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performance.</title> <meta name="description" content="Search results for: student performance."> <meta name="keywords" content="student performance."> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="student performance."> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 6250</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: student performance.</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6250</span> Parental Expectations and Student Performance in Secondary School Mathematics Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Daya%20Weerasinghe">Daya Weerasinghe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Parental expectations often differ to that of their children and the influence and involvement of parents, at home, may affect the student performance in the classroom. This paper presents results from a survey of Asian and European background secondary school mathematics students (<em>N</em>=128) in Melbourne, Australia. Student responses to survey questions were analysed using confirmatory factor analysis, followed by t-tests and ANOVA. The aim of the analysis was to identify similarities and differences in parental expectations in relation to ethnicity, gender, and the year level of the students. The notable findings from the analysis showed no significant difference (at 0.05 level) in parental expectations and student performance, in relation to ethnicity or gender. Conversely, there was a significant difference in both parental expectations and student performance between year 7 and year 12 students. Further, whilst there was a significant difference in parental expectations between year 7 and year 11 students, the students’ performances were not significantly different. The results suggest further research may be needed to understand the parental expectations and student performance between the lower and upper secondary school mathematics students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Ethnic%20background" title="Ethnic background">Ethnic background</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=parental%20expectations" title=" parental expectations"> parental expectations</a>, <a href="https://publications.waset.org/search?q=student%20performance" title=" student performance"> student performance</a>, <a href="https://publications.waset.org/search?q=year%20level." title=" year level."> year level.</a> </p> <a href="https://publications.waset.org/10003365/parental-expectations-and-student-performance-in-secondary-school-mathematics-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003365/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003365/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003365/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003365/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003365/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003365/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003365/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003365/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003365/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003365/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2994</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6249</span> Predictive Analytics of Student Performance Determinants in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mahtab%20Davari">Mahtab Davari</a>, <a href="https://publications.waset.org/search?q=Charles%20Edward%20Okon"> Charles Edward Okon</a>, <a href="https://publications.waset.org/search?q=Somayeh%20Aghanavesi"> Somayeh Aghanavesi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Every institute of learning is usually interested in the performance of enrolled students. The level of these performances determines the approach an institute of study may adopt in rendering academic services. The focus of this paper is to evaluate students' academic performance in given courses of study using machine learning methods. This study evaluated various supervised machine learning classification algorithms such as Logistic Regression (LR), Support Vector Machine (SVM), Random Forest, Decision Tree, K-Nearest Neighbors, Linear Discriminant Analysis (LDA), and Quadratic Discriminant Analysis, using selected features to predict study performance. The accuracy, precision, recall, and F1 score obtained from a 5-Fold Cross-Validation were used to determine the best classification algorithm to predict students’ performances. SVM (using a linear kernel), LDA, and LR were identified as the best-performing machine learning methods. Also, using the LR model, this study identified students' educational habits such as reading and paying attention in class as strong determinants for a student to have an above-average performance. Other important features include the academic history of the student and work. Demographic factors such as age, gender, high school graduation, etc., had no significant effect on a student's performance.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Student%20performance" title="Student performance">Student performance</a>, <a href="https://publications.waset.org/search?q=supervised%20machine%20learning" title=" supervised machine learning"> supervised machine learning</a>, <a href="https://publications.waset.org/search?q=prediction" title=" prediction"> prediction</a>, <a href="https://publications.waset.org/search?q=classification" title=" classification"> classification</a>, <a href="https://publications.waset.org/search?q=cross-validation." title=" cross-validation."> cross-validation.</a> </p> <a href="https://publications.waset.org/10012800/predictive-analytics-of-student-performance-determinants-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012800/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012800/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012800/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012800/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012800/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012800/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012800/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012800/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012800/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012800/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012800.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">548</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6248</span> Using Critical Systems Thinking to Improve Student Performance in Networking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Albertus%20G.%20Joubert">Albertus G. Joubert</a>, <a href="https://publications.waset.org/search?q=Roelien%20Goede"> Roelien Goede</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper explores how Critical Systems Thinking and Action Research can be used to improve student performance in Networking. When describing a system from a systems thinking perspective, the following aspects can be identified: the total system performance, the systems environment, the resources, the components and the management of the system. Following the history of system thinking we observe three emerged methodologies namely, hard systems, soft systems, and critical systems. This paper uses Critical Systems Thinking (CST) which describes systems in terms of contradictions and conflict. It demonstrates how CST can be used in an Action Research (AR) project to improve the performance of students. Intervention in terms of student assessment is discussed and the impact of the intervention is discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Action%20research" title="Action research">Action research</a>, <a href="https://publications.waset.org/search?q=computer%20networks" title=" computer networks"> computer networks</a>, <a href="https://publications.waset.org/search?q=critical%20systems%20thinking" title=" critical systems thinking"> critical systems thinking</a>, <a href="https://publications.waset.org/search?q=higher%20education." title=" higher education."> higher education.</a> </p> <a href="https://publications.waset.org/46/using-critical-systems-thinking-to-improve-student-performance-in-networking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/46/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/46/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/46/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/46/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/46/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/46/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/46/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/46/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/46/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/46/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/46.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2705</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6247</span> Open Educational Resource in Online Mathematics Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Haohao%20Wang">Haohao Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology, multimedia in Open Educational Resources, can contribute positively to student performance in an online instructional environment. Student performance data of past four years were obtained from an online course entitled Applied Calculus (MA139). This paper examined the data to determine whether multimedia (independent variable) had any impact on student performance (dependent variable) in online math learning, and how students felt about the value of the technology. Two groups of student data were analyzed, group 1 (control) from the online applied calculus course that did not use multimedia instructional materials, and group 2 (treatment) of the same online applied calculus course that used multimedia instructional materials. For the MA139 class, results indicate a statistically significant difference (p = .001) between the two groups, where group 1 had a final score mean of 56.36 (out of 100), group 2 of 70.68. Additionally, student testimonials were discussed in which students shared their experience in learning applied calculus online with multimedia instructional materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Online%20learning" title="Online learning">Online learning</a>, <a href="https://publications.waset.org/search?q=Open%20Educational%20Resources" title=" Open Educational Resources"> Open Educational Resources</a>, <a href="https://publications.waset.org/search?q=Multimedia" title=" Multimedia"> Multimedia</a>, <a href="https://publications.waset.org/search?q=Technology." title=" Technology."