Learning Attitudes Research Articles

Measuring the Learning Performance of Students from Community-Friendly Schools in Hong Kong

This research focuses on evaluating the learning attitude and performance of students from community-friendly schools in Hong Kong. The concept of community-friendly schools, being firstly introduced and implemented by CCC Tam Lee Lai Fun Memorial Secondary School, is relatively new in Hong Kong. Community-friendly schools can be defined as institutions that create a platform for interaction and mutual learning between students and community members. They achieve this by integrating community elements into the curriculum, cooperating with external organizations, and providing social services that benefit students, schools, and the community. The study adopts a descriptive mixed research method, utilizing questionnaires and interviews as data gathering instruments. The performance of these schools is assessed in terms of their impact on students’ engagement in the learning activities, learning attitudes, and academic performance. These aspects are evaluated through three levels of activities - community learning activities, the activities cooperated with community organizations and community services organized by the school. Data analysis incorporates descriptive statistics, Analyses of Variance, and linear regression models, showcasing the noteworthy effects of these institutions. It scrutinizes shifts in students' behavior prior to and post enrolment, revealing significant positive correlations between the level of student engagement in community activities and improvements in learning attitude and academic performance. This evaluation framework aims to provide insights into the effectiveness of community-friendly schools in achieving educational and social objectives.

Exploring High School Students' Acceptance and Use of Mobile Applications for English Language Learning

This study explored the perceptions and attitudes of high school English learners towards mobile language learning applications in a southeastern province of Türkiye. It also examined how factors such as gender, age, school type, smartphone ownership, and regular internet access influence the use of these applications among high school EFL learners. The research involved 650 high school students aged 15 to 17 years old, across 9th, 10th, and 11th grades, and was conducted using a mixed-methods approach, predominantly quantitative. Questionnaires were distributed in four different public high schools, and semi-structured interviews were carried out with 30 volunteering students. Findings indicated that high school EFL learners generally held positive perceptions and attitudes towards mobile language learning apps, using them for various purposes, including practicing and developing English language skills. Keywords: Mobile-Assisted Language Learning, English as a Foreign Language, Learning English, Mobile Applications

A cooperative learning intervention for improving a simulation-based paediatric nursing course: A quasi-experimental study

AimThis study aimed to examine if a cooperative intervention improved outcomes for a simulation-based paediatric nursing course. BackgroundFostering cooperative learning can enhance student engagement and improve learning. Simulation-based courses provide nursing students an opportunity to practice and hone nursing skills when hands-on experiences are limited. Providing instruction in cooperative learning could improve course outcomes. DesignA quasi-experimental study with pre-test/post-test assessments. MethodsThird-year nursing students enrolled in an 18-week paediatric simulation-based nursing course were purposively recruited (N = 110). One class (n = 55) received a researcher-developed cooperative learning program, which encouraged student support during class activities and simulations. The second class (control) received usual class instruction and simulations. The efficacy of the intervention was assessed by comparing mean scores at class enrolment (pre-test) and completion (post-test) for self-perceived problem-solving attitude, cooperative learning experience and knowledge of paediatric nursing. Paired t-tests compared pre-test with post-test scores for the two groups. ANCOVA examined differences in mean scores between groups. Correlations between differences in mean pre-test and post-test subscale scores for problem-solving attitude and cooperative learning experience were also examined. ResultsThere was no significant difference in age or gender between groups. Mean post-test scores on the final exam were significantly higher for students who received the intervention (85.26, 95 % CI 84.19, 86.33) compared with controls (83.61, 95 % CI 82.52, 84.69; F = 4.63, p = 0.034). There were no significant differences in total scores for problem-solving attitude or cooperative learning experience or between groups. For the intervention group, two problem solving subscales were correlated with two cooperative learning subscales: problem solving confidence with learning motivation, respectively (r = 0.302, p = 0.025) and personal control with classroom learning, respectively (r = 0.389, p = 0.003). For the control group, approach-avoidance problem solving was negatively correlated with cooperative learning efficacy (r = −0.343, p = 0.01). ConclusionsCompared with the control group, nursing students who received the cooperative learning intervention had higher scores for knowledge of paediatric nursing, as well as learning motivation and attitude and problem-solving confidence, suggesting that the researcher-designed intervention facilitated simulation-based learning as well as confidence in problem-solving. Nurse educators could easily integrate the intervention into simulation-based paediatric nursing courses to enhance students' problem-solving abilities.

