An Analysis on How Demotivated Teachers Affect O-Level Pass Rate

This study aimed to analyze the trends in academic performance, establish the possible causes of the poor academic performance, and explore and implement some mitigation strategies for 5 years. After observing a sharp decline in the Grade seven national examination pass rate at one rural Private Primary School, the Department of Education committed itself to work in collaboration with the school administrators and teachers to improve the pass rate. Several trips were made to the Primary school to establish rapport, assess their needs, and establish the contributing causes of the sharp decline in the pass rates. In-depth interviews were carried out with key informants. The major factors identified to be contributing to the decline in pass rates were low motivation among both students and teachers. In addition, inadequate resources; particularly educational materials and basic needs for teachers such as water and food were also identified. A strategic plan was formulated with goals projected for the coming 4 years. Regular visits to the school were made by the department of Education at least once every school term. Special training programs were done in the third term of each year in preparation for writing final exams. The teachers and students were incentivized by provision of basic needs such as water and food and other basic commodities. Other motivational promises were made, such as prizes for the best-performing students and teachers. The results were recorded and compared every year. After the first year of implementing the strategies, there was a noticeable change in the academic performance. The pass rates were beginning to rise when COVID-19 pandemic broke out. The overall pass rate dropped from 42 % to 15% during the COVID-19 pandemic era. However, after the COVID-19 Pandemic the intervention strategies continued. Despite experiencing the drastic negative effects of the COVID-19 pandemic, the graph of academic performance rose, there was a sharp rise from 33% in 2022 to 52% in 2023. The study recommends that a detailed longitudinal study be carried out to investigate the impact of other strategies (such as encouraging parental involvement). If these strategies carried out in this study are implemented coupled with other strategies such as parental involvement, this may result in marked improvements in academic performance of the learners and very high pass rates.

Parts I and II of the National Board of Medical Examiners (NBME) examination were first offered to graduates of foreign medical schools in 1989 as an alternative to the Foreign Medical Graduate Examination in the Medical Sciences (FMGEMS). This study was designed to determine whether differences in pass rates and scores were related to differences in the populations selecting one or the other examination. (1) Combined pass rates on the FMGEMS and NBME in 1989 and 1990 were compared with pass rates in previous years. (2) The proportion of NBME takers in 1989 was compared with the proportion in 1990. (3) Respective pass rates on the FMGEMS and NBME in the first NBME administration in 1989 were compared with pass rates in 1990. (4) The percentage of repeaters taking the FMGEMS was compared with the percentage taking the NBME in 1989 and 1990. (5) The distribution of repeaters by number of previous takes was compared between the FMGEMS and NBME in 1989 and 1990. (1) Combined pass rates were similar to the pass rates of previous years. (2) The proportion of NBME takers declined in 1990. (3) The pass rates for the FMGEMS were higher in both 1989 and 1990, but the difference in pass rates between the two examinations narrowed in 1990. (4) The percentage of repeaters taking the NBME was high in 1989 and declined in 1990. (5) The number of previous takes among repeaters was higher for the NBME than for the FMGEMS in 1989 and became equal in 1990. Some students probably opted to take the NBME in 1989 in the belief that it might be easier than the FMGEMS, resulting in lower pass rates for the NBME. The NBME pass rates rose in 1990 after the differential pass rates had become public.

The Specialty Certification Examination (SCE) in geriatric medicine is a postgraduate examination undertaken by doctors training to become geriatricians in the United Kingdom as well as internationally. The Geriatric Medicine Examinations Board (Royal College of Physicians (RCP) the body responsible for conducting the SCE), noted decreasing pass rates since 2021, which prompted this quality improvement project. To study the variation in pass rates using the Academy of Medical Royal Colleges' proposed methodology and to implement any required changes to reduce unwanted variation within the scope of this project. Validity, reliability, feasibility, educational impact and acceptability were assessed statistically. A Training Programme Directors (TPD) survey and a RCP SCE website review were conducted. Statistical analyses were conducted to compare various parameters for the diets with lower pass rates to assess the impact of changes in the standard setting method, the frequency of the examination and the COVID-19 pandemic. The analysis showed a statistically significantly higher proportion of International Medical Graduates (IMG) compared to United Kingdom Graduates (UKG) in the diets with lower pass rates in 2022/1, 2022/2 and 2023 compared to 2019, 2020 and 2021. The TPD survey across four nations showed noteworthy variations in the information about the knowledge level required to pass. The geriatric medicine SCE pass rates have declined over last few years. The higher proportion of IMG and lower IMG pass rate had a significant impact on overall pass rate. The TPD survey feedback led to an improved RCP SCE geriatric medicine website and additional support for IMG.

