performance | Shahabuddin Amerudin @ UTM

Analyzing Student Performance in SBEG3163 System Analysis and Design

By Dr. Shah • October 10, 2023 • Knowledge, Teaching • 2022, grade, performance, SBEG3163, student • 2 minutes of reading

By Shahabuddin Amerudin The grade distribution for the SBEG3163 System Analysis and Design course during Semester 1 of the 2022/2023 academic session, which included a total of 47 students, offers valuable insights into the overall performance of the class. It’s notable that none of the students achieved the highest grade of A+, which could imply that the course presented significant challenges, and no one attained a perfect score. However, a noteworthy portion of the class, specifically seven students, did manage to secure an A grade, indicating excellent performance and a deep understanding of system analysis and design concepts. Moreover, a […]

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Database Performance at Scale

By Dr. Shah • September 8, 2023 • Knowledge, Teaching • database, performance, scale • 3 minutes of reading

Database performance at scale is a critical consideration for organizations that handle large volumes of data and require fast and reliable access to that data. Scaling a database means adapting it to handle increased workloads, larger datasets, and higher numbers of concurrent users without compromising performance. This process involves various techniques and strategies, and it’s essential to address multiple aspects of database design and management. Let’s explore the key factors and considerations in detail: Database Architecture Sharding: Sharding involves dividing a large database into smaller, more manageable pieces called shards. Each shard can be hosted on a separate server or

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Exploring the Relationship Between Question Difficulty and Student Performance in GIS Software System Examinations

By Dr. Shah • September 7, 2023 • Knowledge, Personal, Public, Research, Teaching • difficulty, examination, GIS, performance, SBEG3583, student, system • 8 minutes of reading

By Shahabuddin Amerudin Abstract This paper investigates the intriguing relationship between question difficulty and student performance in GIS Software System examinations. Utilizing data from 33 students who undertook the SBEG3583 GIS Software System course, we delve into the intricate dynamics of question difficulty, student backgrounds, teaching strategies, and study habits. Employing correlation coefficients and statistical analysis, we examine whether challenging questions are indeed correlated with higher student performance. 1. Introduction In the realm of academia, assessments are designed to gauge a student’s understanding of a subject (Bers and Golden, 2012). They serve as a measure of a student’s grasp of

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