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Association between the Social Network of Medical Students and Their Academic Performance on the Anatomy Written Examination
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Nawa, Nobutoshi; Numasawa, Mitsuyuki; Yamaguchi, Kumiko; Morita, Ayako; Fujiwara, Takeo; Akita, Keiichi – Anatomical Sciences Education, 2023
Although medical students learn human anatomy within a social network of friends/classmates, limited research has examined how social network structure is related to student's performance in human anatomy examinations. This study aimed to examine the association between centrality (i.e., the degree to which a student is connected to other students…
Descriptors: Social Networks, Medical Students, Academic Achievement, Anatomy
A Comparative Study of Classification and Regression Algorithms for Modelling Students' Academic Performance
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Strecht, Pedro; Cruz, Luís; Soares, Carlos; Mendes-Moreira, João; Abreu, Rui – International Educational Data Mining Society, 2015
Predicting the success or failure of a student in a course or program is a problem that has recently been addressed using data mining techniques. In this paper we evaluate some of the most popular classification and regression algorithms on this problem. We address two problems: prediction of approval/failure and prediction of grade. The former is…
Descriptors: Comparative Analysis, Classification, Regression (Statistics), Mathematics
To Quiz or Not to Quiz: Formative Tests Help Detect Students at Risk of Failing the Clinical Anatomy Course
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Azzi, Alain J.; Ramnanan, Christopher J.; Smith, Jennifer; Dionne, Éric; Jalali, Alireza – Anatomical Sciences Education, 2015
Through a modified team-based learning (TBL) in the anatomy pre-clerkship curriculum, formative evaluations are utilized in the University of Ottawa Faculty of Medicine to assess and predict students' outcomes on summative examinations. The purpose of this study was to determine the efficiency of formative assessments to predict student's…
Descriptors: Anatomy, Science Tests, Academic Failure, Formative Evaluation
Are Success and Failure Experiences Equally Motivational? An Investigation of Regulatory Focus and Feedback
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Shu, Tse-Mei; Lam, Shui-fong – Learning and Individual Differences, 2011
The present study extended regulatory focus theory (Idson & Higgins, 2000) to an educational setting and attempted to identify individuals with high motivation after both success and failure feedback. College students in Hong Kong (N = 180) participated in an experiment with a 2 promotion focus (high vs. low) x 2 prevention focus (high vs.…
Descriptors: Feedback (Response), Prevention, Foreign Countries, Identification
The Role of Homework in Student Learning Outcomes: Evidence from a Field Experiment
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Grodner, Andrew; Rupp, Nicholas G. – Journal of Economic Education, 2013
In this article, the authors describe a field experiment in the classroom where principles of micro-economics students are randomly assigned into homework-required and not-required groups. The authors find that homework plays an important role in student learning, especially so for students who initially perform poorly in the course. Students in…
Descriptors: Higher Education, College Students, Homework, Assignments
What Can What-When-Where (WWW) Binding Tasks Tell Us about Young Children's Episodic Foresight? Theory and Two Experiments
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Russell, James; Cheke, Lucy G.; Clayton, Nicola S.; Meltzoff, Andrew N. – Cognitive Development, 2011
We analyze theoretical differences between conceptualist and minimalist approaches to episodic processing in young children. The "episodic-like" minimalism of Clayton and Dickinson (1998) is a species of the latter. We asked whether an "episodic-like" task (structurally similar to ones used by Clayton and Dickinson) in which participants had to…
Descriptors: Young Children, Internet, Child Development, Experiments