Impact of Middle Term Points in Total Score in the Context of Face to Face and Online Teaching

Abstract

The study aimed to investigate the differences between face-to-face and online teaching, as well as the effect of middle term points in total score in the context of face-to-face and online teaching. Correlational research design and a database of students’ attendance and results to get secondary data were used in the study. A random cluster sample of students from the bachelor's degree program was taken. The study demonstrated that there is a mean difference in the population or, equivalently, that the two-sample means were drawn from different populations of online vs face-to-face teaching. The study showed a high positive correlation between middle term points and total score variables, r = .846 for the experimental group and r = .731 for the control group, where increases in middle term points were associated with increases in total score values. It can also be concluded that the total variance of total score levels explained by middle term points (the model) is 53.4%, the other variance may be explained by other variables; meanwhile, Beta Standardized coefficient of middle term points explains 84.6% of the variance in the total score of their academic performance for the experimental group and 73.1% for the control group. This indicates that middle term points influence strongly the total score of students' academic performance.

Didactic-Artistic Tools and Artistic Works Demonstration Contribution to Students’ Artistic Skills Development

“…The link between different domains of art, such as music, drawing or painting and sculpting is also part of current research work. Adams (2016) indicated the link of creativity between dance and drawing; at the same time, Xhomara (2017) revealed that 28.1% of the variance in art academic progress has been influenced by lecture attendance; and project-work impact significantly the students' academic results (Xhomara & Hala, 2021). Inside the art field is measured a high positive relationship among three components: artistic analysis of the idea, artistic practicing, and artistic skills (Perez-Fabello & Campos, 2011;Van Assche, 2017); meantime, approximately half of the variance in art achievement may be explained or accounted for by structured learning and practicing (Xhomara & Karabina, 2021).…”