> Technology.</a> </p> <a href="https://publications.waset.org/10001320/open-educational-resource-in-online-mathematics-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001320/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001320/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001320/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001320/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001320/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001320/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001320/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001320/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001320/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001320/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001320.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2114</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6246</span> The Functions of the Student Voice and Student-Centered Teaching Practices in Classroom-Based Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sofia%20Douklia">Sofia Douklia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present context paper aims to present the important role of ‘student voice’ and the music teacher in the classroom, which contributes to more student-centered music education. The aim is to focus on the functions of the student voice through the music spectrum, which has been born in the music classroom, and the teacher’s methodologies and techniques used in the music classroom. The music curriculum, the principles of student-centered music education, and the role of students and teachers as music ambassadors have been considered the major music parameters of student voice. The student- voice is a worth-mentioning aspect of a student-centered education, and all teachers should consider and promote its existence in their classroom.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Student%E2%80%99s%20voice" title="Student’s voice">Student’s voice</a>, <a href="https://publications.waset.org/search?q=student-centered%20education" title=" student-centered education"> student-centered education</a>, <a href="https://publications.waset.org/search?q=music%20ambassadors" title=" music ambassadors"> music ambassadors</a>, <a href="https://publications.waset.org/search?q=music%20teachers." title=" music teachers."> music teachers.</a> </p> <a href="https://publications.waset.org/10013235/the-functions-of-the-student-voice-and-student-centered-teaching-practices-in-classroom-based-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013235/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013235/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013235/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013235/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013235/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013235/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013235/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013235/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013235/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013235/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013235.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6245</span> System Module for Student Idol</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20S.%20Roslina">M. S. Roslina</a>, <a href="https://publications.waset.org/search?q=A.%20Noraziah"> A. Noraziah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Malaysia government had been trying hard in order to find the most efficient methods in learning. However, it is hard to actually access and evaluate students whom will then be called an excellent student. It is because in our realties student who excellent is only excel in academic. This evaluation becomes a problem because it not balances in our real life interm of to get an excellent student in whole area in their involvement of curiculum and cocuriculum. To overcome this scenario, we designed a module for Student Idol to evaluate student through three categories which are academic, co-curiculum and leadership. All the categories have their own merit point. Using this method, student will be evaluated more accurate compared to the previously. So, teacher can easily evaluate their student without having any emotion factor, relation factor and others. As conclusion this system module will helps the development of student evaluation more accurate and valid in Student Idol. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Evaluation" title="Evaluation">Evaluation</a>, <a href="https://publications.waset.org/search?q=curiculum" title=" curiculum"> curiculum</a>, <a href="https://publications.waset.org/search?q=co-curriculum" title=" co-curriculum"> co-curriculum</a>, <a href="https://publications.waset.org/search?q=idol" title=" idol"> idol</a>, <a href="https://publications.waset.org/search?q=systemmodule." title=" systemmodule."> systemmodule.</a> </p> <a href="https://publications.waset.org/12714/system-module-for-student-idol" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12714/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12714/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12714/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12714/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12714/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12714/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12714/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12714/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12714/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12714/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12714.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1445</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6244</span> Influence of Sports Participation on Academic Performance among Afe Babalola University Student-Athletes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=B.%20O.%20Diyaolu">B. O. Diyaolu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The web created by sport in academics has made it difficult for it to be separated from adolescent educational development. The enthusiasm expressed towards sport by students in higher institutions is quite enormous. Primarily, academic performance should be the pride of all students but whether sports affect the academic performance of student-athletes remain an unknown fact. This study investigated the influence of sports participation on academic performance among Afe Babalola University student-athletes. Ex post facto research design was used. Two groups of students were used for the study; Student-athlete (SA) and Regular Students (RS). Purposive sampling technique was used to select 224 student-athletes, only those that are regular in the university sports team training were considered and their records (i.e. name, department, level, matriculation number, and phone number) were collected through the assistance of their coaches. For the regular students, purposive sampling technique was used to select 224 participants, only those that have no interest in sports were considered and their records were retrieved from the college registration officer. The first and second semester examination results of the two groups were compared in 10 general study courses without their knowledge, using descriptive statistics of frequency counts, mean, and standard deviation. Out of the 10 compared courses, 7 courses result showed no significant difference between students-athlete and regular students while student-athletes perform better in 3 practically oriented courses. Sports role in academics is quite significant. Exposure to sports can help build the confidence that athletes need especially when it comes to practical courses. Student-athletes can perform better in academics if the environment is friendly and not intimidating. Lecturers and coaches need to work together in order to build a well cultured and intelligent graduate.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20performance" title="Academic performance">Academic performance</a>, <a href="https://publications.waset.org/search?q=regular%20students" title=" regular students"> regular students</a>, <a href="https://publications.waset.org/search?q=sports%20participation" title=" sports participation"> sports participation</a>, <a href="https://publications.waset.org/search?q=student-athlete" title=" student-athlete"> student-athlete</a>, <a href="https://publications.waset.org/search?q=university%20sports%20team." title=" university sports team."> university sports team.</a> </p> <a href="https://publications.waset.org/10011876/influence-of-sports-participation-on-academic-performance-among-afe-babalola-university-student-athletes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011876/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011876/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011876/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011876/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011876/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011876/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011876/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011876/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011876/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011876/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011876.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1499</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6243</span> The Traits That Facilitate Successful Student Performance in Distance Education: The Case of the Distance Education Unit at European University Cyprus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=D.%20Vlachopoulos">D. Vlachopoulos</a>, <a href="https://publications.waset.org/search?q=G.%20Tsokkas"> G. Tsokkas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Although it is not intended to identify distance education students as a homogeneous group, recent research has demonstrated that there are some demographic and personality common traits among most of them that provide the basis for the description of a typical distance learning student. The purpose of this paper is to describe these common traits and to facilitate their learning journey within a distance education program. The described research is an initiative of the Distance Education Unit at the European University Cyprus (Laureate International Universities) in the context of its action for the improvement of the students’ performance.