Drill and Practice in Learning (and Beyond)

Lim, Chap Sam; Tang, Keow Ngang; Kor, Liew Kee

doi:10.1007/978-1-4419-1428-6_706

Cited by 19 publications

(18 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…AQG can reduce the cost (in terms of both money and effort) of question construction which, in turn, enables educators to spend more time on other important instructional activities. In addition to resource saving, having a large number of good-quality questions enables the enrichment of the teaching process with additional activities such as adaptive testing (Vie et al 2017), which aims to adapt learning to student knowledge and needs, as well as drill and practice exercises (Lim et al 2012). Finally, being able to automatically control question characteristics, such as question difficulty and cognitive level, can inform the construction of good quality tests with particular requirements.…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Automatic Question Generation for Educational Purposes

Kurdi

Leo

Parsia

et al. 2019

Int J Artif Intell Educ

267

111

View full text Add to dashboard Cite

While exam-style questions are a fundamental educational tool serving a variety of purposes, manual construction of questions is a complex process that requires training, experience, and resources. This, in turn, hinders and slows down the use of educational activities (e.g. providing practice questions) and new advances (e.g. adaptive testing) that require a large pool of questions. To reduce the expenses associated with manual construction of questions and to satisfy the need for a continuous supply of new questions, automatic question generation (AQG) techniques were introduced. This review extends a previous review on AQG literature that has been published up to late 2014. It includes 93 papers that were between 2015 and early 2019 and tackle the automatic generation of questions for educational purposes. The aims of this review are to: provide an overview of the AQG community and its activities, summarise the current trends and advances in AQG, highlight the changes that the area has undergone in the recent years, and suggest areas for improvement and future opportunities for AQG. Similar to what was found previously, there is little focus in the current literature on generating questions of controlled difficulty, enriching question forms and structures, automating template construction, improving presentation, and generating feedback. Our findings also suggest the need to further improve experimental reporting, harmonise evaluation metrics, and investigate other evaluation methods that are more feasible.

show abstract

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Automatic Question Generation for Educational Purposes

Kurdi

Leo

Parsia

et al. 2019

Int J Artif Intell Educ

267

111

View full text Add to dashboard Cite

show abstract

“…Moreover, the finding of this study also suggests that frequent assessment or regular testing has a positive impact on students' performance. Drill and practice, as in this case, the use of regular quizzes, promotes the acquisition of knowledge or skill through multiple repetitions, rehearsal, and practice (Lim, Tang, & Kor, 2012). Test-enhanced learning or testing effect considers test prompts to promote retrieval practice from memory, thereby enhances learning (Brame & Biel, 2015).…”

Section: Discussionmentioning

confidence: 99%

Are Nursing Students’ Early Course and Perceived Performance Related to Their Final and Actual Course Performance?

Oducado

2019

Nurs. Med. J. Nursing

View full text Add to dashboard Cite

Background: Assessing the academic performance of students is imperative for nursing educators. While it is commonly accepted that performance in quizzes is linked with final examination performance, little published empirical data is available among nursing student samples.Purpose: The purpose of this study was to determine the relationship between performance in regular short lecture quizzes and long quiz on the final examination performance of nursing students in a nursing course. Likewise, this study ascertained whether there is a significant relationship between perceived performance and actual performance in the final examination of the course.Methods: A descriptive-correlational study design was used. All 138 second-year nursing students enrolled in the Community Health Nursing course were included in this study. Grades in short quizzes, long test, and final examination were analyzed, and a one item global scale was utilized to determine students’ perceived performance in the final examination. Pearson’s r was employed to determine the relationship between variables.Results: Results revealed that performance in regular short lecture quizzes (p=0.000) and long quiz (p=0.000) were significantly correlated with final examination performance. Moreover, there was a significant relationship between perceived performance and actual performance in the final examination (p=0.000).Conclusion: This study suggests that early performance in the lecture course can significantly influence students’ performance in the final assessment of the course. Nurse educators are encouraged to be proactive in identifying students who are at risk of performing poorly early in the course so that prompt remediation and guidance may be provided to students who are not performing well.

show abstract

“…This means that the aspirations of students through interviews also underlie the formulation of problem-solving skills. Even though drilling activities are oriented towards learning practices such as repetition of concepts, examples, and systematic practice problems (Lim, Tang, & Kor, 2012) yet still build learning situations that are active, communicative, and interactive, using humanistic feedback, and objective and comprehensive assessment and evaluation of learning outcomes as an embodiment of a quality learning process Pentury & Anggraeni, 2019).…”

Section: Reflectmentioning

confidence: 99%

Improving Teaching Skills of the Prospective Physical Education Teachers through Drill Guide Method

Blegur

Lumba

2019

J. pendidik. jasmani olahraga

View full text Add to dashboard Cite

This study aimed at improving the teaching skills of prospective physical education teachers by using the drill guide method. The design used was Classroom Action Research from S. Kemmis and R. McTaggart involving 41 research subjects. Data for each cycle were taken by using teaching skill observation guidelines and in-depth interviews. The data were analysed descriptively. The improvement of the subjects’ teaching skills from the Pre Cycle to Cycle 1 was 86,4%, from Cycle 1 to Cycle 2 was 12,8%, and from Cycle 2 to Cycle 3 was 16,7%. The fastest improving item was to wear clean and neat clothes (3,95) and the slowest one was to relate the material to other fields of science (2,46). From the result, it can be concluded that the drill guide method is one of the best methods that can be applied when educators (lecturers or teachers) are giving a skill guidance.

show abstract

Drill and Practice in Learning (and Beyond)

Cited by 19 publications

References 1 publication

A Systematic Review of Automatic Question Generation for Educational Purposes

A Systematic Review of Automatic Question Generation for Educational Purposes

Are Nursing Students’ Early Course and Perceived Performance Related to Their Final and Actual Course Performance?

Improving Teaching Skills of the Prospective Physical Education Teachers through Drill Guide Method

Contact Info

Product

Resources

About