This study highlights the imperative fact that students are the personification of a teacher’s persona. The professional persona of the teachers is the reflection of personal and emotional traits that helps their students in the development of a nation. This is a quantitative study of 40 teachers and 153 students from Sahiwal district, Pakistan based on Erikson’s theory of psychosocial development. For questionnaires, the study gyrates around the conceptual framework of teachers’ personal traits independent variables: empathy, resourcefulness, wittiness, acknowledgment, determination, and creativeness are aimed to analyze their reflection in students’ performance as a dependent variable. For data collection, the purposive sampling technique is used and SPSS software for calculations. This study traces that it is a need the hour to improve the society through training of a teacher to develop a paradigm of ‘Teacher’s persona’ that ultimately, influences the students en masse.
.0.pdf 4. Cortez, P., A. Silva. Using Data Mining to Predict Secondary School StudentPerformance. EUROSIS. A. Brito and J. Teixeira, Eds. 2008, 5-12. 5. DeLong, C., P. Radclie, L. Gorny. Recruiting for Retention: Using Data Mining and Machine Learning to Leverage the Admissions Process for Improved Freshman Retention. - In: Proc. of the Nat. Symposium on Student Retention, 2007. 6. Dekker, G., M. Pechenizkiy, J. Vleeshouwers. Predicting Students Drop Out: A Case Study. - In: Proceedings of 2nd International Conference on Educational Data Mining (EDM’09), 1-3 July 2009
-listening-writing task. TESOL Quarterly. 2012;46(1):80–103. 26. Phakiti A, Li L. General academic difficulties and reading and writing difficulties among Asian ESL postgraduate students in TESOL at an Australian university. RELC Journal. 2011;42(3):227–264. http://dx.doi.org/10.1177/0033688211421417 27. Jimoh R, Kenneth N. Effect of English language proficiency on students’ performance in cataloguing and classification courses in polytechnic-based library schools in Nigeria. International Journal of Library and Information Science. 2016;8(6):54–61. doi: 10.5897/ijlis2016.0708 28
Background: The students’ progression towards completing their higher education degrees possesses stochastic characteristics, and can therefore be modelled as an absorbing Markov chain. Such application would have a high practical value and offer great opportunities for implementation in practice.
Objectives: The aim of the paper is to develop a stochastic model for estimation and continuous monitoring of various quality and effectiveness indicators of a given higher education study programme.
Method: The study programme is modelled by a finite Markov chain with five transient and two absorbing states. The probability transition matrix is constructed. The quantitative characteristics of the absorbing Markov chain, like the expected time until absorption and the probabilities of absorption, are used to determine chosen indicators of the programme.
Results: The model is applied to investigate the pattern of students’ enrolment and their academic performance in a Slovenian higher education institution. Based on the students’ intake records, the transition matrix was developed considering eight consecutive academic seasons from 2008/09 until 2016/17. The students’ progression towards the next stage of the study programme was estimated. The expected time that a student spends at a particular stage as well as the expected duration of the study is determined. The graduation and withdrawal probabilities were obtained. Besides, a prediction on the students’ enrolment for the next three academic years was made. The results were interpreted and discussed.
Conclusion: The analysis presented is applicable for all higher education stakeholders. It is especially useful for a higher education institution’s managers seeing that it provides useful information to plan improvements regarding the quality and effectiveness of their study programmes to achieve better position in the educational market.
. Predicting Academic Performance. – In: Proc. of 36th Annual Conference in Frontiers in Education, 2006, pp. 21-26. 10. Hilary, L. S. Studies in the History of Probability and Statistics. XV Historical Development of the Gauss Linear Model. – Journal of Biometrika, Vol. 54 , 1967, No 1/2, pp. 1-24. 11. Huang, S., N. Fang. Predicting Student Academic Performance in an Engineering Dynamics Course: A Comparison of Four Types of Predictive Mathematical Models. – Computers and Education, Vol. 61 , 2013, pp. 133-145. 12. Kabakchieva, D. Predicting StudentPerformance by Using
Perception of Teacher Behavior: A Study of Between-Class Ability Grouping. Electronic Journal of Research in Educational Psychology, 8(2), 707-724. 18. Rathert, G., & Reed, D. (2001). The Effectiveness of Electronically Communicated Encouragement on StudentPerformance. Retrieved from http://www.eric.ed.gov, No ED 471187 (12/10/2012). 19. Rhem, J. (1999). Pygmalion In The Classroom. The National Teaching & Learning Forum, 8(2). 20. Rist, R. C. (1977). On Understanding the Process of Schooling: The Contributions of Labeling Theory. In J. Karabel & A. H. Hasley (Εds.), Power
This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in calculus into blended learning where all face-to-face lectures were replaced by webcasts and online activities. The article presents the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today
Evaluation is a very complex process, which involves a continuous effort to reduce subjectivity from the evaluation procedure in giving grades, scores, marks, percentages etc. The assessment of the instructional process is a controversial topic due to the human factor involved in this process of valorization of learning outcomes. The issue in question breeds discussions on morality, since the future of the testees depends on the facts of examination and of the factually proved objectivity. Evaluation is therefore a pedagogical concept that transcends the definition of measure and the appreciation of the students’ performance. It refers to the process of determining and assessing learning outcomes by revealing the contribution of each resource in the teaching-learning process. The purpose of this paper is to point out some of the major elements of the evaluation process in the context of enhancing the quality of the educational act.
Working students face many challenges: they must balance work, school, extracurricular activities, and personal life. Several studies reflected the fact that this balancing act goes hand-in-hand with the level of stress. The scope of the study was to find out whether working students in the Faculty of Engineering Sibiu experience different levels of stress compared with the non-working students. Eighty students from the third year of studies were interviewed regarding the research topic. The interviewed students were randomly selected, five working and five non-working students from each of the eight faculty specializations. The results of the study reflect the fact that the management of the faculty and the professors themselves must take into consideration that stress is a factor that affects students’ performance and behavior.
The aim of this research paper is to compare the quality of education delivered at the undergraduate level in the public and private institutions of the Twin Cities (Islamabad and Rawalpindi) in Pakistan. Data is collected with the help of questionnaires from 246 students. The data was collected from three public and three private educational institutions of the Twin Cities, and the age of students ranged from 18 to 27 years. The research instrument used in this paper is the independent sample t-test to find the difference between the three private and three public educational institutions selected in Rawalpindi and Islamabad in terms of different variables that are very important in measuring the quality of education. For analysis, Levene’s test was adopted, which reflects the variations in educational quality with respect to academic staff availability in the twin cities. The differences in close supervision of students by academic staff between public and private sector educational institutions were also analysed, and the results reflected a difference between private and public educational institutions with respect to close supervision of students. The results also highlighted the factors that are involved in higher performance of students in private institutes as compared to that of students in public institutes. These factors can be implemented in the public sector to increase student performance.