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Distance%20education%20students" title="Distance education students">Distance education students</a>, <a href="https://publications.waset.org/search?q=successful%20student%0D%0Aperformance" title=" successful student performance"> successful student performance</a>, <a href="https://publications.waset.org/search?q=European%20University%20Cyprus" title=" European University Cyprus"> European University Cyprus</a>, <a href="https://publications.waset.org/search?q=common%20traits." title=" common traits."> common traits.</a> </p> <a href="https://publications.waset.org/10000400/the-traits-that-facilitate-successful-student-performance-in-distance-education-the-case-of-the-distance-education-unit-at-european-university-cyprus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000400/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000400/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000400/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000400/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000400/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000400/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000400/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000400/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000400/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000400/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000400.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1904</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6242</span> Enhancing Student Evaluation Through Student Idol</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20S.%20Roslina">M. S. Roslina</a>, <a href="https://publications.waset.org/search?q=M.O.%20Syahrul%20Hakimah%20Ong"> M.O. Syahrul Hakimah Ong</a>, <a href="https://publications.waset.org/search?q=S.%20F.%20Syarifah%20Fazlin"> S. F. Syarifah Fazlin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since after the historical moment of Malaysia Independence Day on the year of 1957, the government had been trying hard in order to find the most efficient methods in learning. However, it is hard to actually access and evaluate students whom will then be called an excellent student. It because in our realtime student who excellent is only excel in academic. This evaluation become a problem because it not balance in our real life interm of to get an excellent student in whole area in their involvement of curiculum and co-curiculum. To overcome this scenario, we proposed a method called Student Idol to evaluate student through three categories which are academic, co-curiculum and leadership. All the categories have their own merit point. Using this method, student will be evaluated more accurate compared to the previously. So, teacher can easily evaluate their student without having any emotion factor, relation factor and others. As conclustion this method will helps student evaluation more accurate and valid. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=evaluation" title="evaluation">evaluation</a>, <a href="https://publications.waset.org/search?q=curiculum" title=" curiculum"> curiculum</a>, <a href="https://publications.waset.org/search?q=co-curriculum" title=" co-curriculum"> co-curriculum</a>, <a href="https://publications.waset.org/search?q=idol." title=" idol."> idol.</a> </p> <a href="https://publications.waset.org/2853/enhancing-student-evaluation-through-student-idol" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2853/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2853/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2853/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2853/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2853/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2853/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2853/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2853/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2853/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2853/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1327</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6241</span> Improving University Operations with Data Mining: Predicting Student Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mladen%20Dragi%C4%8Devi%C4%87">Mladen Dragičević</a>, <a href="https://publications.waset.org/search?q=Mirjana%20Peji%C4%87%20Bach"> Mirjana Pejić Bach</a>, <a href="https://publications.waset.org/search?q=Vanja%20%C5%A0imi%C4%8Devi%C4%87"> Vanja Šimičević</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this paper is to develop models that would enable predicting student success. These models could improve allocation of students among colleges and optimize the newly introduced model of government subsidies for higher education. For the purpose of collecting data, an anonymous survey was carried out in the last year of undergraduate degree student population using random sampling method. Decision trees were created of which two have been chosen that were most successful in predicting student success based on two criteria: Grade Point Average (GPA) and time that a student needs to finish the undergraduate program (time-to-degree). Decision trees have been shown as a good method of classification student success and they could be even more improved by increasing survey sample and developing specialized decision trees for each type of college. These types of methods have a big potential for use in decision support systems.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Data%20mining" title="Data mining">Data mining</a>, <a href="https://publications.waset.org/search?q=knowledge%20discovery%20in%20databases" title=" knowledge discovery in databases"> knowledge discovery in databases</a>, <a href="https://publications.waset.org/search?q=prediction%20models" title=" prediction models"> prediction models</a>, <a href="https://publications.waset.org/search?q=student%20success." title=" student success."> student success.</a> </p> <a href="https://publications.waset.org/9998014/improving-university-operations-with-data-mining-predicting-student-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998014/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998014/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998014/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998014/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998014/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998014/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998014/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998014/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998014/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998014/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998014.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2540</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6240</span> Correlation Analysis to Quantify Learning Outcomes for Different Teaching Pedagogies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kanika%20Sood">Kanika Sood</a>, <a href="https://publications.waset.org/search?q=Sijie%20Shang"> Sijie Shang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>A fundamental goal of education includes preparing students to become a part of the global workforce by making beneficial contributions to society. In this paper, we analyze student performance for multiple courses that involve different teaching pedagogies: a cooperative learning technique and an inquiry-based learning strategy. Student performance includes student engagement, grades, and attendance records. We perform this study in the Computer Science department for online and in-person courses for 450 students. We will perform correlation analysis to study the relationship between student scores and other parameters such as gender, mode of learning. We use natural language processing and machine learning to analyze student feedback data and performance data. We assess the learning outcomes of two teaching pedagogies for undergraduate and graduate courses to showcase the impact of pedagogical adoption and learning outcome as determinants of academic achievement. Early findings suggest that when using the specified pedagogies, students become experts on their topics and illustrate enhanced engagement with peers.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bag-of-words" title="Bag-of-words">Bag-of-words</a>, <a href="https://publications.waset.org/search?q=cooperative%20learning" title=" cooperative learning"> cooperative learning</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=inquiry-based%20learning" title=" inquiry-based learning"> inquiry-based learning</a>, <a href="https://publications.waset.org/search?q=in-person%20learning" title=" in-person learning"> in-person learning</a>, <a href="https://publications.waset.org/search?q=Natural%20Language%0D%0AProcessing" title=" Natural Language Processing"> Natural Language Processing</a>, <a href="https://publications.waset.org/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/search?q=sentiment%20analysis" title=" sentiment analysis"> sentiment analysis</a>, <a href="https://publications.waset.org/search?q=teaching%20pedagogy." title=" teaching pedagogy."> teaching pedagogy.</a> </p> <a href="https://publications.waset.org/10013741/correlation-analysis-to-quantify-learning-outcomes-for-different-teaching-pedagogies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013741/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013741/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013741/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013741/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013741/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013741/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013741/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013741/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013741/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013741/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013741.