The Effectiveness of Learning Intervention Program among First Year Students of Biomedical Science Program

Othman, Hidayatul Fathi; Hamid, Asmah; Budin, Siti Balkis; Rajab, Nor Fadilah

doi:10.1016/j.sbspro.2011.05.052

Cited by 4 publications

(4 citation statements)

References 5 publications

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“…Given that the areas of intervention were broad and generally associated with some degree of success, programmes that traditionally or prematurely focus on content knowledge may be limited in their effectiveness. For example, improved learning outcomes can be realised by addressing learning issues such as student motivation . Thus, assessing the nature of student learning challenges could guide the selection of the appropriate area of intervention and help to control costs.…”

Section: Discussionmentioning

confidence: 99%

“…For example, improved learning outcomes can be realised by addressing learning issues such as student motivation. 9 Thus, assessing the nature of student learning challenges could guide the selection of the appropriate area of intervention and help to control costs. Although in some cases the intervention was offered as a standalone programme, our findings suggest that it may be more beneficial for the intervention to be embedded in the relevant subject matter.…”

Section: Discussionmentioning

confidence: 99%

“…The causes of academic failure at any stage of first‐degree medical training include both academic and non‐academic factors . For instance, academic failure may arise from inefficient learning and study skills, poor comprehension strategies, deficiencies in specific academic and content areas, lack of self‐regulation and metacognitive skills, inability to transition to self‐directed learning, lack of resilience and poor stress management, inability to manage a high workload, poor fit between the student and the learning environment, and personal factors . Additionally, learning challenges can be precipitated by students’ inability to identify their own learning deficiencies and the reluctance of some medical students to seek help .…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Learning support interventions for Year 1 medical students: a review of the literature

Kebaetse

Mokone

et al. 2017

Med Educ

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning support interventions for Year 1 medical students: a review of the literature

Kebaetse

Mokone

et al. 2017

Med Educ

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“…Of the 199 included records, 112 contained some mention of emotion 1,9–12,15,19–21,51–153 ; the remainder described remediation interventions but focused solely on cognitive or other non‐affective aspects of remediation. (See Appendix S2 for a table of included records and whether they discussed emotion.)…”

Section: Resultsmentioning

confidence: 99%

Emotion in remediation: A scoping review of the medical education literature

et al. 2021

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Objectives: Remediation can be crucial and high stakes for medical learners, and experts agree it is often not optimally conducted. Research from other fields indicates that explicit incorporation of emotion improves education because of emotion's documented impacts on learning. Because this could present an important opportunity for improving remediation, we aimed to investigate how the literature on remediation interventions in medical education discusses emotion.

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i-Ntervene: applying an evidence-based learning analytics intervention to support computer programming instruction

Utamachant

Anutariya

Pongnumkul

2023

Smart Learn. Environ.

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Apart from good instructional design and delivery, effective intervention is another key to strengthen student academic performance. However, intervention has been recognized as a great challenge. Most instructors struggle to identify at-risk students, determine a proper intervention approach, trace and evaluate whether the intervention works. This process requires extensive effort and commitment, which is impractical especially for large classes with few instructors. This paper proposes a platform, namely i-Ntervene, that integrates Learning Management System (LMS) automatic code grader, and learning analytics features which can empower systematic learning intervention for large programming classes. The platform supports instructor-pace courses on both Virtual Learning Environment (VLE) and traditional classroom setting. The platform iteratively assesses student engagement levels through learning activity gaps. It also analyzes subject understanding from programming question practices to identify at-risk students and suggests aspects of intervention based on their lagging in these areas. Students’ post-intervention data are traced and evaluated quantitatively to determine effective intervention approaches. This evaluation method aligns with the evidence-based research design. The developed i-Ntervene prototype was tested on a Java programming course with 253 first-year university students during the Covid-19 pandemic in VLE. The result was satisfactory, as the instructors were able to perform and evaluate 12 interventions throughout a semester. For this experimental course, the platform revealed that the approach of sending extrinsic motivation emails had more impact in promoting learning behavior compared to other types of messages. It also showed that providing tutorial sessions was not an effective approach to improving students’ subject understanding in complex algorithmic topics. i-Ntervene allows instructors to flexibly trial potential interventions to discover the optimal approach for their course settings which should boost student’s learning outcomes in long term.

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The Effectiveness of Learning Intervention Program among First Year Students of Biomedical Science Program

Cited by 4 publications

References 5 publications

Learning support interventions for Year 1 medical students: a review of the literature

Learning support interventions for Year 1 medical students: a review of the literature

Emotion in remediation: A scoping review of the medical education literature

i-Ntervene: applying an evidence-based learning analytics intervention to support computer programming instruction

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