Correlation between learning styles and attitudes toward interprofessional education among medical students: a cross-sectional study

BackgroundInterprofessional teamwork improves patient care quality, safety, and health outcomes. Interprofessional education (IPE) is crucial in today’s medical education to prepare students for the workforce as integral members of a collaborative team. The diversity of IPE learners indicates the importance of exploring the relationship between learning styles and attitudes toward IPE. The purpose of this study was to investigate the relationship between learning styles and attitudes toward IPE.MethodsA cross-sectional study was conducted between August 2023 and September 2023 in 49 colleges located in the south-eastern region of China. A convenience sampling approach was employed, selecting 500 students majoring in Clinical Medicine and Nursing. The students completed an online questionnaire, which included sociodemographic characteristics, educational characteristics, interprofessional educational characteristics, learning styles, and the readiness for interprofessional learning scale, and Kolb’s learning style inventory. Descriptive statistics, Spearman’s correlation, and multiple linear regression analysis were used to analyze the data.ResultsThe most learners are diverger (93.2%), followed by assimilator (3.4%), accommodator (2.6%), and Converger (0.8%). The total score on the RIPLS was 69.70 (7.42), ranging from 48 to 88. A statistical relationship could be established between learning styles and attitudes toward IPE.Conclusion conceptualization and active experimentation learning modes and convergers were closely linked with positive attitudes toward IPE. Gender, age, and study stress can affect attitudes toward IPE. This study highlights the need for medical education curricula to integrate innovative teaching methods such as PBL, role-playing, scenario simulation and clinical early exposure to strengthen professional identity, and improve abilities related to interprofessional learning.

Improving Vocational and Technical Education: Comparing Flipped and Traditional Classrooms’ Impact on Learning Performance in Management Courses

This essay examines the effectiveness of flipped classroom approaches in improving learning outcomes among first-year management students at Chinese vocational colleges. Using a quasi-experimental design, the study involved fifty classes with a total of 1,000 students, divided into experimental and control groups. The study aimed to evaluate how the flipped classroom model influences academic achievement, analytical, creative, and practical intelligence, as well as learning attitudes. It also investigated whether cognitive styles (visual vs. verbal orientation) moderated the relationship between teaching methods and learning outcomes. Results show that the flipped classroom significantly enhances cognitive learning achievements, analytical, creative, and practical intelligence, and fosters a more positive learning attitude compared to traditional methods. Notably, cognitive styles had a minimal impact on learning outcomes, suggesting that the benefits of flipped classrooms apply broadly across different learning preferences. This research enhances the understanding of effective pedagogical strategies in vocational education and underscores the flipped classroom’s potential to improve student learning experiences.

대학생의 대학 생활 만족도와 적응도가 핵심역량에 미치는 영향

Objectives The purpose of this study is to find out how satisfaction and adaptability to university life affect the core competencies of a university. Methods To achieve this, data from 831 respondents who answered both satisfaction and adaptation surveys were collected at S University between May and August 2023. These data were compiled, merged, and converted into panel data. Using SPSS 25 and STATA 16.0, correlation analysis, validity and reliability tests, univariate analysis, multivariate tests, and hierarchical multiple regression analysis were conducted. Results Hierarchical multiple regression analysis was applied. As a result of the study, the factors affecting empathy were derived as ‘learning support,’ ‘liberal arts,’ and ‘extra-curricular’ among the satisfaction variables of college life. ‘Student guidance’ was identified as the main factor for Creative Convergence, and ‘student guidance’ and ‘culture’ were identified as the main factors for glocal communication. As a result of examining the impact of adaptation to college life on core competencies, among the variables, ‘confidence in major career path,’ ‘emotional stability,’ ‘positive learning attitude,’ ‘academic confidence,’ ‘trust in professors’, and ‘satisfaction with professor relationship’ This was found to be statistically significant. Among these, ‘positive learning attitude’ was the highest, followed by ‘academic confidence’ as the variable that significantly impacted university core competencies. Conclusions After conversion, These research results provided implications on the role of universities in responding to a rapidly changing future society and what is needed for future planning.