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6239</span> Integration of Educational Data Mining Models to a Web-Based Support System for Predicting High School Student Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sokkhey%20Phauk">Sokkhey Phauk</a>, <a href="https://publications.waset.org/search?q=Takeo%20Okazaki"> Takeo Okazaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The challenging task in educational institutions is to maximize the high performance of students and minimize the failure rate of poor-performing students. An effective method to leverage this task is to know student learning patterns with highly influencing factors and get an early prediction of student learning outcomes at the timely stage for setting up policies for improvement. Educational data mining (EDM) is an emerging disciplinary field of data mining, statistics, and machine learning concerned with extracting useful knowledge and information for the sake of improvement and development in the education environment. The study is of this work is to propose techniques in EDM and integrate it into a web-based system for predicting poor-performing students. A comparative study of prediction models is conducted. Subsequently, high performing models are developed to get higher performance. The hybrid random forest (Hybrid RF) produces the most successful classification. For the context of intervention and improving the learning outcomes, a feature selection method MICHI, which is the combination of mutual information (MI) and chi-square (CHI) algorithms based on the ranked feature scores, is introduced to select a dominant feature set that improves the performance of prediction and uses the obtained dominant set as information for intervention. By using the proposed techniques of EDM, an academic performance prediction system (APPS) is subsequently developed for educational stockholders to get an early prediction of student learning outcomes for timely intervention. Experimental outcomes and evaluation surveys report the effectiveness and usefulness of the developed system. The system is used to help educational stakeholders and related individuals for intervening and improving student performance.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20performance%20prediction%20system" title="Academic performance prediction system">Academic performance prediction system</a>, <a href="https://publications.waset.org/search?q=prediction%20model" title=" prediction model"> prediction model</a>, <a href="https://publications.waset.org/search?q=educational%20data%20mining" title=" educational data mining"> educational data mining</a>, <a href="https://publications.waset.org/search?q=dominant%20factors" title=" dominant factors"> dominant factors</a>, <a href="https://publications.waset.org/search?q=feature%20selection%20methods" title=" feature selection methods"> feature selection methods</a>, <a href="https://publications.waset.org/search?q=student%20performance." title=" student performance. "> student performance. </a> </p> <a href="https://publications.waset.org/10011857/integration-of-educational-data-mining-models-to-a-web-based-support-system-for-predicting-high-school-student-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011857/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011857/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011857/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011857/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011857/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011857/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011857/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011857/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011857/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011857/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011857.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">978</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6238</span> Factors Influencing Rote Student's Intention to Use WBL: Thailand Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Watcharawalee%20Lertlum">Watcharawalee Lertlum</a>, <a href="https://publications.waset.org/search?q=Borworn%20Papasratorn"> Borworn Papasratorn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Conventional WBL is effective for meaningful student, because rote student learn by repeating without thinking or trying to understand. It is impossible to have full benefit from conventional WBL. Understanding of rote student-s intention and what influences it becomes important. Poorly designed user interface will discourage rote student-s cultivation and intention to use WBL. Thus, user interface design is an important factor especially when WBL is used as comprehensive replacement of conventional teaching. This research proposes the influencing factors that can enhance student-s intention to use the system. The enhanced TAM is used for evaluating the proposed factors. The research result points out that factors influencing rote student-s intention are Perceived Usefulness of Homepage Content Structure, Perceived User Friendly Interface, Perceived Hedonic Component, and Perceived (homepage) Visual Attractiveness.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=Web-Based%20learning" title=" Web-Based learning"> Web-Based learning</a>, <a href="https://publications.waset.org/search?q=Intention%20to%20use" title=" Intention to use"> Intention to use</a>, <a href="https://publications.waset.org/search?q=Rote%20student" title="Rote student">Rote student</a>, <a href="https://publications.waset.org/search?q=Influencing." title=" Influencing."> Influencing.</a> </p> <a href="https://publications.waset.org/14868/factors-influencing-rote-students-intention-to-use-wbl-thailand-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14868/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14868/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14868/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14868/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14868/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14868/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14868/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14868/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14868/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14868/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14868.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1625</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6237</span> Transnational Higher Education: Developing a Transnational Student Success 'Signature' for Pre-Clinical Medical Students – An Action Research Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=W.%20Maddison">W. Maddison</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper describes an Action Research project which was undertaken to inform professional practice in order to develop a newly created Centre for Student Success in the specific context of transnational medical and nursing education in the Middle East. The objectives were to enhance the academic performance, persistence, integration and personal and professional development of a multinational study body, in particular in relation to pre-clinical medical students, and to establish a comfortable, friendly and student-driven environment within an Irish medical university recently established in Bahrain. The outcomes of the project resulted in the development of a specific student success ‘signature’ for this particular transnational higher education context.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Global-Local" title="Global-Local">Global-Local</a>, <a href="https://publications.waset.org/search?q=pre-clinical%20medical%20students" title=" pre-clinical medical students"> pre-clinical medical students</a>, <a href="https://publications.waset.org/search?q=student%0D%0Asuccess" title=" student success"> student success</a>, <a href="https://publications.waset.org/search?q=transnational%20higher%20education" title=" transnational higher education"> transnational higher education</a>, <a href="https://publications.waset.org/search?q=Middle%20East." title=" Middle East."> Middle East.</a> </p> <a href="https://publications.waset.org/10001127/transnational-higher-education-developing-a-transnational-student-success-signature-for-pre-clinical-medical-students-an-action-research-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001127/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001127/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001127/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001127/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001127/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001127/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001127/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001127/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001127/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001127/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001127.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2021</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6236</span> Ensemble Approach for Predicting Student's Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=L.%20A.%20Muhammad">L. A. Muhammad</a>, <a href="https://publications.waset.org/search?q=M.%20S.%20Argungu"> M. S. Argungu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Educational data mining (EDM) has recorded substantial considerations. Techniques of data mining in one way or the other have been proposed to dig out out-of-sight knowledge in educational data. The result of the study got assists academic institutions in further enhancing their process of learning and methods of passing knowledge to students. Consequently, the performance of students boasts and the educational products are by no doubt enhanced. This study adopted a student performance prediction model premised on techniques of data mining with Students' Essential Features (SEF). SEF are linked to the learner's interactivity with the e-learning management system. The performance of the student's predictive model is assessed by a set of classifiers, viz. Bayes Network, Logistic Regression, and Reduce Error Pruning Tree (REP). Consequently, ensemble methods of Bagging, Boosting, and Random Forest (RF) are applied to improve the performance of these single classifiers. The study reveals that the result shows a robust affinity between learners' behaviors and their academic attainment. Result from the study shows that the REP Tree and its ensemble record the highest accuracy of 83.33% using SEF. Hence, in terms of the Receiver Operating Curve (ROC), boosting method of REP Tree records 0.903, which is the best. This result further demonstrates the dependability of the proposed model.