Analyzing sustainable performance on high-precision molding process of 3D ultra-thin glass for smart phone

ContextMedical schools are challenged to create academic environments that stimulate students to improve their study progress without compromising their well‐being.ObjectivesThis prospective comparative cohort study investigated the effects of raising Year‐1 standards on academic performance and on students' chronic psychological and biological stress levels.MethodsIn a Dutch medical school, students within the last Bachelor's degree cohort (n = 410) exposed to the 40/60 (67%) credit Year‐1 standard (67%‐credit cohort) were compared with students within the first cohort (n = 413) exposed to a 60/60 (100%) credit standard (100%‐credit cohort). Main outcome measures were Year‐1 pass rate (academic performance), mean score on the Perceived Stress Scale (PSS, psychological stress) and hair cortisol concentration (HCC, biological stress).ResultsYear‐1 pass rates were significantly higher in the 100%‐credit cohort (odds ratio [OR] 4.65). Interestingly, there was a significant interaction effect (OR 0.46), indicating that raising the standard was more effective for male than for female students. PSS scores (n = 234 [response rate [RR]: 57%] and n = 244 [RR: 59%] in the 67%‐ and 100%‐credit cohorts, respectively) were also significantly higher in the 100%‐credit cohort (F(1,474) = 15.08, P < .001). This applied specifically to female students in the 100%‐credit cohort. Levels of HCC (n = 181 [RR: 44%] and n = 162 [RR: 39%] respectively) did not differ between cohorts, but were significantly higher in female students (F(1,332) = 7.93, P < .01). In separate models including cohort and gender, both PSS score (OR 0.91) and HCC (OR 0.38) were significantly associated with Year‐1 performance. Only students with both high PSS scores and high HCC values were significantly at risk of lower Year‐1 pass rates (OR 0.27), particularly male students.ConclusionsRaising the Year‐1 performance standard increased academic performance, most notably in male students. However, it also increased levels of perceived stress, especially in female students. In particular, the combination of high levels of perceived stress and biological stress, as measured by long‐term cortisol, was related to poor academic performance. The study suggests a relationship between raising performance standards and student well‐being, with differential effects in male and female students.

This article describes the response of the Illinois Board of Nursing to an escalating number of prelicensure nursing programs with low National Council Licensure Examination (NCLEX) pass rates. The response aligns with stipulations of the Illinois Nurse Practice Act and best practices. NCLEX success is crucial to launching the careers of nursing graduates and to maintaining approval status of prelicensure programs by state regulatory bodies. Boards strive to guide programs with low pass rates fairly and consistently. The Illinois Board of Nursing created a tool and process addressing curriculum and resources, faculty, students, and administrative support in a programmatic approach to improving pass rates. Initial outcomes were positive. Anecdotal evidence of programs in good standing also confirmed the tool's value as a resource to promoting graduate success. A programmatic approach can provide guidance for boards of nursing to address low NCLEX pass rates in a consistent evidence-based manner.

Summary writing is an important skill In this paper, it is argued that although the preferred language of teaching, learning and assessment at the former Nelson Mandela Metropolitan University (NMMU) is English (NMMU Language Policy, 2009), students’ primary languages can be mobilised to facilitate learning. Internal research at NMMU (2008) indicated that black and coloured students’ pass rates were low. To improve this situation, language support in the form of multilingual glossaries (in English, Afrikaans & isiXhosa) was provided. Multilingual glossaries were developed by communities of practice inside and outside the university. These glossaries have contributed towards changing the monolingual academic environment at NMMU to a multilingual one, and improved Black and Coloured students’ pass rates although they are still lower than their White and Indian counterparts (Sheppard, 2013/14). This study led to the conclusion that, understanding disciplinary concepts through the primary language could improve students’ academic performance and pass rates. A group of 28 Tourism Management students in a Communication tutorial participated in a pilot study conducted by the Centre for Teaching, Learning & Media to develop and measure the effectiveness of these multilingual glossaries. The data, in the form of qualitative and quantitative students’ feedback and pre- and post-test scores, will be presented. Keywords: linguistic diversity; multilingual glossaries; multilingualism; language development; academic achievement