The effects of peer interaction on learning outcome of college students in digital environment—The chain-mediated role of attitude and self-efficacy

With the in-depth development of the Internet and digital technology, it has become an important way to learn online. Under digital learning environment, peer interaction among learners is not only playing a crucial role in the construction of their knowledge, but also is a key link to enhance their learning outcome. To investigate how peer interaction can affect learning outcome of college students, this research constructs a model of relationship, and administers a questionnaire survey among 3263 college students in 28 universities in China. The study has found that peer interaction positively affects learning outcome, meanwhile, attitude and self-efficacy act as chain mediators in the relationship of peer interaction and learning outcome. This study thoroughly discusses the impact mechanism of peer interaction on learning outcome of college students in the digital environment, which will provide beneficial references and inspirations for optimizing online learning mode and promoting learning outcome.

Comparative analysis of learning motivation, strategies, and effectiveness between medical interns and PGY during the pandemic.

In the post-pandemic era, medical education faces significant shifts in learning modes. This study, employing cross-sectional research from 2021 to 2022, surveyed 214 participants, including 104 medical interns and 110 Post-Graduate Year trainees in Taiwan. Findings revealed notable differences between the groups in age and current internship hospital. Medical interns spent significantly more time in daily self-directed learning, with a higher proportion exceeding 3 hours post-work. Although weekly self-directed learning hours did not show statistical significance, more medical students studied over 7 hours weekly. In terms of learning attitudes and motivations, medical interns outscored Post-Graduate Year trainees, indicating a substantial contrast. The study suggests strategic integration of online and traditional education, tailored to course characteristics. Future research should further explore the effectiveness of online learning, aiming to optimize digital learning while preserving traditional education values.

Application and Impact of Constructivism in Learning: A Tertiary Study

<p><em>The application of constructivist theories in literature reviews, particularly at the tertiary level, remains largely unexplored. This study aims to identify relevant literature reviews, what are their methodological features, and what are their objectives and subject matter regarding the application and impact of constructivism in learning. The method used in this tertiary study is systematic review. The purpose of the systematic review in this tertiary study research is to provide a careful summary of all available secondary research (literature review) in answering the research questions. In this study, researchers collected journal articles from Google Scholar, Eric, Science Direct, and Scopus online published in the period of 2014 to 2023. Based on the results of the collection and selection of articles by the inclusion and exclusion criteria, 15 articles were obtained. The article consists of 6 types of reviews, from 9 countries published in 15 Scopus and Sinta indexed journals. The results of this review show that the application of constructivism is carried out in learning activities in multi-disciplines. The impact of the application of constructivism is to improve learning outcomes, academic achievement, learning attitudes, and the effectiveness of learning activities.</em><em></em></p>

Exploring the Efficacy, Attitude, and Challenges of Experiencing the Current EdTech Trends in English Language Learning

This study investigated the usefulness and effectiveness of incorporating and engaging technology in second language learning and the problems encountered by students utilizing modern educational technology tools at Majmaah University. The study used a mixed-methods approach. To assess the preparedness and eagerness of EFL learners to utilize current educational technology (EdTech) in their language learning and to examine the attitudes of EFL learners towards various Ed Tech tools, a Likert questionnaire consisting of seven points, ranging from very frequent to never, is disseminated to students at various academic levels. To determine the attitudes of EFL learners, a questionnaire was prepared, ranging from exceptional to very poor. Furthermore, the research identifies the obstacles faced by EFL students. 75 students from various academic disciplines completed the questionnaire, while a semi-structured interview was conducted with seven students to get their genuine and sincere opinions and ideas. The study primarily examined the implications of technological advances on English as a Foreign Language (EFL) learners. Consequently, it was found that EFL learners were entering a new era of digital learning and were undoubtedly benefiting from it, as long as it was not utilized for nonsensical goals. It is essential, however, to tailor the use of Ed Tech tools to the unique learning goals and the level of competence of the learners. Although the study was done on a limited premise, however, the Ed Tech pedagogical implications could be generalized to all EFL learners.