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Ensemble" title="Ensemble">Ensemble</a>, <a href="https://publications.waset.org/search?q=bagging" title=" bagging"> bagging</a>, <a href="https://publications.waset.org/search?q=Random%20Forest" title=" Random Forest"> Random Forest</a>, <a href="https://publications.waset.org/search?q=boosting" title=" boosting"> boosting</a>, <a href="https://publications.waset.org/search?q=data%20mining" title=" data mining"> data mining</a>, <a href="https://publications.waset.org/search?q=classifiers" title=" classifiers"> classifiers</a>, <a href="https://publications.waset.org/search?q=machine%20learning." title=" machine learning."> machine learning.</a> </p> <a href="https://publications.waset.org/10012963/ensemble-approach-for-predicting-students-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012963/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012963/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012963/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012963/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012963/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012963/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012963/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012963/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012963/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012963/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012963.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">762</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6235</span> Relationship between Facebook Usage and the Student Engagement of Sri Lankan Management Undergraduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=L.%20C.%20H.%20Jayarathna">L. C. H. Jayarathna</a>, <a href="https://publications.waset.org/search?q=W.%20M.%20N.%20Fernando"> W. M. N. Fernando</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Academics and researchers are interested in the effects of social media on college students, with a specific focus on the most popular social media website; Facebook. Previous studied have found contradictory result on the relationship between Facebook usage and the student engagement with positive, detrimental and no significant relationships. However, these studies were limited to western higher education system. This paper fills a gap in the literature by using a sample (300) of Sri Lankan management undergraduates to examine the relationship between Facebook usage and student engagement. Student engagement was measured 35 item scale based on the National Survey of Student Engagement and Facebook usage by Facebook intensity scale. Descriptive statistics, path analysis and structural equation modeling were applied as statistical tools and techniques. Results indicate that student engagement scale was significantly negatively related with the Facebook usage with the influence from student engagement on Facebook usage.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Facebook%20Intensity" title="Facebook Intensity">Facebook Intensity</a>, <a href="https://publications.waset.org/search?q=Social%20Networking%20Sites" title=" Social Networking Sites"> Social Networking Sites</a>, <a href="https://publications.waset.org/search?q=Student%20Engagement." title=" Student Engagement."> Student Engagement.</a> </p> <a href="https://publications.waset.org/9999306/relationship-between-facebook-usage-and-the-student-engagement-of-sri-lankan-management-undergraduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999306/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999306/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999306/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999306/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999306/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999306/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999306/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999306/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999306/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999306/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999306.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3748</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6234</span> An Ontology for Smart Learning Environments in Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Konstantinos%20Sofianos">Konstantinos Sofianos</a>, <a href="https://publications.waset.org/search?q=Michail%20Stefanidakis"> Michail Stefanidakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Nowadays, despite the great advances in technology, most educational frameworks lack a strong educational design basis. E-learning has become prevalent, but it faces various challenges such as student isolation and lack of quality in the learning process. An intelligent learning system provides a student with educational material according to their learning background and learning preferences. It records full information about the student, such as demographic information, learning styles, and academic performance. This information allows the system to be fully adapted to the student’s needs. In this paper, we propose a framework and an ontology for music education, consisting of the learner model and all elements of the learning process (learning objects, teaching methods, learning activities, assessment). This framework can be integrated into an intelligent learning system and used for music education in schools for the development of professional skills and beyond. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Intelligent%20learning%20systems" title="Intelligent learning systems">Intelligent learning systems</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/search?q=semantic%20web." title=" semantic web."> semantic web.</a> </p> <a href="https://publications.waset.org/10013072/an-ontology-for-smart-learning-environments-in-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013072/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013072/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013072/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013072/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013072/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013072/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013072/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013072/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013072/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013072/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013072.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">465</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6233</span> Dynamic Visualization on Student's Performance, Retention and Transfer of Procedural Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Fauzy%20M.%20Wan">Fauzy M. Wan</a>, <a href="https://publications.waset.org/search?q=Reem%20S.A.%20Baragash"> Reem S.A. Baragash</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the effects of two dynamic visualizations on 60 Malaysian primary school student-s performance (time on task), retention and transference. The independent variables in this study were the two dynamic visualizations, the video and the animated instructions. The dependent variables were the gain score of performance, retention and transference. The results showed that the students in the animation group significantly outperformed the students in the video group in retention. There were no significant differences in terms of gain scores in the performance and transference among the animation and the video groups, although the scores were slightly higher in the animation group compared to the video group. The conclusion of this study is that the animation visualization is superior compared to the video in the retention for a procedural task. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Dynamic%20visualization" title="Dynamic visualization">Dynamic visualization</a>, <a href="https://publications.waset.org/search?q=Procedural%20Task" title=" Procedural Task"> Procedural Task</a>, <a href="https://publications.waset.org/search?q=Retention" title=" Retention"> Retention</a>, <a href="https://publications.waset.org/search?q=Transference" title=" Transference"> Transference</a> </p> <a href="https://publications.waset.org/10524/dynamic-visualization-on-students-performance-retention-and-transfer-of-procedural-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10524/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10524/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10524/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10524/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10524/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10524/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10524/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10524/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10524/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10524/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10524.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1429</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6232</span> Developing Student Teachers to Be Professional Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Suttipong%20Boonphadung">Suttipong Boonphadung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Practicum placements are an critical factor for student teachers on Education Programs. How can student teachers become professionals? This study was to investigate problems, weakness and obstacles of practicum placements and develop guidelines for partnership in the practicum placements. In response to this issue, a partnership concept was implemented for developing student teachers into professionals. Data were collected through questionnaires on attitude toward problems, weaknesses, and obstacles of practicum placements of student teachers in Rajabhat universities and included focus group interviews. The research revealed that learning management, classroom management, curriculum, assessment and evaluation, classroom action research, and teacher demeanor are the important factors affecting the professional development of Education Program student teachers. Learning management plan and classroom management concerning instructional design, teaching technique, instructional media, and student behavior management are another important aspects influencing the professional development for student teachers.