Implementing Feedforward-based Collaborative Assessment at Higher Education

The study focuses on the implementation of authentic projectbased integrated assessment in foreign language classes. A mixedmethod study was conducted with 256 English majors and 6 instructors from the foreign language faculty at a tertiary institution in Vietnam to gather quantitative and qualitative data. The objective was to gain insightful understanding of how students and instructors perceived the significance of implementing authentic project- based integrated assessment (APIA), its impact on students' learning motivation and academic performance, and students' expectations regarding modifications to the assessment process to ensure academic integrity and efficiency. The researcher utilized questionnaires, reflective diaries, observations, and interviews as the primary research instruments. The findings indicate numerous advantages of IA, including the assessment of individual and group performance, knowledge development, and skill practice. This evaluation strategy proved beneficial in enhancing learning motivation and improving student academic achievement. The qualitative data also revealed several challenges associated with ensuring academic integrity and effectively implementing integrated assessments. Consequently, the author provided recommendations to align assessment with teaching and learning.

Profiles of motivation and engagement in foreign language learning: Associations with emotional factors, academic achievement, and demographic features

Despite the recognition of the impact of peer relationships, learning motivation, and learning engagement on academic achievement, there is still a gap in understanding the specific mechanisms through which peer relationships impact academic achievement via learning motivation and learning engagement. This study aims to investigate how peer relationships affect junior high school students' academic achievement through the chain mediating roles of learning motivation and learning engagement, employing the self-system model of motivational development as the theoretical framework. In January 2024, 717 participants were selected from two middle schools in eastern China (mean age = 13.49 years, SD = 0.5). The data analysis in this study was performed using the structural equation model (SEM) in AMOS 24.0 and SPSS 24.0. The results showed that peer relationships were directly and significantly related to junior high school students' academic achievement, and that peer relationships were indirectly and positively related to junior high school students' academic achievement via learning motivation and learning engagement respectively. The results also revealed a significant indirect and positive relationship between peer relationships and junior high school students' academic achievement, mediated by the sequential mediating roles of learning motivation and learning engagement. Moreover, the path "peer relationship→learning motivation→academic achievement" has the strongest indirect effect. For junior high school students to achieve academic success, the appropriate interventions should be implemented to improve peer relationships, learning motivation, and learning engagement.

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School

The academic achievement of students is influenced by various factors encompassing learning attitudes, motivation, strategies, memory, and metacognition. This study specifically delves into learning attitudes, motivation, and strategies, which were acquired through respondent-completed instruments. The subsequent analysis aims to evaluate the factors that impact students' academic success. The primary objective of this research is to establish the correlation between students' learning attitudes, motivation, strategies, and their academic achievement. The findings from this study can guide schools in enhancing students' academic performance by tailoring interventions to address learning attitudes, motivation, and strategies. Employing a quantitative research approach, data collection involves survey instruments pertaining to learning attitudes, motivation, strategies, and academic achievement, with statistical techniques applied for data analysis. The results indicate that there is no statistically significant correlation between learning attitudes (X1) and academic achievement (Y), a statistically significant negative correlation between learning motivation (X2) and academic achievement (Y) at the 0.01 significance level, and no statistically significant correlation between learning strategies (X3) and academic achievement (Y).

BackgroundLearning engagement, motivation and academic achievement are vital growing areas in academic research. Evidence suggests that students’ engagement and motivation are positively linked to improved quality of learning. However, limited number of research studies have been conducted within this scope. Therefore, the present study was conducted to investigate the relationship of learning engagement, motivation and academic performance among university nursing students.Participants and MethodsA descriptive design, with a comparative correlational approach for data analysis, was used to describe and compare study outcomes. Data was collected from 425 students at King Saud bin Abdul-Aziz University for Health Sciences campuses in Riyadh, Jeddah and Alhasa. Study instruments included background data sheet, students’ engagement in schools (SESQ-ENG), engagement facilitators (SEI), academic motivation (AMS), and academic achievement as measured by cumulative and last semester grade point average (cGPA, sGPA).ResultsOverall, level of engagement was moderate (mean = 3.70±0.63) with significant differences among campuses (F = 18.88, p≤001). Students’ perceptions of engagement facilitators and academic motivation were high (mean= 2.98 ±0.49, 4.89 ±1.03, respectively), and both varied by campus (F=6.35, p=0.002, F=9.85, p≤.001, respectively). Engagement, motivation, and academic achievement showed medium to large correlations (i.e., between 0.20 and 0.63). Multiple regression equation including age, academic progress, academic engagement, motivation and engagement facilitators significantly explained 24% of variance in cGPA (F (5, 226) =14.209, p < 0.001) and 22% of the variance in sGPA (F (5, 214) = 12.202, p < 0.001).ConclusionThis study showed significant associations of students’ engagement, facilitating conditions (e.g., engagement-fostering aspects), and students’ motivation with significant effect on academic achievement. It is hoped that findings of this study could be used as quality indicators to direct school efforts towards achieving excellence in nursing education.