Analysis of the Impact of Vocabulary-Based English Competition Certificates on the Employment of Vocational College Students

This paper explores the impact of vocabulary-based English competition certificates on the employment of vocational college students. The issue is comprehensively analyzed by combining literature reviews of relevant local and international studies, empirical research, interviews, and case analyses. The paper employs a method that integrates literature review and empirical research to summarize existing studies on the impact of vocabulary-based English competition certificates on vocational college students’ employment. These certificates play a significant role in enhancing the employment competitiveness of vocational college students. Through a questionnaire survey and in-depth interviews with a certain number of vocational college students, the study examines their motivations for participating in vocabulary-based English competitions, their employment status, and their perceptions of the impact of these certificates on employment. Empirical research finds that vocational college students with vocabulary-based English competition certificates are more likely to pass initial English proficiency screenings, thereby gaining more employment opportunities. Additionally, these certificates can demonstrate students’ vocabulary mastery, showcase their learning attitudes, and their willingness to improve themselves, providing a competitive advantage in securing desired job opportunities. Finally, through interviews and case analyses, the positive impact of vocabulary-based English competition certificates on the employment of vocational college students is further validated, and corresponding suggestions and strategies are proposed.

Understanding University Students’ Foreign Language Learning Attitudes: An Analysis Based on Stereotypes

The study aims to understand university students’ perceptions of stereotypes in foreign language learning in Cyprus, a multilingual and multicultural island. The goal is to comprehend how stereotypes impact foreign language education, enabling educators to tailor teaching environments and methodologies accordingly. The research question probes the extent and the influencing variables of stereotypes held by students in Cyprus during their language learning journey. This quantitative descriptive study involved 832 students from various faculties of a private North Cyprus university during the 2021–2022 academic year. A sample of 550 students, comprising 269 males and 281 females, was randomly selected. The stereotyped thought scale for a foreign language, a tool developed by Ünal in 2015 with 42 items across 8 sub-dimensions, was employed to gauge students’ stereotypical thoughts. The study’s results revealed an average score of 2.99 out of 5 on the scale, indicating that students’ stereotyped thinking falls within the average range. Notably, several variables, including gender, age, education, family, and language proficiency, significantly influence the stereotypes students hold during their language learning process.

The Development of a Blended Learning Model with a Flipped Classroom Based on MOOC to Enhance Academic Performance and Attitude in the "Basics of Computer Application" Course at Guangxi Normal University for Nationalities

Background and Aim: In today's highly competitive and evolving academic environment, academic performance and learning attitude are considered two crucial aspects that shape students' academic performance and personal development. Academic performance not only reflects a person's learning outcomes in a specific subject area but is also closely related to his or her learning attitude. The traditional teaching mode can’t meet the teaching demand of the "Basics of Computer Application" course, and the blended learning model is more suitable for the development of education information. This study aimed: (1) To study the development of students' academic performance by the flipped classroom teaching mode based on MOOC. (2) To study the development of students' learning attitudes by the flipped classroom teaching mode based on MOOC. Materials and Methods: The research sample is a total of 60 students in two classes of the first grade of preschool education at Guangxi Normal University for Nationalities, there are 30 students in both classes, and they are divided into two groups based on the class: Class 1 is used as the control group to teach in the traditional classroom teaching mode, and class 2 as the experimental group is taught in the flipped classroom teaching mode based on MOOC. The data of this research comes from test papers and questionnaires. Input the test data into SPSS for descriptive statistics and data analysis; input the questionnaire data into SPSS for data analysis. Results: (1) The academic performance after learning with the flipped classroom teaching model based on MOOC is significantly higher than the traditional teaching model(P<0.01). (2) The attitude after learning with the flipped classroom teaching model based on MOOC is significantly higher than the traditional teaching model(P<0.01). Conclusion: (1) In the "Basics of Computer Application" Course, flipped classroom teaching based on MOOC can improve students' academic performance more than traditional classroom teaching. (2) In the "Basics of Computer Application" Course, flipped classroom teaching based on MOOC can improve students' learning attitude more than traditional classroom teaching.