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Developing%20student%20teacher" title="Developing student teacher">Developing student teacher</a>, <a href="https://publications.waset.org/search?q=Partnership%20concepts" title=" Partnership concepts"> Partnership concepts</a>, <a href="https://publications.waset.org/search?q=Professional%20teachers." title=" Professional teachers."> Professional teachers.</a> </p> <a href="https://publications.waset.org/11641/developing-student-teachers-to-be-professional-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11641/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11641/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11641/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11641/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11641/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11641/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11641/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11641/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11641/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11641/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11641.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2044</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6231</span> The Relationship between Class Attendance and Performance of Industrial Engineering Students Enrolled for a Statistics Subject at the University of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tshaudi%20Motsima">Tshaudi Motsima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Class attendance is key at all levels of education. At tertiary level many students develop a tendency of not attending all classes without being aware of the repercussions of not attending all classes. It is important for all students to attend all classes as they can receive first-hand information and they can benefit more. The student who attends classes is likely to perform better academically than the student who does not. The aim of this paper is to assess the relationship between class attendance and academic performance of industrial engineering students. The data for this study were collected through the attendance register of students and the other data were accessed from the Integrated Tertiary Software and the Higher Education Data Analyzer Portal. Data analysis was conducted on a sample of 93 students. The results revealed that students with medium predicate scores (OR = 3.8; p = 0.027) and students with low predicate scores (OR = 21.4, p < 0.001) were significantly likely to attend less than 80% of the classes as compared to students with high predicate scores. Students with examination performance of less than 50% were likely to attend less than 80% of classes than students with examination performance of 50% and above, but the differences were not statistically significant (OR = 1.3; p = 0.750).</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Class%20attendance" title="Class attendance">Class attendance</a>, <a href="https://publications.waset.org/search?q=examination%20performance" title=" examination performance"> examination performance</a>, <a href="https://publications.waset.org/search?q=final%20outcome" title=" final outcome"> final outcome</a>, <a href="https://publications.waset.org/search?q=logistic%20regression." title=" logistic regression. "> logistic regression. </a> </p> <a href="https://publications.waset.org/10011622/the-relationship-between-class-attendance-and-performance-of-industrial-engineering-students-enrolled-for-a-statistics-subject-at-the-university-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011622/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011622/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011622/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011622/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011622/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011622/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011622/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011622/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011622/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011622/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011622.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6230</span> Effect of Open-Ended Laboratory toward Learners Performance in Environmental Engineering Course: Case Study of Civil Engineering at Universiti Malaysia Sabah</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20Bolong">N. Bolong</a>, <a href="https://publications.waset.org/search?q=J.%20Makinda"> J. Makinda</a>, <a href="https://publications.waset.org/search?q=I.%20Saad"> I. Saad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Laboratory activities have produced benefits in student learning. With current drives of new technology resources and evolving era of education methods, renewal status of learning and teaching in laboratory methods are in progress, for both learners and the educators. To enhance learning outcomes in laboratory works particularly in engineering practices and testing, learning via handson by instruction may not sufficient. This paper describes and compares techniques and implementation of traditional (expository) with open-ended laboratory (problem-based) for two consecutive cohorts studying environmental laboratory course in civil engineering program. The transition of traditional to problem-based findings and effect were investigated in terms of course assessment student feedback survey, course outcome learning measurement and student performance grades. It was proved that students have demonstrated better performance in their grades and 12% increase in the course outcome (CO) in problem-based open-ended laboratory style than traditional method; although in perception, students has responded less favorable in their feedback.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Engineering%20education" title="Engineering education">Engineering education</a>, <a href="https://publications.waset.org/search?q=open-ended%20laboratory" title=" open-ended laboratory"> open-ended laboratory</a>, <a href="https://publications.waset.org/search?q=environmental%20engineering%20lab." title=" environmental engineering lab."> environmental engineering lab.</a> </p> <a href="https://publications.waset.org/9999070/effect-of-open-ended-laboratory-toward-learners-performance-in-environmental-engineering-course-case-study-of-civil-engineering-at-universiti-malaysia-sabah" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999070/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999070/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999070/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999070/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999070/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999070/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999070/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999070/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999070/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999070/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999070.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3057</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6229</span> Methodology for Developing an Intelligent Tutoring System Based on Marzano’s Taxonomy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Joaquin%20Navarro%20Perales">Joaquin Navarro Perales</a>, <a href="https://publications.waset.org/search?q=Ana%20Lidia%20Franzoni%20Vel%C3%A1zquez"> Ana Lidia Franzoni Velázquez</a>, <a href="https://publications.waset.org/search?q=Francisco%20Cervantes%20P%C3%A9rez"> Francisco Cervantes Pérez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The Mexican educational system faces diverse challenges related with the quality and coverage of education. The development of Intelligent Tutoring Systems (ITS) may help to solve some of them by helping teachers to customize their classes according to the performance of the students in online courses. In this work, we propose the adaptation of a functional ITS based on Bloom’s taxonomy called <em>Sistema de Apoyo Generalizado para la Enseñanza Individualizada</em> (SAGE), to measure student’s metacognition and their emotional response based on Marzano’s taxonomy. The students and the system will share the control over the advance in the course, so they can improve their metacognitive skills. The system will not allow students to get access to subjects not mastered yet. The interaction between the system and the student will be implemented through Natural Language Processing techniques, thus avoiding the use of sensors to evaluate student’s response. The teacher will evaluate student’s knowledge utilization, which is equivalent to the last cognitive level in Marzano’s taxonomy.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Intelligent%20tutoring%20systems" title="Intelligent tutoring systems">Intelligent tutoring systems</a>, <a href="https://publications.waset.org/search?q=student%20modelling" title=" student modelling"> student modelling</a>, <a href="https://publications.waset.org/search?q=metacognition" title=" metacognition"> metacognition</a>, <a href="https://publications.waset.org/search?q=affective%20computing" title=" affective computing"> affective computing</a>, <a href="https://publications.waset.org/search?q=natural%20language%20processing." title=" natural language processing. "> natural language processing. </a> </p> <a href="https://publications.waset.org/10009580/methodology-for-developing-an-intelligent-tutoring-system-based-on-marzanos-taxonomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009580/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009580/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009580/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009580/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009580/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009580/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009580/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009580/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009580/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009580/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009580.