Pattern Mining Approach to Categorization of Students&amp;apos; Performance using Apriori Algorithm

KumarVerma, Sushil; Thakur, R. S.; Jaloree, Shailesh

doi:10.5120/21540-4550

Cited by 1 publication

(1 citation statement)

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“…In terms of reliability, internal consistency using Cronbach's alpha measure was analysed for the overall instrument and its domains. A Cronbach's alpha coefficient of ≥0.5 would indicate an adequate internal consistency (Bowling, 2009;Verma et al, 2010). The corrected item-total correlation should be ≥ 0.2, and the effect of deleting an item on the Cronbach's alpha coefficient is considered (Verma et al, 2010).…”

Section: F Data Analysismentioning

confidence: 99%

Learning experiences of pre-clinical medical students in virtual problem-based learning amidst the COVID-19 pandemic

Foong

Lye

Aziz

et al. 2022

TAPS

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Introduction: Medical schools universally responded by migrating teaching and learning to virtual learning environments (VLE) due to the impact of the COVID-19 pandemic. The use of virtual problem-based learning (PBL) in lieu of face-to-face sessions seems to be an appropriate response, but its effectiveness was understudied. The study compared the learning experiences of pre-clinical medical students at the beginning and completion of the virtual PBL. Methods: The study was conducted at the University of Malaya, a public-funded university in Malaysia. A 12-item questionnaire was developed and validated to assess the learning experiences of students conducting virtual PBL sessions. Principal component analysis and test for internal consistency suggested that the questionnaire is valid and reliable. The questionnaire was administered to pre-clinical students (Year 1 and Year 2) twice: at the beginning and the end of the virtual PBL implementation. Their responses were compared for the domains “learning”, “confidence” and “concern”. Results: 344 pre-clinical students were recruited but only 275 students (80%) responded to both the initial and final questionnaires. Based on the responses, the learning experiences of students generally improved by the completion of the virtual PBL implementation. Students were most convinced that they obtained and understood the information given during the virtual PBL. However, they continued to be worried about passing the clinical examination and content acquisition. Conclusion: The study supports the feasibility of virtual PBL as an acceptable alternative to replace face-to-face PBL during the COVID-19 pandemic.

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Section: F Data Analysismentioning

confidence: 99%