Similarly, 120 (100% of students) completed exam 1 during the 2011 2012 academic year with enrollment dropping to 110 (91.7%) before exam 2. In general, these students showed a high level of participation in the online assignments.
Similarly, for exam 2 and with regard to both SAQ and MCQ outcomes, significant effects of participation in the online assignments on summative examination scores were noted only when comparing those students who participated completely with those who did not attempt either assignment (p < 0.001 and p < 0.05, respectively).
Possible influences of the level of participation in the SAQ assignments on student MCQ and SAQ outcomes were evaluated using analysis of variance (ANOVA) followed by the Tukey range test to identify statistically significant differences between MCQ mean scores and SAQ mean scores for the three levels of participation.
In contrast, when focusing on only those students who had access to the interactive SAQ exercises, there was found to be a very strong association between the level of student participation in the online assignments and subsequent summative examination outcomes, particularly with regard to the SAQ portions of the examinations.
Attendance, participation, in-class assignments all add up to not only a better grade but a better understanding of the material.
In addition, student outcomes on SAQ sections of summative exams were compared between populations that had access to the online tool and those who did not and between subgroups of students who showed various levels of participation in the online SAQ assignments.
The students may want to get better in-game cards in the followed courses by learning harder and putting more efforts in the assignments, participation, discussions, and etc.
One unit for medical and graduate students who attend lectures only; may be taken for 2 units with participation in limited assignments and final project.
Why? Evaluation / Assessment: Students will be evaluated based on their responses in the opening assignment, participation in the creation and presentation of a character, and their creatively written script for homework.
Factors introduced at randomization included participation in the blood pressure or lipid trial, assignment to intensive blood pressure treatment, and assignment to fenofibrate treatment (15, 16).