Background Developmental education (DE) has been critiqued because of its high cost, the inconclusive evidence as to its effectiveness, and the overrepresentation of underrepresented minority students required to take it. Because Black and Hispanic students are more often referred to developmental courses and may require more levels of remediation, a significant racial/ethnic achievement gap between White students and underrepresented minority students has formed in the likelihood of students earning credit for college-level courses in their first semester. Focus of Study To address these concerns, the Florida legislature passed Senate Bill 1720 in 2013, which, among other mandates, made DE (and placement tests) optional for many students. Now that this barrier to gateway course enrollment has been removed, this article seeks to understand whether there was any relationship between its removal and the achievement gap between White students and underrepresented minority students in gateway course passing rates, or gateway success, in the first semester. Research Design We employed a difference-in-differences model estimating the relationships between students’ race/ethnicity and their success in gateway courses, specifically English Composition 1 and Intermediate Algebra. Interaction terms between an indicator for the year the policy was implemented and indicators for race/ethnicity allow us to determine whether Black, Hispanic, and White students experienced differential outcomes following the policy change. Data Collection Data for this analysis came from the Florida Education Data Warehouse, the statewide student-level longitudinal database. We examined the first-semester educational trajectories of Black, White, and Hispanic students across six cohorts of students who entered one of the 28 colleges in the Florida College System between 2009 and 2014. Findings The findings indicate that now that students have the option to bypass developmental courses, Black and Hispanic students are enrolling in gateway courses at higher rates compared with White students. Further, although course-based passing rates have declined, the cohort-based passing rates for Black and Hispanic students have increased at rates higher than those of White students, which provides some evidence that the achievement gap may be closing in Intermediate Algebra. Conclusions This study illuminates an important positive outcome that has far-reaching policy implications. Results suggest that by making DE optional, there can be a reduction in, and indeed the elimination of, the racial/ethnic achievement gap in at least one measure of student success in college. These findings suggest that eliminating barriers can have a strong positive impact-at least in the short term-on the success of Black and Hispanic students.

Factors Influencing Outcome of the American Board of Surgery Certifying Examination: An Observational Study

The number of for-profit hospitals has increased in the United States, but their role in and outcomes for graduate medical education (GME) are unclear. To describe for-profit involvement in internal medicine (IM), general surgery (GS), and pediatrics GME by quantifying change in for-profit affiliated residency programs and comparing for-profit and nonprofit affiliated program board certifying examination pass rates. We used Accreditation Council for Graduate Medical Education and Medicare data to quantify for-profit prevalence in IM, GS, and pediatrics GME from 2001 to 2021. We used public pass rate data from the American Board of Surgeons (2017-2019; n=242 programs; 6562 examinees), American Board of Internal Medicine (2018-2020; n=465 programs; 23 922 examinees), and American Board of Pediatrics (2018-2020; n=202 programs; 9819 examinees) to model the relationship between profit status and pass rate within each specialty and across specialties combined using linear regression. The proportion of for-profit affiliated residency programs increased 400.0% in IM, 334.4% in GS, and 23.2% in pediatrics from 2001 to 2021. Bivariate linear regression revealed significantly lower pass rate in for-profit affiliated programs in IM β =-7.73, P<.001), pediatrics (β =-14.6, P<.001), and the 3 specialties combined (β =-5.45, P<.001). Upon multiple regression with addition of program characteristic covariates, this relationship remained significant in pediatrics (β =-10.04, P=.006). The proportion of for-profit affiliated residency programs has increased in IM, GS, and pediatrics from 2001 to 2021. After controlling for covariates, for-profit affiliated programs were associated with lower board examination pass rates in pediatrics with no association in IM, GS, or the combined measure.

First year students’ academic performance in three Life Science courses (Botany, Zoology and Bioscience) was compared. Pass rates, as well as the means and distributions of final marks were analysed. Of the three components (coursework, practical and theory examinations) contributing to the final mark of each course, students performed bestin the coursework. Subcomponents of the theory examinations of each subject showed students performed more poorly in the essay section. As the highest frequency of students achieved a final mark in the 50–60 per cent category for all three subjects, it is clear that the weighting of the examinations to the final mark should not be increased as this would lower students overall performance and decrease pass rates dramatically. It appears that improvement of appropriate assessment tasks linked to learning outcomes, and appropriate development of learning opportunities need to be ongoing in both coursework and examinations for the three courses.

To obtain secondary school teachers' assessment of adolescent drug use in Zimbabwe. Secondly, to compare this assessment with some of the results from student drug use surveys undertaken in 1990 and 1994. Cross sectional. 17 secondary schools in Harare, Mashonaland East and West and Matabeleland North Provinces (including Bulawayo). 442 secondary school teachers, of whom half were males. Teachers' assessment of how serious a problem adolescent drug use is in Zimbabwe in general and at the teachers' own school. Secondly, whether adolescent drug use is currently on the increase or decrease. The teachers assessed alcohol use as the most serious drug problem among secondary school students in Zimbabwe, followed in descending order by cannabis, tobacco, inhalants and other drugs. Drug use was considered less serious at the teachers' own school as compared to the assessment of the general situation. Student drug use is largely stable or increasing moderately. Alcohol appears to be increasing the most. Although partly corresponding with previous studies, the situation was assessed as more serious than what appeared from the student drug use surveys in 1990 and 1994. The largest gap between teachers' assessment and students' self-reported drug use was found for cannabis and inhalants. The study among teachers concur to some extent with results from previous studies among students. There are, however, variations in the assessment of drug use among secondary school students that do not correspond completely with the picture drawn by previous student surveys. It is argued that some of the variation in the assessment may in part be explained by sociocultural and normative differences between different sociocultural segments of Zimbabwean society.

