Chemsketch in Improving Student Performance in Hydrocarbons

The flipped classroom, a form of blended learning, has gained popularity in higher education due to its potential to improve student engagement and performance. This approach addresses limitations in traditional teaching methods, such as didactic lectures and passive learning methods, by moving content delivery outside class and utilizing in-person sessions for active learning activities. This study aimed to assess the effectiveness of the flipped classroom as a teaching-learning strategy and to gather students’ opinions of the idea. A second-year undergraduate nursing class (n = 96) was split into two groups, one of which used the flipped classroom technique and the other the conventional approach in a quasi-experimental design. Questionnaires on a Likert scale were utilized to assess students’ opinions of the flipped classroom, and pre-and post-test results were evaluated. A variety of statistical analyses were used to compare mean scores and evaluate the efficacy of the flipped classroom, including paired and independent t-tests. A quasi-experimental study involving a second-year undergraduate nursing class showed a statistically significant improvement in student performance and a positive perception of the flipped classroom approach with P<0.001. The flipped classroom in nursing education allows students to learn at their own pace through pre-class work, with an instructor as a facilitator. This personalized approach uses technology like online platforms and collaborative tools to deliver lectures and facilitate in-class activities, potentially improving student engagement, critical thinking, and clinical reasoning abilities.

This study was designed to compare and evaluate the effectiveness of computer simulated laboratory instruction versus traditional laboratory instruction (utilizing actual electronics components) for educating college students about solid state electronics circuitry. The study also examined the students' attitude toward computer simulated laboratory instruction versus traditional laboratory instruction as a means of conducting laboratory activities. A pretest-posttest control group design was used in this experiment. In this study, the researcher randomly assigned subjects to particular groups. The experimental group received the pretests, experimental treatment, posttest I, traditional treatment, posttest II, and the posttests, while the control group received the pretests, traditional treatment, posttest I, experimental treatment, posttest II, and the posttests. Findings indicated that no significant difference existed between the computer simulated laboratory instruction and the traditional method of instruction as revealed by the mean scores of the posttest I with the pretest as a covariate, posttest III with the posttest II as a covariate, and posttest III with the pretest as a covariate. Findings also indicated no significant difference existed between students' attitude toward computer simulated laboratory instruction and traditional methods of instruction. Results did reveal that student attitudes were favorable to a similar extent with regard to both the simulation and the traditional methods of laboratory instruction. Findings indicated that significant differences did exist between the computer simulated laboratory instruction and the traditional method of instruction as revealed by mean scores of the posttest II with the posttest I as a covariate. The results revealed that the simulation group scored significantly higher than the traditional group. Since the treatment groups switched after two weeks perhaps, the sequence of instruction was an important factor. Also, a significant difference was found between the combined pretests and the combined posttests means of the experimental and control groups. This indicated that both instructional methods contributed to higher posttest III scores. The results of this study revealed that combined computer simulated laboratory instruction with the traditional methods of instruction will maximize the students' understanding of solid state electronics circuitry. From this study, the researcher concluded the following: (1) students learned electronics circuitry concepts more when they utilized actual electronics components and then used computer simulations; and (2) computer simulated laboratory instruction should be used to extend the traditional methods of laboratory instruction.

Current literature outlines the documented need for improved communication during patient medication counseling. Although many tools exist, there needs to be a national standardized tool that complies with federal and state law, to objectively measure student pharmacist performance during patient counseling in the community pharmacy setting. The primary objective of this study is to perform an initial analysis of the internal consistency reliability of a patient medication counseling rubric designed with an Indian Health Services theoretical framework. Secondary objectives include measuring changes in student performance over the time of the study. The 18-item rubric was developed to objectively measure student pharmacist performance during patient medication counseling sessions in a 21-h Introductory Pharmacy Practice Experience (IPPE) course. The community-pharmacy-based IPPE patient counseling course evaluates students' communication skills and patient-centered counseling techniques in live and simulated patient counseling sessions. Three pharmacist evaluators assessed a total of 247 student counseling sessions. The rubric's internal consistency reliability was analyzed, and student performance improvement was observed within the course. Students' performance was evaluated as “meets expectations” in most live and simulated sessions. However, an independent groups t-test showed that the mean performance score for the live counseling sessions (2.59, SD = 0.29) was higher (p < 0.001) than that for the simulated counseling sessions (2.35, SD = 0.35). Students' performance in the course improved over three weeks [Week 1: mean (SD) = 2.29 (0.32), Week 2: mean (SD) = 2.44 (0.33), Week 3: mean (SD) = 2.62 (0.29); p < 0.001]. A Tukey-Kramer comparison post hoc test found a significant increase in the mean performance scores between weeks (p < 0.05). The overall internal consistency reliability of the counseling rubric was determined acceptable, with a Cronbach's alpha of 0.75. Further study is required, including the assessment of inter-rater reliability, factor analysis, variable analysis, and use in other states with patient confirmation testing necessary to validate the rubric for use with student pharmacists in the community pharmacy setting.