This study investigates the impact of Augmented Reality (AR) technology on K-12 students’ learning motivation. AR, as an innovative instructional tool, integrates virtual objects into real-world settings, creating immersive and interactive learning environments. Learning motivation is a critical factor influencing students’ academic achievement, and AR technology provides autonomous and personalized learning experiences that enhance capabilities, reduce cognitive load, and improve learning outcomes. A systematic literature review methodology was adopted, analyzing 44 high-quality research articles published between 2013 and 2024 that examine the relationship between AR and learning motivation. The analysis revealed that AR technology is widely implemented in educational contexts, particularly in subjects such as mathematics, science, and art, offering authentic and engaging learning experiences. The findings highlight that AR significantly enhances students’ learning motivation by fostering autonomy, promoting interactive activities, and visualizing abstract concepts in intuitive ways. These features reduce cognitive load and improve comprehension, leading to better academic performance. Additionally, the novelty of AR stimulates students’ curiosity, driving sustained engagement and making learning more appealing and effective. The study underscores the potential of AR to transform traditional education by creating engaging and interactive learning experiences. Educators are encouraged to integrate AR into their instructional practices to foster students’ curiosity, motivation, and academic success. Future research should explore the long-term effects of AR technology and address challenges such as accessibility and teacher training to maximize its impact in educational settings.

This study aims to examine the effect of gamification on perceived playfulness, learning engagement, and learning motivation. In addition, another aim of this research is to examine the effect of perceived playfulness, learning engagement, and learning motivation on academic achievement. This research was conducted in the context of hybrid learning. The method used in this study is a quantitative method, using primary data as a data source. Questionnaires are used in data collection methods, which are distributed online using Google Form. Respondents in this study amounted to 100. The sampling technique used simple random sampling—a data analysis tool using SmartPLS. The results of the study show that gamification has an effect on perceived playfulness, learning engagement, and learning motivation. In addition, this study also proves that learning engagement and learning motivation have a significant and positive effect on academic achievement. Another finding from this research is that perceived playfulness has no effect on academic achievement.

This study elucidates how information processing and self-questioning strategies are used in the context of online flipped teaching. A 6-week quasi experimental study was conducted to investigate online flipped teaching with the goal of exploring the impacts of two learning strategies, that is, annotation-summarizing-questioning (ASQ) and concept mapping-questioning (CMQ), on college students’ online learning motivation, learning engagement, and academic achievement. A total of 36 third-year undergraduate students participated in this study. The findings of this research indicated that while these two strategies did not have significant effects on students’ learning motivation or overall performance in terms of learning engagement, they could improve students’ emotional engagement. Additionally, students who used the ASQ strategy exhibited significantly improved cognitive engagement, and their academic performance was significantly better than that of students who used the CMQ strategy. Both strategies can enhance students’ engagement in the context of online flipped learning, but the ASQ strategy is more effective in promoting academic performance. This study, which is of considerable significance, highlights the learning strategies that influence engagement and academic performance in higher education online learning, and outlines the operational experience for online flipped teaching. Future research directions are also discussed.

This quantitative research study investigated the relationship between anxiety acquired through foreign language learning and learning motivation of Filipino students in Bataan Peninsula State University. Participants were identified through stratified random sampling. It adapted two sets of questionnaires: Foreign Language Classroom Anxiety Scale by Horwitz, et al. (1986) and Foreign Language Learning Motivation Questionnaire developed by Gonzales (2006). Results showed that anxiety and motivation have a significant relationship with each other. Higher level of learning motivations students set for themselves manifest higher chances for them to develop consciousness and anxiety over their academic performance. They see L2 learning essential in employment opportunities, effective communication, and exploring foreign culture. However, their sense of interest to the course is primarily driven by extrinsic motivations which are only influenced by external factors such as the need to take the subject to pass a requirement. In return, they grow anxious and fearful of the possible consequences of being unable to achieve learning expectations and self-goals. While it is true that age does not significantly affect the relationship of the two variables under examination, it was found that females are more likely to exemplify a receptive behavior in learning than males. It is of high suggestion to integrate different strategies in teaching foreign language to minimize anxiety tendencies and maximize students’ engagement in learning. Also, it is recommended to devise or adapt a more context-specific questionnaire that will deeply explore on the intrinsic and extrinsic motivations of students and the anxiety concomitant to it. Finally, further studies are highly encouraged to be conducted to further navigate the interplay of other contributing variables in their foreign language learning experiences.

Participating in science, technology, engineering, arts, and mathematics (STEAM) fosters learning engagement and improves student learning outcomes. This study explored the effects of creativity style on learning engagement and motivation in STEAM education to emphasize the critical inner process of learning. The curriculum content was established based on STEAM with artificial intelligence (AI) game development. A Creativity Assessment Questionnaire was designed to measure students’ learning motivation through STEAM creativity. Before the experiment, the participants completed a creativity questionnaire to determine their creativity style. This study included 65 undergraduate volunteers from a national university in central Taiwan. Before the experiment, all participants completed a questionnaire to determine their creativity style, classified as either low or high ACT (actively engage in generating ideas) or low or high FLOW. During the experiment, they were asked to participate in our designed STEAM-with-AI-game learning activity, and their motivation and engagement were evaluated. Although there was a limitation of generalizability due to nonrandom sampling, this study revealed the effects of creativity style on the relationship between motivation and engagement in STEAM education. Our findings showed that creativity styles played a critical role in learning motivation and engagement. In addition, the creativity styles of ACT and FLOW enhanced learning engagement and motivation in STEAM education through STEAM–AI gamification.

