Classroom Learning Outcomes Research Articles

The Influence of Using Online Learning Media on Learning Outcomes of Simulation and Digital Communication for Vocational High School Students

Study This aim is to know the influence use media online learning Edmodo on simulation learning outcomes and digital communication class X student at SMK Negeri 1 Kakas. The population in this study were all students Class X of SMK Negeri 1 Kakas has 92 students. The sample in this research is class X TKJ with 20 students as the experimental class, and class X TKR amount 20 students as the class control. Study This uses an experimental method study Pre-Test, Post-test research type Control Group Design. Method analysis data use test normality Liliefors obtained Fcount = 0.137 And Ftable = 0.19 with level significant 0.05, showing data distribute normal, test Homogeneity use F-test showing sample Which researched obtained Fcount = 1.55 And Ftable = 2.17 based on criteria testing Fcount < Ftable so class experiment And class control Variance Which The same or Homogeneous And test hypothesis use T-test obtained Tcount = 7.13 and Ttable = 2.20 based on the test criteria tcount > ttable shows that the experimental class learning outcomes are greater than the classroom learning outcomes control. Thus it can be concluded that there is an influence of the use of online learning media Edmodo on simulation and communication learning outcomes.

Teaching with Styles: A Predictive Factor for Improved Students’ Learning Outcomes in Classrooms

The manner in which a teacher teaches and relates with students is influenced and controlled by some teacher-related factors such as the style of teaching. This study examines (i) the teaching styles adopted by Literature-in-English teachers, (ii) Literature-in-English students’ perception of and preference for teachers’ teaching styles, and (iii) whether teachers’ teaching styles predict students’ achievement and attitude toward Literature-in-English. The study was a descriptive research of the survey type that employed four research instruments. The study consisted of 759 respondents (127 Literature-in-English teachers and 632 public senior secondary school II Literature-in-English students) in Ekiti State, Nigeria. The data collected for this study were analyzed using descriptive and inferential statistics. It was evident in the research that Literature-in-English teachers employed delegator, facilitator, and role model teaching styles while expert and formal authority styles were the least. The findings revealed that teacher teaching style is a good a predictor of students’ achievement and attitude toward Literature-in-English. Based on these findings, profound pedagogical implications and relevant recommendations were made for concerned education stakeholders.

Improving University Students’ Classroom Learning Outcomes through Multi-dimensional Enhancement Methods Based on the Knowledge-Attitude-Practice Model

Improving University Students’ Classroom Learning Outcomes through Multi-dimensional Enhancement Methods Based on the Knowledge-Attitude-Practice Model

Enhancing Classroom Learning Outcomes: The Power of Immediate Feedback Strategy

The study investigates the effects of using immediate feedback as a teaching strategy. Additionally, the impacts of immediate feedback and gender on students' classroom learning outcomes were examined. The study was designed as a quasi-experimental, pretest-posttest, experimental, and control group. The sample consisted of 225 junior secondary school level 2 (JSS 2) students. Students were chosen from two intact coeducational classes and split into experimental and control groups. All relevant data was collected using a study tool called the Science, Technology, English Language & Mathematics Achievement Test-Questionnaire (STEMAT-Q), which was developed, validated, and used. Data collected were analysed using the mean, standard deviation, Student's t-test, and analysis of covariance (ANCOVA). The study's findings demonstrate that an immediate feedback technique significantly affects the learning outcomes of students. However, for treated male and female students, the interaction effects of the immediate feedback technique and gender on classroom learning outcomes were not significant. Immediate feedback is particularly successful at addressing student confusion, correcting errors, identifying learning gaps, bridging gender differences in student learning outcomes, and inspiring students to learn well. Based on the above findings, the researcher recommends the provision of immediate feedback for students during the learning process or class discussion or activities to enhance their learning skills and help them retain key concepts, ideas, and principles.

Impacts of maker technologies on classroom learning outcomes: A mixed methods explanatory study

The integration of making activities in classrooms provides a crucial opportunity for all students to gain equitable participation access to learning activities. However, for making to be incorporated into more classrooms, teachers must be adequately prepared with relevant knowledge and skills. This study is the first to compare the science learning outcomes associated with making to those stemming from standard learning curricula and experiences within a classroom setting. We examine the learning outcomes of 219 students across multiple sections of one teacher’s 9th-grade science classes. While five sections of students were taught using the school’s standard learning curriculum, four sections of students engaged in an integrated maker curriculum. A mixed methods approach offers a comprehensive look at the affordances and limitations of maker-based classroom science instruction by coupling student science learning outcomes with student and teacher reflections on instruction and learning. Findings indicate that students had better learning outcomes in science class when learning occurred through maker technologies than the school’s standard learning curriculum.