Measuring progress in entrepreneurship education

The global pandemic has changed the mode of delivering lessons. Adult learners have missed and continue to miss the hands-on learning activity, which is a form of experiential learning. When it comes to teaching three-dimensional, geometric shapes (3D), learners often benefit from handling and manipulating concrete shapes. This study examined the use of an AR mobile application, as a learning tool for teaching geometric shapes in virtual mathematics classrooms. Data was collected from thirty learners at Functional Skills and General Certificate of Secondary Education (GCSE) levels in a Further Education college in Birmingham, UK. Learners were divided into Control and Experimental groups. The Control group used traditional learning materials, while in the Experimental group, an AR application was utilised during lessons. Qualitative data was gathered using mixed methods of one-to-one interviews and questionnaires to evaluate the learners’ experience. The data was triangulated with observation and note-taking by the teacher. In this study, the content analysis method has been used to analyse the data. Results showed an improved activity and interactivity within the session, when compared to the traditional, passive, teaching and learning strategies used in the learning process. From the results of this study, we can deduce that AR-based tools are a beneficial resource in teaching mathematics and improving learner experience in virtual classrooms. Further studies are required to evaluate quantitative improvements in student performance, as well as to implement AR as a regular teaching strategy.

The primary purpose of this innovative research was to investigate the influence of virtual science learning applications and student engagement and performance in Anatomy and Physiology courses at Abuyog Community College. Recognizing the increasing integration of digital tools in education, this study sought to determine how such applications could enhance student learning experiences and outcomes compared to traditional methods. Several key research questions drove this study. These questions were: How do virtual learning applications impact student engagement in Anatomy and Physiology courses? What effects do these tools have on students' performance and understanding of the subject matter? How do students perceive virtual learning applications relative to conventional teaching methods? Which components of these applications correlate most strongly with improved learning outcomes? To address these questions, an experimental research design was employed, involving 30 students divided equally into control and experimental groups. The control group followed traditional learning methods, while the experimental group utilized virtual learning applications. Data collection methods included pre-tests and post-tests to measure academic performance, as well as Likert scale surveys and open-ended questions to capture student perceptions and experiences. The intervention featured the introduction of innovative interactive virtual learning tools. These tools were specifically designed to teach complex anatomical and physiological concepts through engaging, visual, and hands-on experiences. They provided unique features such as 3D models, real-time simulations, and immediate feedback mechanisms. The findings revealed that students in the experimental group showed significant improvement in both engagement and academic performance. The Likert scale results indicated that the virtual learning applications increased student motivation and active participation. Open-ended responses highlighted that student found the interactive features and visual aids particularly beneficial for understanding difficult concepts and maintaining interest. These results suggest that virtual science learning applications can be a powerful tool in enhancing student engagement and learning outcomes in Anatomy and Physiology. The study supports the integration of such digital tools into the curriculum to foster a more interactive and effective learning environment, providing practical insights for educators and curriculum developers. Future research should explore the long-term impacts of these applications and their potential in other educational contexts.

Aim: Incorporating mobile applications into traditional clinical teaching methods to assess the impact of game-based mobile applications on the practical knowledge and skill levels of venous blood specimen collection among nursing students. Background: Although game-based mobile applications are recognized as teaching aids that replicate clinical practice in a safe environment, their impact and effectiveness are relatively unknown in the education of nursing students. Design: In September 2021, a single-blind randomized controlled trial was conducted in a university-affiliated hospital in China. Methods: One hundred five nursing students were randomly divided into the control group (n = 53) and the experimental group (n = 52). All participants received the same theoretical and operational training. For the next 7 days, the experimental group used a game-based mobile application, and the control group practiced venous blood specimen collection using traditional teaching methods. We observed the before-and-after comparison of the skill performance and learning curve of both groups of participants. Results: The final skill performance scores of the nursing students in the experimental group were higher than that of the nursing students in the control group (P < 0.001). Analysis of the learning curve showed that to master the skills, the experimental and control groups needed an average of 8 and 10 repetitions, respectively. Conclusion: This mobile application has a positive learning effect on nursing students' venous blood specimen collection skills in the short term. It should be applied to the training of clinical nursing skills.