Toward Sustainable Lifelong Learning: Feedforward Effects of Challenge Recollections on Adult Learning Identity

ABSTRACTLittle research has examined how prior learning experiences influence adult learning attitudes and lifelong learning engagement. We adopted a person‐centric approach to examine past work‐related learning experiences and assessed the effects of recalled challenges on current learning attitudes, intentions, and behavior in the same domain. Surveying alumni from an online master's degree program, we found that recollected challenges from past learning entail multifaceted challenge foci (e.g., curriculum‐related vs. social obstacles). Learners reporting more challenges in curriculum and social dimensions reported less positive attitudes toward lifelong learning, supporting the notion that negative learning experiences may hinder the development of self‐identity as a lifelong learner. Limited support was obtained for predictions about relationships between past challenges and post‐graduation learning intentions and behavior. The person‐centric approach also permits the analysis of past learning experiences that are not well captured by standard assessments of “successful” adult learning.

Dropping out of learners with hearing impairment from inclusive classes in urban schools in Bulawayo

This study explored factors contributing to the dropping out of learners with a hearing impairment from inclusive classes. It used the interpretivism theory to extract rich data and the qualitative research approach to conduct the study. A case study was used as a research design. In this study, participants were purposively selected. Semi-structured interviews, observations, and document analysis were used to collect data. The findings from the study revealed the challenges encountered in the teaching and learning of learners with hearing impairment. These include curriculum adaptation, social interaction with peers, negative attitudes of teachers and hearing learners, parental involvement, communication barriers, lack of interpreters, high learner ratio, and lack of resources. The findings further revealed that some opportunities are being gained by learners with hearing impairment in inclusive classes, such as access to a wider curriculum, social interaction, enhanced communication, and learning in local schools. However, challenges seemed to outweigh the opportunities gained by learners with hearing impairment, compelling them to drop out of inclusive classes. Therefore, the study gave some recommendations to help curb the dropping out of learners with hearing impairment from inclusive classes. These include allocating more resources in inclusive classes to address the problem of inadequate materials and the fact that government policies on inclusion should be made available to all educators and fully implemented. In addition, supervision, monitoring, support from parents, and evaluation of the system should be done to facilitate the learning of learners with hearing impairment in inclusive classes.

The Effect of Language Anxiety and Proficiency on Saudi EFL Learners’ Attitudes Towards Teacher Code-Switching

This study investigates the attitudes of Saudi EFL learners towards teacher code-switching in the classroom and explores the effect of foreign language anxiety and language proficiency on these attitudes. This mixed-methods study combined quantitative and qualitative approaches. The quantitative part involved the use of a self-reported questionnaire to elicit learners’ attitudes towards teacher code-switching and foreign-language anxiety. Additionally, qualitative data were collected through an open-ended question to explore learners’ perspectives on the role of teacher code-switching in the classroom. The sample comprised 146 Saudi EFL students. The findings indicated that the Saudi EFL learners generally held a positive attitude towards teacher code-switching, perceiving it as a beneficial instructional, communicative tool for language learning. Furthermore, the study revealed that foreign language anxiety had a significant effect on learners’ attitudes towards code-switching, with high-anxiety learners exhibiting more positive attitudes than low-anxiety learners in three dimensions: subject access, classroom management, and interpersonal relations. Language proficiency, however, had no significant influence on learners’ attitudes towards teacher code-switching. These findings have important pedagogical implications that could help language teachers implement code-switching as an effective instructional tool to reduce learners’ anxiety and enhance the language learning experience.