NEP 2020: EMPOWERING TEACHER IN 21st CENTURY EDUCATION

The world is full of competition and achieving life goals requires capable, efficient and skilled teachers to help our future generations to achieve their long and short term life goals. Rather than blaming teachers for poor classroom learning outcomes in India, NEP 2020 attributes the dire state of teacher education, recruitment, turnover and working conditions to a lack of quality and motivation among teachers. Recognizing the `power of teachers`, NEP 2020 introduced institutional reforms to help `teaching` become an attractive profession for bright and talented youth. The report proposes several reforms to empower teachers and "restore dignity and prestige" to the profession, ultimately attracting the best minds and talent to teaching as a profession. NEP 2020 will focus on active pedagogy, development of core competencies and life skills including 21st century skills, experiential learning at all levels, low-cost board exams, comprehensive scorecards, and critical and advanced students. This paper emphasizes the fact that the ambitious goals of 21st century education can be achieved by empowering teachers in all aspects of quality education, career development, independence, performance and role expectations.

A diplomatic-informed archival pedagogy: fostering student-centered learning environments for novice archival researchers

PurposeThis paper begins to construct a theoretical foundation for using a diplomatic-informed pedagogy that specifically addresses common concerns in archival instruction in a higher education environment. The authors utilize self-determination theory (SDT) to define student-centeredness and provide empirical guidance for creating a learning environment supporting student motivation, persistence and academic achievement. The proposed framework provides both structure and theoretical grounding for the archivist while also cultivating a learning environment which effectively motivates novice researchers.Design/methodology/approachThe authors draw on diplomatics and archival instructional literature to propose an instructional framework utilizing SDT.FindingsA diplomatic-informed pedagogy is a new, theoretically viable approach to archival instruction for novice researchers intending to replace common archival orientation and competency-based instruction. This pedagogical approach also provides a reproducible structure to the instructional archivist, helping to organize classroom learning outcomes, assessments and activities in alignment with evidence-based research and well-established archival theory.Research limitations/implicationsThis is a conceptual paper and based on subjective analysis of existing literature and theory. The proposed framework has not been tested in a practical application, but it is based in the pedagogical foundations of diplomatics and SDT's focus on student perceptions and motivations.Originality/valueDiplomatics, the foundation of archival science and legal theory, can be applied pedagogically to provide concrete guidance to teach students to use archives in more intentional, creative and disciplinary authentic ways. Diplomatics gives the instructional archivist a pedagogical foundation, structure and guiding methodology to approaching novice researchers in the archives, while SDT presents how to implement such an approach.

Cultivating Effective Marketing Student Teams: Making Instructors’ Tacit Theories Visible

Teamwork skills are important contributors to classroom learning outcomes and graduate employability. Although much has been reported in the literature about the components and characteristics of effective marketing student teams, less is known about how such knowledge is conceptualized and cultivated by frontline marketing instructors. This study applies a perspective of tacit theory to in-depth interviews with frontline instructors in undergraduate marketing courses. Our findings, summarized in a framework of adaptive cultivation of effective teams (ACET), highlight how instructors perceive effective teamwork as a dynamic interaction between three interwoven components of team effectiveness (team composition, team member behavior, and team culture) and adjust their interventions across these components. Overall, this study uncovers instructors’ tacit theories of cultivating effective marketing student teams, and how these tacit theories impact in-class practices.

THE PROFESIONALISM OF TEACHER TEACHJNG AFFECTS STUDENTSLEARNING OUTCOME OF GIFTEDNEES AND READING ENGLISHLEARNING IN SENIOR HIGH SCHOOL WEST JAKARTA