Comparison of NAPLEX pass rates for non-modifiable determinants of pharmacy programs in the United States

Systemic lupus erythematosus (SLE) affects 1 in 2500 Americans and is associated with significant morbidity and mortality. The recent development of SLE quality measures provides an opportunity to understand gaps in clinical care and to identify modifiable factors associated with variations in quality. To evaluate performance on SLE quality measures as well as differences in quality of care by demographic, socioeconomic, disease, and health system characteristics. Cross-sectional analysis of data derived from the Lupus Outcomes Study, a prospective, longitudinal study of 814 individuals. Principal data collection was through annual structured telephone surveys between 2009-2010. Data on 13 SLE quality measures was collected. We used regression models to estimate demographic, socioeconomic, disease, and health system characteristics associated with performance on individual and overall quality measures. Performance on each quality measure and overall performance on all measures for which participants were eligible (pass rate). Participants were eligible for a mean of five measures (range 2-12). Performance varied from 29 % (assessment of cardiovascular risk factors) to 90 % (sun avoidance counseling). The overall pass rate was 65 % (95 % CI 64 %, 65 %). In unadjusted analyses, younger age, minority race/ethnicity, poverty, shorter disease duration, fewer physician visits, and lack of health insurance, were associated with lower pass rates. Receiving care in public sector managed care organizations was associated with higher pass rates. After adjustment, younger age, having fewer physician visits and lacking health insurance remained significantly associated with lower performance; receiving care in public sector managed care organizations remained associated with higher performance. We identified a number of gaps in clinical care for SLE. Factors associated with the health care system, including presence and type of health insurance, were the primary determinants of performance on quality measures in SLE.

Secondary school students are still within the age bracket of rapid physical, social and psychological changes. These changes pose a number of challenges which result to cases of maladaptive behaviour as evidenced by strikes, riots, boycotts, indulgence in premarital sexual activities, truancy, drug and substance abuse, disinterest in school and poor academic performance. Diverse behaviour modification strategies have been employed to mitigate against these negative tendencies but these maladaptive behaviours are still rampant among secondary school students. The current study sought to investigate the influence of guidance and counselling programmes in improving secondary students school connectedness in Nyamira Count,y Kenya. The study objective was to investigate the influence of guidance and counselling programmes on secondary students school connectedness. The study was guided by two theories namely: Ludwig Bertalanffy’s Systems Theory and Erik Erickson’s psychosocial development Theory. The study utilized descriptive survey design as well as ex-post facto design. The sample size of the study were 52 head teachers, 52 deputy head teachers, 52 guidance and counselling teachers and 311 students drawn from a population of 7740 form three students, 174 head teachers, 174 deputy head teachers and 174 guidance and counselling teachers. Purposive sampling procedure was used to select public secondary schools, head teachers, deputy head teachers, guidance and counselling teachers and form three students. Stratified sampling procedure was used to group the target population into four strata based on school type and gender. Proportionate sampling procedure was used to select equal representation of respondents from each stratum of public secondary school. Random sampling procedure was used to obtain the final sample from each of the stratum. Questionnaires and interview schedules were used to collect data. Prior to data collection, a pilot study was conducted to ensure validity and reliability of the research instruments and using Cronbach reliability test, reliability coefficient of = 0.727 was reported. Descriptive and inferential statistics was used to analyze the data. The data analysis was done with the aid of computer software- statistical package for social sciences (SPSS) version 22.0. The study found that there is a strong positive relationship (r = .622) between guidance and counselling programme and students school connectedness which was statistically significant ( <.005). The study recommends that all teachers in the school need to understand in depth the concept of guidance and counselling in the school setting and how it can be used to improve students school connectedness. The education ministry should organize regular seminars based on personal, social and moral practices for the schools. This will ensure that the policy on professional ethics is adhered to for improved performance. The government through the Ministry of Education and Teachers Service Commission should employ more teacher counselors in secondary schools to effectively tackle social and academic challenges facing the students. Keywords: Guidance and counselling, public secondary schools, students school connectedness, Nyamira County. DOI : 10.7176/JEP/10-22-06 Publication date : August 31 st 2019