A comparative analysis of student SQL and relational database knowledge using automated grading tools

This paper evaluates a blended learning methodology for Relational Database Systems. Our module offers students a range of interconnected tools and teaching resources. Among them is \testsql, a query tool giving the students automated feedback on SQL query exercises; but we do not use it to assess the students. Instead assessment is through a range of questions which test not only SQL writing skills, but also other aspects of the field, including questions on optimisation, physical modelling, PL/SQL, and indirect questions on SQL knowledge, such as processing order. The effectiveness of the approach is investigated through a survey of student attitudes', and assessment data. Our analysis shows, unsurprisingly, that the students' use of more resources correlates significantly with better results; but also that success at the different sub-topics tested is not at all well correlated, which shows that students can master some topics while remaining weak at others; and finally, that indirect SQL questions is best predictor of success at each of the other sub-topics. This last result confirms our choice to broaden the testing of SQL skills, and has implications for the use automated SQL assessment tools: we recommend that in automated testing for Database Systems, SQL writing tests be complemented with indirect questions on keyword use, parsing, or error recognition aimed at revealing broader abilities of learners

教職志望大学生の体育に対する意識に関する研究

This study investigated the attitude of the students who would acquire the teacher licenses of elementary school, preschool, or nursery school to the physical education comparing with the attitude to the music education. A questionnaire survey was conducted on the eighty students (26 males and 54 females). The following results were obtained. 1. The supports concerning the physical education had lower evaluation than those concerning the music education. 2. Being good at the physical education much strongly related to the positive attitude to teaching the physical education than liking it. 3. The students who were poor at physical education tended to think they needed much effort at physical education

Interactive and multimedia contents associated with a system for computer-aided assessment

This paper presents a research study addressing the development, implementation, evaluation and use of Interactive Modules for Online Training (MITO) of mathematics in higher education. This work was carried out in the context of the MITO project, which combined several features of the learning and management system Moodle, the computer-aided assessment for mathematics STACK, the mathematical software GeoGebra, several packages from the type-setting program LaTeX, and tutorial videos. A total of 1962 students participated in this study. Two groups of students taking a Calculus course were selected for a deeper analysis. In regard to usability and functionality, the results indicate that MITO scored well in almost all aspects, which is fundamental for their introduction into formal university courses. The analysis of the data reveals that the use of MITO educational contents by students mainly occurs about one week and a half prior the evaluations. Moreover, there is a strong correlation between the results of online assessments on MITO in a continuous assessment model and the final grade on the course

Increasing leadership capacity for HIV/AIDS programmes by strengthening public health epidemiology and management training in Zimbabwe

<p>Abstract</p> <p>Background</p> <p>Increased funding for global human immunodeficiency virus prevention and control in developing countries has created both a challenge and an opportunity for achieving long-term global health goals. This paper describes a programme in Zimbabwe aimed at responding more effectively to the HIV/AIDS epidemic by reinforcing a critical competence-based training institution and producing public health leaders.</p> <p>Methods</p> <p>The programme used new HIV/AIDS programme-specific funds to build on the assets of a local education institution to strengthen and expand the general public health leadership capacity in Zimbabwe, simultaneously ensuring that they were trained in HIV interventions.</p> <p>Results</p> <p>The programme increased both numbers of graduates and retention of faculty. The expanded HIV/AIDS curriculum was associated with a substantial increase in trainee projects related to HIV. The increased number of public health professionals has led to a number of practically trained persons working in public health leadership positions in the ministry, including in HIV/AIDS programmes.</p> <p>Conclusion</p> <p>Investment of a modest proportion of new HIV/AIDS resources in targeted public health leadership training programmes can assist in building capacity to lead and manage national HIV and other public health programmes.</p