Learning Outcome ( A Field Research at SMA Duta Bangsa West Jakarta). This research is designed to analyze The Profesionalism Of Learning Teacher Affect Students Learning Out come of English Language Senior High School West Jakarta, A Field Research SMAN West Jakarta. The Hypothesis tested are: 1. There is a positif direct effect of the professionalism of teaching teacher ( ) to Students English Language Learning Result (Y). 2. How Much the effect of the professionalism of teaching teacher toward to Students Result of reading English Language In Senior High School West Jakarta. A Field Research SMAN Duta Bangsa West Jakarta. This Study is a Survey: Where as the target population is all of the Second Year Students of the Public Senior Hight School in Westh Jakarta for the Academic year of 2015/2016 namely : SMA Duta Bangsa, and the Sample was taken by using random Sampling. The research was carried out from Oktober to Nopember. Encodes on Teachers Professionalism was obtained Through the instruments Handed out, Where as the data on Learning Results were obtained through Learning outcome test. The Obtained Encodes were tested with statistical analysis and biserial consist of correlation analysis, regression analysis and bi-serial regression analysis. The significance ratio was determined, as much as 5 percent (0,05).The result of this research are as Follows: 1. There is a positive direct the effect, the the professionalism of teaching teacher ( ) to the students reading English language learning result (Y), represented by the regression equation Y = 44,00 + X_1 which means that with every change of the constants 44,00 score of the profesionalism Of teaching teachers will affect the score of -0,1589 or 15,89% classroom learning outcomes of students VIII SMA Duta Bangsa in West Jakarta. Constanta value β =44,00 indicates that, if the profesionalism teacher is ignored, then the result of reading learning language Students Is = 44,00. R_2 value= 0.1589 indicates that the profesionalism teacher affects 0,1589 or 15,89%, students reading learning English out come of graders XI SMA Duta Bangsa in West Jakarta, and the rest influenced by other factors. The result of this study is expected to be useful in improving of reading English learning result for the students of SMA Duta Bangsa through the activity of improving the Teachers professionalism such as evaluating teachers work, Carrying but, training such as, evaluating teachers work, carrying out training for Teachers and students and improving extra curriculum activities. 2. There is a positive direct impact, the professionalism of teaching teacher (X¹) on students result (Y), the coefficient value P²¹= 44,00, because the value of the P-Value 0.158 significant at a =0.05, then Ho is rejected, which means significantly there is a positive direct effect, of the professionalism teaching teacher (X¹) on student result (Y).

Participant characteristics and learning outcomes: Lessons from international food safety capacity building

The U.S. Food Safety Modernization Act (FSMA) requires monitoring and evaluating (M&E) of the Food and Drug Administration (FDA) food safety capacity building programs. M&E provides feedback to the agency on the impact of capacity building. This paper evaluates the direct impacts of International Good Agricultural Practices trainings delivered to trainers in Latin American countries from 2013 to 2017 and discusses policy implications. The evaluations consisted of in-class knowledge tests and questionnaires. Analyses of tests scores and improvements and participant characteristics show how specific characteristics affected classroom learning outcomes. The evaluation points to the usefulness of objective measurements and toward the need for close collaboration and communication with country partners on training needs and participant recruitment. The findings suggest that candidate screening could be useful to distribute scarce training resources to trainers who benefit better from the program and thereby facilitate food safety capacity building. The evaluation approach used in this paper is the first step of the Joint Institute for Food Safety and Applied Nutrition’s (JIFSAN) “Chain of Impacts” M&E framework. The same approach will be used for evaluating the impact of international Produce Safety Rule (PSR) training under FSMA. The approach can be applied more widely to other global food safety capacity building efforts.

School Flexible Learning Spaces, Student Movement Behavior and Educational Outcomes among Adolescents: A Mixed-Methods Systematic Review.

To achieve sustainability, we must consider scalable improvements in student movement behavior in the classroom setting, educational priorities. Flexible learning spaces that employ student-centered pedagogy and contain a range of furniture and layout options, implemented to improve educational outcomes, may enable unintended health benefits. In this review, we summarize the evidence on the effects of flexible learning spaces on adolescent student movement behaviors and educational outcomes. We searched 5 databases, retrieving 5 quantitative and one qualitative article meeting the review criteria. Students in flexible learning spaces spent less time sitting, and more time standing and moving. Students were also more engaged, on-task, and collaborated and interacted more. Academic results for English, Mathematics and Humanities for those in flexible learning spaces were higher than peers in traditional classrooms. Evidence from the reviewed studies suggests that there may be beneficial outcomes across some movement behaviors as well as learning outcomes in classrooms that employ student-centered pedagogy and use a built environment that facilitates autonomy and choice around where and how to learn. These learning environments present an opportunity for an interdisciplinary approach to address sedentary behavior in classrooms.

STUDI KOMPARASI HASIL BELAJAR MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD)

Abstract 
 This study aims to find out which is better between mathematics learning outcomes in Cokroaminoto Batang Junior High School students who are taught using the Cooperative learning model Numbered Head Together (NHT) or those who are taught using the Cooperative learning model type Student Teams Achievement Division (STAD) in the material mathematics field rectangular. The sample of this study consisted of 2 classes, namely experimental class 1 and experimental class 2 using the NHT and STAD methods. This study used qualitative research methods. Data collection methods used are documentation and test methods. Research instruments in the form of learning tools and mathematics test results. Data analysis performed was a prerequisite test using the average similarity test and hypothesis testing by calculating the average. The results showed that the average learning outcomes of experimental class 1 students amounted to 76,875 and experimental class 2 amounted to 72,56667 which means that classroom learning outcomes taught by NHT type cooperative learning models were better than classroom learning outcomes taught by the STAD type cooperative learning models. From the results of the study, it can be concluded that the NHT type of cooperative learning model is more effective when compared to the STAD type cooperative learning model on the subject of quadrilateral in class VII students of Cokroaminoto Batang Middle School Academic Year 2018/2019
 Keywords: STAD type cooperative learning model, NHT type cooperative learning model, learning outcomes
 .

