Relationship between learning score in education and training support system and achievement test results at medical radiology technician school
- Other Title
- シンリョウ ホウシャセン ギシ ヨウセイコウ ニ オケル キョウイク ケンシュウ シエン システム デ ノ ガクシュウ スコア ト ガクリョク シケン ノ セイセキ ト ノ カンレン
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This study aimed to assess the relationship of the learning score obtained with the web version of the education and training support system Key Words Meeting (KWM) in respect to the periodic examination results in a given subject of study and to the simulated examination results, on questions in national examinations for medical radiology technician radiation chemistry classes. The periodic examinations were taken in the second year by 68 students, and the simulated examinations were taken in the third year by 61 students. The correlation coefficient (ρ) between learning score and periodic examination results was 0.233 (p=0.055) and between learning score and radiochemistry simulated examination was 0.374 (p<0.01), thus showing significant positive correlation. The periodic examination result was found to correlate significantly with the sociality basic points (ρ=0.407) and additional points (ρ=0.261) of the learning score. Correlation of the radiochemistry result in the simulated examination was also found with respect to the sociality basic points (ρ=0.255) and additional points (ρ=0.294), to the submission basic points (ρ=0.298) and additional points (ρ=0.334), and to the continuous-learning basic points (ρ=0.315) and additional points (ρ =0.316), thus all aspects of learning score evaluation showed significant positive correlation. In the subject of study, the averages of the obtained learning score and periodic examination results score were respectively 89.7 and 78.3, and 7 students failed to attain 60 points in the periodic examination results. The seven underachievers included three who were higher than average in learning score but less than 60 in periodic examination results and four who were lower than average in learning score and less than 60 in periodic examination results. This indicates that observing the learning score, visualizing the individual learning processes, and ascertaining whether the student is motivated to learn and identifying the cause of underachievement can enable effectively focused consideration of underachievers. The quantification of learning activity of student leads to improve their ability and motivation of learning in an early stage, such as in the middle of lecture course.
- Journal of Biomedical Fuzzy Systems Association
Journal of Biomedical Fuzzy Systems Association 23 (2), 69-77, 2021-12-15
Biomedical Fuzzy Systems Association