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1011</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6228</span> The Influence of Socio-Economic Backgrounds towards Satisfaction with Student Housing Facilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nurul%20%E2%80%98Ulyani%20Mohd%20Najib">Nurul ‘Ulyani Mohd Najib</a>, <a href="https://publications.waset.org/search?q=Nor%E2%80%99%20Aini%20Yusof"> Nor’ Aini Yusof</a>, <a href="https://publications.waset.org/search?q=Zulkifli%20Osman"> Zulkifli Osman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies on residential satisfaction have been actively discussed under family house setting. However, limited studies have been conducted on student residential satisfaction. This study is an attempt to fill the research gap. It focuses on the influence of socioeconomic on students- satisfaction with the universities- student housing facilities. The students who stayed at the on-campus student housing were the respondents. This study employed two-stage cluster sampling method in classifying the respondents. Self-administered questionnaires were distributed face-to-face to the students. In general, it is confirmed that students- socio-economic backgrounds have influence on the students- satisfaction with their housing facilities. The main influential factors were the students- economic status, sense of sharing, and ethnicity of their roommates. Furthermore, this study could also provide a useful feedback for the universities in order to improve their student housing facilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Malaysia" title="Malaysia">Malaysia</a>, <a href="https://publications.waset.org/search?q=Socio-economic" title=" Socio-economic"> Socio-economic</a>, <a href="https://publications.waset.org/search?q=Student%20housing" title=" Student housing"> Student housing</a>, <a href="https://publications.waset.org/search?q=Student%0D%0Aresidential%20satisfaction" title=" Student residential satisfaction"> Student residential satisfaction</a> </p> <a href="https://publications.waset.org/7853/the-influence-of-socio-economic-backgrounds-towards-satisfaction-with-student-housing-facilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7853/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7853/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7853/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7853/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7853/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7853/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7853/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7853/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7853/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7853/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2511</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6227</span> The Relationship between Students- Socio-Economic Backgrounds and Student Residential Satisfaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nurul%20%E2%80%98Ulyani%20Mohd%20Najib">Nurul ‘Ulyani Mohd Najib</a>, <a href="https://publications.waset.org/search?q=Nor%E2%80%99%20Aini%20Yusof"> Nor’ Aini Yusof</a>, <a href="https://publications.waset.org/search?q=Zulkifli%20Osman"> Zulkifli Osman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Debates on residential satisfaction topic have been vigorously discussed in family house setting. Nonetheless, less or lack of attention was given to survey on student residential satisfaction in the campus house setting. This study, however, tried to fill in the gap by focusing more on the relationship between students- socio-economic backgrounds and student residential satisfaction with their on-campus student housing facilities. Two-stage cluster sampling method was employed to classify the respondents. Then, self-administered questionnaires were distributed face-to-face to the students. In general, it was confirmed that the students- socioeconomic backgrounds have significantly influence the students- satisfaction with their on-campus student housing facilities. The main influential factors were revealed as the economic status, sense of sharing, and the ethnicity of roommates. Likewise, this study could also provide some useful feedback for the universities administration in order to improve their student housing facilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Malaysia" title="Malaysia">Malaysia</a>, <a href="https://publications.waset.org/search?q=Socio-economic" title=" Socio-economic"> Socio-economic</a>, <a href="https://publications.waset.org/search?q=Student%20housing" title=" Student housing"> Student housing</a>, <a href="https://publications.waset.org/search?q=Studentresidential%20satisfaction" title=" Studentresidential satisfaction"> Studentresidential satisfaction</a> </p> <a href="https://publications.waset.org/15901/the-relationship-between-students-socio-economic-backgrounds-and-student-residential-satisfaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15901/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15901/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15901/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15901/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15901/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15901/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15901/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15901/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15901/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15901/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2004</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6226</span> Improving Academic Performance Prediction using Voting Technique in Data Mining</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ikmal%20Hisyam%20Mohamad%20Paris">Ikmal Hisyam Mohamad Paris</a>, <a href="https://publications.waset.org/search?q=Lilly%20Suriani%20Affendey"> Lilly Suriani Affendey</a>, <a href="https://publications.waset.org/search?q=Norwati%20Mustapha"> Norwati Mustapha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper we compare the accuracy of data mining methods to classifying students in order to predicting student-s class grade. These predictions are more useful for identifying weak students and assisting management to take remedial measures at early stages to produce excellent graduate that will graduate at least with second class upper. Firstly we examine single classifiers accuracy on our data set and choose the best one and then ensembles it with a weak classifier to produce simple voting method. We present results show that combining different classifiers outperformed other single classifiers for predicting student performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Classification" title="Classification">Classification</a>, <a href="https://publications.waset.org/search?q=Data%20Mining" title=" Data Mining"> Data Mining</a>, <a href="https://publications.waset.org/search?q=Prediction" title=" Prediction"> Prediction</a>, <a href="https://publications.waset.org/search?q=Combination%20of%20Multiple%20Classifiers." title="Combination of Multiple Classifiers.">Combination of Multiple Classifiers.</a> </p> <a href="https://publications.waset.org/10287/improving-academic-performance-prediction-using-voting-technique-in-data-mining" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10287/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10287/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10287/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10287/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10287/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10287/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10287/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10287/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10287/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10287/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10287.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2754</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6225</span> Using Collaborative Pictures to Understand Student Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tessa%20Berg">Tessa Berg</a>, <a href="https://publications.waset.org/search?q=Emma%20Guion%20Akdag"> Emma Guion Akdag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Summative feedback forms are used in academia for gathering data on course quality and student understanding. Students answer a series of questions based on the course they are soon to finish in these forms. Feedback forms are notorious for being homogenised and limiting and thus the data captured is often neutral and lacking in tacit emotional responses. This paper contrasts student feedback forms with collaborative drawing. We analyse 19 pictures drawn by international students on a pre-sessional course. Through visuals we present an approach to enable a holistic level of student understanding. Visuals communicate irrespective of possible language, cultural and educational barriers. This paper sought to discover if the pictures mirrored the feedback given on a typical feedback form. Findings indicate a considerable difference in the two approaches and thus we highlight the value of collaborative drawing as a complimentary resource to aid the understanding of student experience.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Feedback%20forms" title="Feedback forms">Feedback forms</a>, <a href="https://publications.waset.org/search?q=visualisation" title=" visualisation"> visualisation</a>, <a href="https://publications.waset.org/search?q=student%20experience" title=" student experience"> student experience</a>, <a href="https://publications.waset.org/search?q=collaborative%20drawing." title=" collaborative drawing."> collaborative drawing.</a> </p> <a href="https://publications.waset.org/10004247/using-collaborative-pictures-to-understand-student-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004247/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004247/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004247/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004247/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004247/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004247/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004247/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004247/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004247/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004247/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004247.