While the impact of social support on academic performance is acknowledged, the specific mechanisms by which social support affects academic performance, particularly through self-efficacy and learning engagement, remain poorly understood. This study aims to examine the correlation between social support and academic achievement among Chinese middle school students, framed within the Social Cognitive Theory. It also seeks to explore the mediating roles of self-efficacy and learning engagement in this relationship. Data was collected from 265 individuals (mean age = 13.47 years, SD = 0.5) in four middle schools in Shandong Province, China in June 2023, using the simple random sample technique. Participants completed the questionnaires independently, and the data was analyzed using the structural equation model (SEM) in AMOS 24.0 and SPSS 24.0. Social support and academic performance have a direct and significant relationship with the SCT among middle school students. In addition, social support indirectly and positively affects academic performance through self-efficacy and learning engagement. The results also highlight self-efficacy as a key factor linking social support with academic performance. This study offers valuable insights into the role of social support in Chinese middle school students' academic achievement, particularly by examining the impact of self-efficacy and learning engagement. These valuable findings may guide policymakers in creating a supportive educational environment both inside and outside the classroom, enhancing adolescents' self-confidence and engagement in learning. This study contributes to the theoretical understanding of social support by investigating the mechanisms through which it impacts academic achievement. It clarifies the complex interactions among social support, self-efficacy, learning engagement, and academic achievement, with particular emphasis on the mediating roles of self-efficacy and learning engagement within the Chinese context.

This research aimed to analyze the influence of self-efficacy, emotional intelligence, and learning motivation on the academic performance of students in the Faculty of Education and Teacher Training (FKIP) at the Universitas Jambi. The study utilized a quantitative approach and the data collection technique involved distributing and collecting questionnaires (surveys) through Google Forms. The respondents selected for this study were students from FKIP at the Universitas Jambi, with a sample size of 218 respondent from total population of 8,968. The data analysis technique used Partial Least Squares-Structural Equation Modeling (PLS-SEM) to develop a model that describes the relationships between the variables. The results of indicated that, in the first hypothesis, self-efficacy has a P-value of 0.007, indicating a significant influence on academic performance. In the second hypothesis, emotional intelligence has a P-value of 0.008, also showing a significant influence on academic performance. Finally, in the third hypothesis, learning motivation has a P-value of 0.008, suggesting a significant influence on academic performance. Therefore, this research concluded that self-efficacy, emotional intelligence, and learning motivation have a positive and significant impact on students' academic performance. Based on these findings, this research contributed to the understanding that increasing self-efficacy, emotional intelligence, and learning motivation can significantly improve students' academic achievement. Therefore, interventions designed to improve these aspects can be an effective strategy for improving academic performance among students at the Faculty of Education and Teacher Training, Universitas Jambi.

Content and Language Integrated Learning (CLIL) offers a promising approach to enhancing the education of children with special needs. By seamlessly integrating subject matter and language learning, CLIL creates a rich and engaging environment that fosters cognitive, social, and emotional development. Through collaborative teaching, visual aids, and hands-on activities, students with special needs can develop a deeper understanding of subjects while improving their language proficiency. Research has shown that CLIL not only boosts students' academic performance but also increases their motivation and engagement in learning. This study aims to evaluate the effectiveness of CLIL in improving English language skills and academic achievement among students with special needs in inclusive classrooms. By examining previous research and analyzing implementation data, this study will provide valuable insights to inform the development of effective CLIL practices and policies.

&lt;p&gt;&lt;span lang="EN-US"&gt;Higher education institutions are increasingly implementing hybrid flexible (HyFlex) learning mode due to its accessibility and flexibility. However, little is known about students’ engagement and potential predictors in this learning approach. This study’s objective was to look into strategies for enhancing learner engagement in HyFlex learning environments. In this study, the relationships between specific predictors (learner control, self-efficacy, and learning motivation), learners’ perceived community of inquiry (CoI) presences, and learner engagement in HyFlex learning environments were investigated using partial least squares structural equation modeling (PLS-SEM). In order to collect data on the study’s variables, an online survey was completed by 367 students who were enrolled in the HyFlex learning environments at a Chinese college. The results indicated a direct and positive relationship between learner engagement and factors such as self-efficacy, learner motivation, and learners’ perceived CoI presences. However, learner control did not have a direct and positive impact on learner engagement. Instead, it indirectly influenced learner engagement by affecting learners’ perceived CoI presences. In addition, the relationships between learner motivation and engagement, as well as self-efficacy and learner engagement, were significantly mediated by the learners’ perceived CoI presences. The findings offer fresh perspectives on the roles of learner control, self-efficacy, learner motivation, and learners’ perceived CoI presences in HyFlex learning, with implications for learning processes and learner engagement.&lt;/span&gt;&lt;/p&gt;