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

Learning disabilities, particularly Dyscalculia and Dysgraphia, significantly hinder students' academic, social, and future occupational outcomes. Deaf and mute primary students face amplified challenges due to limited availability of specialized educational resources and tools that cater to their unique communication needs. This research presents an innovative, intelligent learning environment designed specifically to identify and mitigate Dyscalculia and Dysgraphia among deaf and mute primary students. Leveraging advanced artificial intelligence, computer vision, and machine learning (ML) technologies, the developed system incorporates Sinhala Sign Language (SLSL) and interactive, adaptive learning methodologies. The identification process employs Convolutional Neural Networks (CNNs) to analyze handwritten numerical inputs and sign language gestures, categorizing students based on the severity of their conditions. Subsequently, personalized, engaging instructional activities facilitate gradual skill development and continuous improvement. Robust data privacy measures ensure ethical standards, while automated tracking provides actionable insights for educators and parents. Initial findings indicate significant improvements in student performance and engagement, demonstrating the system's efficacy in delivering inclusive, culturally relevant, and accessible educational interventions tailored for deaf and mute students.

This research aims to develop a Guided Inquiry Learning Model Based on Educational Games, presented in a book format and supported by educational games accessible via Canva and Wordwall platforms. The model is designed to be valid, practical, and effective in enhancing elementary school students' science process skills. This study uses a Research and Development (R&amp;D) approach, adapting the Plomp model's development stages: initial investigation, design, realization, testing, evaluation, revision, and implementation. The subjects are fifth-grade students from UPT SD Negeri 214, UPT SD Negeri 99, and UPT SD Negeri 101 in Pinrang Regency. Research instruments include validation sheets, observation sheets, questionnaires, and evaluation sheets. The study produces an Inquiry-Based Educational Game (IGE) textbook and learning tools, such as lesson plans (RPP), student worksheets (LKPD), and educational games. The findings reveal a strong need among teachers and students for a learning model that enhances science process skills. The developed IGE model comprises syntax, social system, reaction principles, support system, instructional impact, and accompanying impact. The syntax includes Activation, Playing, Exploring, and Wrap-Up phases. The IGE model meets the criteria for validity and practicality, receiving high validation ratings. The model effectively enhances students' science process skills, as shown by significant improvements in student performance. The IGE model and its learning tools are deemed highly practical, based on feedback from students and teachers.

This study investigates whether the flipped classroom approach enhances secondary-level students' learning achievement in a Secondary-level Physics course. It aimed to explore the effectiveness of the flipped model for students who have been primarily exposed to traditional lecture-based instruction throughout their schooling. An explanatory sequential mixed methods design was employed. Quantitative data were analyzed using ANCOVA to compare pre- and post-test results between experimental and control groups of urban and rural schools in Gandaki Province of Nepal. The quantitative analysis was followed by qualitative interviews to interpret the quantitative findings. The results indicated that the flipped classroom did not significantly improve student performance in the urban school, but showed a near-significant trend toward improvement in student performance in the rural school. Notably, in the urban school, students in the control group, who received traditional instruction, outperformed those in the flipped group. These findings suggest that the success of the flipped classroom approach is highly context and lived-experience-dependent and influenced by factors such as students’ readiness and access to digital resources.

BackgroundThe coronavirus disease 2019 (COVID-19) pandemic has had a great impact on the traditional teaching mode (Lecture-based Learning, LBL) and laboratory teaching. To address this challenge, the researchers conducted online Problem-based learning (PBL) teaching and virtual simulation laboratory teaching through DingTalk, and evaluated the effectiveness of this method in teaching clinical biochemistry.MethodsWith the method of cluster sampling, the researchers randomly selected 60 students from two classes of the Class 2019 as the experimental group for this prospective experimental study. The theory class was taught online PBL through DingTalk, and experimental lectures were given by virtual simulation. After the experimental teaching, students were assessed for theory and operation. Self-administered questionnaires were administered through DingTalk. 65 students from our 2018 medical laboratory class were randomly selected as the control group, and offline LBL and traditional experimental teaching methods were used. Examination results were obtained through teaching portfolios.ResultsThe experimental group had significantly better examination scores in theoretical knowledge and experimental operational skills than the control group (87.45 ± 5.91 vs. 83.52 ± 9.94, P = 0.0095; 87.08 ± 12.42 vs. 80.18 ± 14.04, P = 0.0044). The results of the questionnaire survey revealed that the experimental group was more receptive to the DingTalk-PBL teaching method and virtual simulation laboratory teaching. Moreover, this hybrid teaching method was more effective in promoting basic knowledge understanding (95.0%, 57/60), facilitating the mastery of operational skills (93.3, 56/60), cultivating interest in learning (96.7%, 58/60), training clinical thinking (95.0%, 57/60), improving communication skills (95.0%, 57/60), and enhancing self-learning ability (91.7%, 55/60) and was more satisfying than traditional teaching method (all P < 0.05).ConclusionThe DingTalk-based PBL method combined with virtual simulation experiments was an effective and acceptable teaching strategy during the pandemic compared with the traditional teaching method.

