K., & Tennial, R. (2012). Examining exam reviews: A comparison of exam scores and attitudes. Journal of the Scholarship of Teaching and Learning, 12(3), 78-87.
2. Jensen, P. A., & Moore, R. (2009). What do help sessions accomplish in introductory science courses?. Journal of College Science Teaching, 38(5), 60.
3. King, D. (2010). Redesigning the preexam review session. Journal of College Science Teaching, 40(2), 88.
4. Virtanen, P., Nevgi, A., & Niemi, H. (2015). Self-Regulation in Higher Education: Students’ Motivational, Regulational and Learning Strategies, and Their Relationships to Study Success. Studies for the Learning Society.
5. Eva, K. W., Cunnington, J. P., Reiter, H. I., Keane, D. R., & Norman, G. R. (2004). How can I know what I don't know? Poor self assessment in a well-defined domain. Advances in Health Sciences Education, 9(3), 211-224.
References
• Provide and improve review session experience to students as an
additional support for exam preparation.
• Examine the effectiveness of review sessions by studying students' self-
awareness and confidence related to content knowledge and exam
preparation.
• Compare students who found the review session useful with those who did
not to provide insight into review session effectiveness .
• Highlight areas for improvement of future review sessions.
Goals
Responses were grouped into students that found the review session helpful
and those that did not, across all three review sessions and exams. This was
based on the student response to a Post-review survey question. Among 33
students that attended the review sessions and responded to the Post-review
surveys, 26 found the review sessions helpful, while 7 did not find them
helpful.
These preliminary results show some potential differences between groups
when examining content knowledge, course performance, study habits,
confidence, self-awareness, expectations, preparedness, and satisfaction.
Exam score averages between the groups showed a difference of about 10%
with the helpful group mean exam score of 85.1% vs. the unhelpful group
score of 75.6%.
A week prior to each review session (3), all students were provided with a
Pre-review survey. This was done through email communication and
electronic survey submission (Google Forms). The survey was a way for
students to register to attend the review session, determine scheduling and
logistics, and also included study questions related to perception of content
knowledge, self-awareness of exam preparation, confidence, and awareness
of instructor expectations.
Utilizing their responses to the Pre-review survey students were grouped
based on their self-awareness of and self-confidence in themselves, and their
preparation prior to the exam. Upon arrival at the review session, students
were further sub-grouped based on their content knowledge as measured by
a correct/incorrect answer to a multiple choice question.
After grouping and moving to different classrooms, students spent
approximately 1 hour reviewing material for the exam with an undergraduate
assistant (UA) review session teacher. The basis for study within these review
session groups was presenting and answering example questions.
After taking the exam, students were again provided with an electronic
survey. This Post-review survey asked students about their experience with
the review session and the exam.
Methods
Review sessions provide a valuable added level of support to students as they
prepare for exams. Learning ways to improve review session delivery can
benefit the course, a program, as well as the student. This study sought to
leverage students who found a review session helpful into practical
knowledge for improved effectiveness of future review sessions.
Although these preliminary findings are promising there are clear limitations
in this examination. The sample size is low, and particularly the unhelpful
group could gain from more members.
There appear to be differences in self-awareness, confidence, content
knowledge, study habits, grade expectation, grades, and review session
format between students who found the review sessions helpful and those
who did not. This knowledge can be used to design better studies, with more
subjects going forward and ultimately provide an improved, more effective
review session to students in the physiology class.
Discussion
Review Session # 1 2 3 Total
Returned post-review
survey & attended
review session
17 12 4 33
Found it helpful 16 7 3 26
Did not find it helpful 1 5 1 7
Results
Figure 2. Unhelpful group: Likert (1-5) scale survey question responses.Figure 1. Helpful group: Likert (1-5) scale survey question responses.
Table 2. Number of students completing surveys, and attending review sessions.
Participants
The population consisted of undergraduate students enrolled in a Systems
Physiology course (CAS BI315). Most students were Sophomores and Juniors
and majoring in a biological science related field. All 240 students enrolled in
the course were provided the opportunity to attend each review session.
Review Session # 1 2 3
Pre-review survey
completion
126 110 87
Attended review
session
77 44 65
Post-review survey
completion
18 12 4
Table 3. Number of students completing post-survey & helpfulness.
Student attendance
Only 1 review session 2 review sessions
All 3 review
sessions
63 30
21
Session
1
Session
2
Session
3
Session
1 & 2
Session
2 & 3
Session
1 & 3
33 10 20 6 7 17
Table 1. Number of students: repeat attendance across all review sessions.
We would like to acknowledge the work of the Undergraduate Assistants who ran the individual review sessions: Sarah Blackwell, Natalie Cherry, Nicole Cesanek, Stephan Foianini, William Mermell, Jacob Reilley-Luther, Andria Sharma, & Steven Xie.
Table 5. Student desired changes to review session.
Group Response Frequency
Helpful
Longer time 12
More Questions 7
Content 5
Other 2
Unhelpful
Content 4
Delivery 2
Other 1
Figure 3. Actual exam grade compared to exam grade expectation.
Helpful Unhelpful
Helpful Group Unhelpful Group
Feel Before Feel After Feel Before Feel After
Response Frequency Response Frequency Response Frequency Response Frequency
Prepared 21 Satisfied 20 Prepared 5 Confused 3
Nervous 12 Calm 7 Nervous 3 Nervous 2
Calm 7 Confident 5 Calm 2 Other 4
Confident 4 Nervous 5 Other 1
Other 3 Other 3
Table 4. Student feelings before and after taking the exam.