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1257</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6224</span> The New Educators: The Reasons for Saudi Arabia to Invest More in Student Counseling Programs </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Turki%20Alotaibi">Turki Alotaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student counseling programs can provide many benefits to students in schools all around the world. In theory, the government of the Kingdom of Saudi Arabia (Saudi Arabia) has committed itself to school counseling programs in educational institutions throughout the country. Student counselors face a number of burdens and obstacles that impact student counseling programs. It is also widely known that Saudi Arabia has extremely high prevalence rates for overweight and obesity, anxiety and depression, and diabetes in children. It has also been demonstrated that teachers and staff are inadequately prepared when dealing with health issues relating to diabetes in schools in Saudi Arabia. This study will clearly demonstrate how student counselors in Saudi Arabia could become 'New Educators' in Saudi schools in relation to these health issues. This would allow them to leverage their position as student counselor to improve the management of these health issues in Saudi schools, to improve the quality of care provided to school children, and to overcome burdens and obstacles that are currently negatively affecting student counseling in Saudi schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Anxiety" title="Anxiety">Anxiety</a>, <a href="https://publications.waset.org/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/search?q=diabetes" title=" diabetes"> diabetes</a>, <a href="https://publications.waset.org/search?q=overweight" title=" overweight"> overweight</a>, <a href="https://publications.waset.org/search?q=obesity" title=" obesity"> obesity</a>, <a href="https://publications.waset.org/search?q=policy%20recommendations" title=" policy recommendations"> policy recommendations</a>, <a href="https://publications.waset.org/search?q=student%20counseling" title=" student counseling"> student counseling</a>, <a href="https://publications.waset.org/search?q=The%20Kingdom%20of%20Saudi%20Arabia." title=" The Kingdom of Saudi Arabia."> The Kingdom of Saudi Arabia.</a> </p> <a href="https://publications.waset.org/10005489/the-new-educators-the-reasons-for-saudi-arabia-to-invest-more-in-student-counseling-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005489/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005489/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005489/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005489/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005489/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005489/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005489/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005489/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005489/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005489/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005489.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1683</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6223</span> Mining Educational Data to Support Students’ Major Selection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kunyanuth%20Kularbphettong">Kunyanuth Kularbphettong</a>, <a href="https://publications.waset.org/search?q=Cholticha%20Tongsiri"> Cholticha Tongsiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper aims to create the model for student in choosing an emphasized track of student majoring in computer science at Suan Sunandha Rajabhat University. The objective of this research is to develop the suggested system using data mining technique to analyze knowledge and conduct decision rules. Such relationships can be used to demonstrate the reasonableness of student choosing a track as well as to support his/her decision and the system is verified by experts in the field. The sampling is from student of computer science based on the system and the questionnaire to see the satisfaction. The system result is found to be satisfactory by both experts and student as well. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Data%20mining%20technique" title="Data mining technique">Data mining technique</a>, <a href="https://publications.waset.org/search?q=the%20decision%20support%20system" title=" the decision support system"> the decision support system</a>, <a href="https://publications.waset.org/search?q=knowledge%20and%20decision%20rules." title=" knowledge and decision rules. "> knowledge and decision rules. </a> </p> <a href="https://publications.waset.org/9997112/mining-educational-data-to-support-students-major-selection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997112/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997112/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997112/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997112/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997112/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997112/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997112/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997112/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997112/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997112/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997112.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3284</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6222</span> The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Glenda%20A.%20Gunter">Glenda A. Gunter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Current research has explored the impact of instructional immediacy, defined as those behaviors that help build close relationships or feelings of closeness, both on cognition and motivation in the traditional classroom and online classroom; however, online courses continue to suffer from higher dropout rates. Based on Albert Bandura-s Social Cognitive Theory, four primary relationships or interactions in an online course will be explored in light of how they can provide immediacy thereby reducing student attrition and improving cognitive learning. The four relationships are teacher-student, student-student, and student-content, and studentcomputer. Results of a study conducted with inservice teachers completing a 14-week online professional development technology course will be examined to demonstrate immediacy strategies that improve cognitive learning and reduce student attrition. Results of the study reveal that students can be motivated through various interactions and instructional immediacy behaviors which lead to higher completion rates, improved self-efficacy, and cognitive learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Distance%20Learning" title="Distance Learning">Distance Learning</a>, <a href="https://publications.waset.org/search?q=Self-Efficacy" title=" Self-Efficacy"> Self-Efficacy</a>, <a href="https://publications.waset.org/search?q=Instructional%0Aimmediacy" title=" Instructional immediacy"> Instructional immediacy</a>, <a href="https://publications.waset.org/search?q=Student%20achievement." title=" Student achievement."> Student achievement.</a> </p> <a href="https://publications.waset.org/481/the-effects-of-the-impact-of-instructional-immediacy-on-cognition-and-learning-in-online-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/481/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/481/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/481/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/481/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/481/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/481/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/481/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/481/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/481/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/481/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2806</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6221</span> Knowledge Acquisition and Client Organisations: Case Study of a Student as Producer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Barry%20Ardley">Barry Ardley</a>, <a href="https://publications.waset.org/search?q=Abi%20Hunt"> Abi Hunt</a>, <a href="https://publications.waset.org/search?q=Nick%20Taylor"> Nick Taylor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>As a theoretical and practical framework this study uses the student as producer approach to learning in higher education, as adopted by the Lincoln International Business School, University of Lincoln, UK. Student as producer positions learners as skilled and capable agents, able to participate as partners with tutors in live research projects. To illuminate the nature of this approach to learning and to highlight its critical issues, the authors report on two guided student consultancy projects. These were set up with the assistance of two local organisations in the city of Lincoln UK. Using the student as producer model to deliver the projects enabled learners to acquire and develop a range of key skills and knowledge, not easily accessible in more traditional educational settings. This paper presents a systematic case study analysis of the eight organising principles of the student as producer model, as adopted by university tutors. The experience of tutors implementing student as producer suggests that the model can be widely applied to benefit not only the learning and teaching experiences of higher education students, and staff, but additionally, a university’s research programme and its community partners.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Experiential%20learning" title="Experiential learning">Experiential learning</a>, <a href="https://publications.waset.org/search?q=consultancy%20clients" title=" consultancy clients"> consultancy clients</a>, <a href="https://publications.waset.org/search?q=student%20as%20producer." title=" student as producer."> student as producer.</a> </p> <a href="https://publications.waset.org/10013202/knowledge-acquisition-and-client-organisations-case-study-of-a-student-as-producer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013202/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013202/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013202/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013202/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013202/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013202/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013202/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013202/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013202/xml" 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