Student performance modelling (SPM) is a critical step to assessing and improving students' performances in their learning discourse. However, most existing SPM are based on statistical approaches, which on one hand are based on probability, depicting that results are based on estimation; and on the other hand, actual influences of hidden factors that are peculiar to students, lecturers, learning environment and the family, together with their overall effect on student performance have not been exhaustively investigated. In this paper, Student Performance Models (SPM) for improving students' performance in programming courses were developed using M5P Decision Tree (MDT) and Linear Regression Classifier (LRC). The data used was gathered using a structured questionnaire from 295 students in 200 and 300 levels of study who offered Web programming, C or JAVA at Federal University, Oye-Ekiti, Nigeria between 2012 and 2016. Hidden factors that are significant to students' performance in programming were identified. The relevant data gathered, normalized, coded and prepared as variable and factor datasets, and fed into the MDT algorithm and LRC to develop the predictive models. The developed models were obtained, validated and afterwards implemented in an Android 1.0.1 Studio environment. Extended Markup Language (XML) and Java were used for the design of the Graphical User Interface (GUI) and the logical implementation of the developed models as a mobile calculator, respectively. However, Mean Absolute Error (MAE), Root Mean Squared Error (RMSE), Relative Absolute Error (RAE) and the Root Relative Squared Error (RRSE) were the metrics used to evaluate the robustness of MDT and LRC models. The evaluation results obtained indicate that the variable-based LRC produced the best model in terms of MAE, RMSE, RAE and the RRSE having yielded the least values in all the evaluations conducted. Further results obtained established the strong significance of attitude of students and lecturers, fearful perception of students, erratic power supply, university facilities, student health and students' attendance to the performance of students in programming courses. The variable-based LRC model presented in this paper could provide baseline information about students' performance thereby offering better decision making towards improving teaching/learning outcomes in programming courses.

One of the benefits claimed for computer-based assessment is that it can improve student performance in summative assessments. During the introduction of computer-based assessment in a first-year module on numeracy and statistics in Biology, online assessment was used to replace OMR-marked multiple-choice tests. Analysis of student results after the first year (Ricketts & Wilks, 2001) showed that students using online assessment did not perform as well as those using OMR-marked multiple-choice questions. The difference in performance could not be attributed to a weaker student cohort. In the second year student performance improved dramatically when they were not required to scroll through the question paper. Our results suggest that students may be disadvantaged by the introduction of online assessment, unless care is taken with the student-assessment interface.

Determining the effects of four teaching strategies on the academic performance of senior high school students was the main objective of this study. The quasi-experimental design, specifically the equivalent pretest-posttest design was used. A grade-11 class was divided into four sections, the three sections served as the experimental classes subjected to game-based, outcome-based, and technology-based teaching strategies, and one section served as the control group who undertook the traditional teaching method. Results showed that all groups were at a "satisfactory" level of performance before the treatment. Although the means of the experimental groups increased a little than that of the control group after the treatment, still all groups were at a "satisfactory” level. Before treatment, all groups were comparable, but difference was observed after the treatment. Improvement from pretest to posttest performance of the experimental groups and control group was found for outcome-based and traditional teaching methods. However, no significant statistical differences were found between the pretest-posttest for the other pairings. The utilization of outcome-based teaching strategies is an effective way of enhancing the level of performance of students in Mathematics compared to other teaching strategies. In the mean gain scores, statistical significance existed in the mathematics performance of the experimental groups and control group. Students exposed to outcome-based strategy performed better than those students who are exposed to other teaching strategies; while game-based, outcome-based, technology-based, and traditional teaching methods also improved the mathematics performance of students.