Acquiring Anatomy Education through YouTube: Prospects and Challenges

Background: Many students in Nigeria engage with the YouTube APP for learning purposes. This study is aimed at exploring the popularity, impact, and usefulness of using YouTube in learning anatomy as perceived by Edo State University Uzairue (EDSU) medical students while assessing the possible challenges in using YouTube in medical education. Methods: A cross-sectional survey was conducted which deployed a quantitative and qualitative method in data collection. This study population comprises medical students studying at Edo State University Uzairue, Nigeria, during the 2022/2023 academic session. A hard copy questionnaire was designed, and reviewed by experts. Data were analyzed using IBM SPSS, version 23. Presented in frequencies, and percentages using tables, bars, and pie charts. Result: 183 students completed the questionnaire with sex size proportion as female students (50.8%), and male students (49.2%). The mean age of respondents was 19.72 years. The majority of the medical students were in Medicine (83%) and in their second year. 90.7% reported YouTube usage in learning Anatomy and the most viewed YouTube channels are Ninja Nerd (55.9%), followed by Anatomy Zone and Ken Hub (16.2). Students’ involvement in learning anatomy through YouTube had a positive impact on their learning attitude, comprehension, and retention. Out of the eleven challenges highlighted by students, ‘YouTube learning consumes data (which is still a luxury in Nigeria), had the highest frequency (77.6). Conclusion: The engaged medical students of Edo State University acknowledge that they learn anatomy through YouTube, affirming that it makes the learning of anatomy accessible, interesting, and easy to comprehend as well as to re-call, although with the challenge of high data consumption.

Students’ language and subject learning attitudes in CLIL secondary education

ABSTRACT This study examines the attitudes of CLIL learners to both language and subject learning in the context of Madrid’s Spanish-English Bilingual Education Program. The research compared 70 students enrolled in two secondary school strands with differing CLIL exposure (high versus low) in terms of their attitudes towards the languages of instruction and their beliefs about how content subjects are taught in the L1 (Spanish) and the L2 (English). Their answers to two open-ended questions from a longer questionnaire were coded using thematic analysis. The results indicate that, whilst participation in either the high- or the low-exposure strand has an effect on students’ preferences regarding the language of instruction, it does not seem to influence their orientation towards the practical value of CLIL. In addition, students tend to attribute similarities and differences in the teaching of subjects in the L1 and the L2 to the content and to the change in language of instruction. These results are further discussed by addressing the amount of CLIL instruction across strands and by contextualising this approach in a primarily monolingual context and mindset, where certain expectations clash with fears and presuppositions concerning the effect on L1 literacy of learning in an additional language.

한국인 아랍어 전공 대학생의 학습동기와 학습경험/태도 중재방안에 관한 연구

This study investigates the motivational characteristics of Korean university students majoring in Arabic and develops motivational intervention strategies based on the findings. To achieve this goal, a survey was conducted using Dörnyei's (2005, 2009) “L2 Motivational Self System” with additional variables reflecting the socio-cultural context of Korea. The survey participants were 178 students majoring in Arabic or Arab studies at 5 domestic universities. Subsequent analysis of the survey responses revealed that augmenting learners' satisfaction with their learning experiences and improving their learning attitudes significantly contributed to intensifying their study efforts. To facilitate these improvements, the study indicates a need for intervention strategies that foster positive attitudes towards Arabs and Arab culture within Arabic language classrooms, while also capitalizing on the 'competition' factor. Finally, the Teams Games Tournaments (TGT) model was selected and exemplified as a potential intervention strategy that aligns with the research findings.

From literacy to learning: The sequential mediation of attitudes and enjoyment in AI-assisted EFL education

Artificial intelligence (AI) has become increasingly prominent in English as a Foreign Language (EFL) education. However, research on the factors influencing learners' sustained engagement with AI-assisted learning is scarce. This study bridges this gap by investigating the impact of AI literacy, learner attitudes toward AI-assisted learning, and foreign language enjoyment (FLE) on Chinese EFL learners' continuance intention (CI) for AI-assisted EFL learning. A survey of 417 EFL learners was conducted, and structural equation modeling was utilized to elucidate the relationships between these variables. The findings reveal that AI literacy, learner attitudes, and FLE significantly predict the CI. Moreover, AI literacy indirectly influences CI by mediating learner attitudes and FLE. Finally, FLE mediates the relationship between learner attitudes and CI. The study verifies a sequential mediation model, providing new insights into EFL learners' cognitive and affective traits and extending current models on the continuance intention in AI-assisted EFL learning. The research underscores the necessity for educators and technology developers to consider learners' interests and feedback, which are crucial for the sustainable progress of AI-assisted EFL learning.