STUDI KOMPARASI HASIL BELAJAR MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD)

Abstract 
 This study aims to find out which is better between mathematics learning outcomes in Cokroaminoto Batang Junior High School students who are taught using the Cooperative learning model Numbered Head Together (NHT) or those who are taught using the Cooperative learning model type Student Teams Achievement Division (STAD) in the material mathematics field rectangular. The sample of this study consisted of 2 classes, namely experimental class 1 and experimental class 2 using the NHT and STAD methods. This study used qualitative research methods. Data collection methods used are documentation and test methods. Research instruments in the form of learning tools and mathematics test results. Data analysis performed was a prerequisite test using the average similarity test and hypothesis testing by calculating the average. The results showed that the average learning outcomes of experimental class 1 students amounted to 76,875 and experimental class 2 amounted to 72,56667 which means that classroom learning outcomes taught by NHT type cooperative learning models were better than classroom learning outcomes taught by the STAD type cooperative learning models. From the results of the study, it can be concluded that the NHT type of cooperative learning model is more effective when compared to the STAD type cooperative learning model on the subject of quadrilateral in class VII students of Cokroaminoto Batang Middle School Academic Year 2018/2019
 Keywords: STAD type cooperative learning model, NHT type cooperative learning model, learning outcomes
 .

Flipped Classroom for Improving Self-Regulated Learning of Pre-Service Teachers

<p class="0abstract">This study aims to describe the use of the flipped classroom for improving the self-regulated learning of pre-service teachers. This explanatory mixed-method collected the information related to the characteristics of students who take Theory Learning courses through e-learning. This research collaborated with students of 2018 which included 30 students and 7 lecturers of Theory Learning courses from 7 study programs at the Faculty of Education Science, Universitas Negeri Jakarta. The results show by a one-tailed test at a significant level 0,05 with n-1 = 29 is 2,045, so tcount (5,843) > ttable (2,045), means an increase after the use of flipped classroom learning outcomes in Theory Learning courses. And also improving self-regulated students. It can be concluded that in general the learning independence of the students of the Faculty of Education Science of Universitas Negeri Jakarta in the indicators has self-confidence categorized as positive<strong>.</strong></p>

Penerapan Flipped Classroom Berbasis Teknologi Informasi pada Mata Pelajaran Fiqih di MTs Al-Chusnaniyah Surabaya

E-Learning is one of the breakthroughs in education that requires information technology. Various online learning models began to be developed. For example blended learning, distance learning (distance learning) and flipped learning. Online learning is basically trying to innovate and change the paradigm in learning. One model of online learning that is currently quite a lot of learning in educational research is reverse learning. Reverse classes are learning held in class with online learning. In turning the lassroom things that are usually done in the classroom such as explaining the material, giving assignments, exercises and homework are transferred to online learning. This research was conducted with development research design. This study aims to study the differences in student learning outcomes through pretest and posttest in students and student learning outcomes also aims to determine the level of student self-confidence. The application of Information Technology-Based Flipped Classroom learning model to classroom learning outcomes and the increase in self-confidence of class VIII students in Fiqh Subjects in MTs Al-Chusnaniyah Surabaya is relatively effective.

The Effect of Internet Slack on Learning Performance

In the midst of the widespread application of the internet in learning activities, this research was conducted to assess the impact of internet abuse on classroom learning outcomes. Published research shows the impact of diverse internet uses and this study aims to show the consequences of internet abuse on learning outcomes. This research was conducted on accounting class students with a hybrid learning system, where learning is done face-to-face in class but is supported by e-learning technology. The respondents of this study were 224 accounting students. Data were taken using questionnaires and 216 questionnaires were processed using SEM-PLS. The results of this study indicate that internet abuse does not moderate the influence of interaction and social presence on classroom learning performance. These findings indicate that internet abuse is not a factor that decreases student learning performance and can be an input for the design of e-learning concepts to use the internet as an interactive learning media where activities can still be controlled.

Bilingual Hip Hop from Community to Classroom and Back: A Study in Decolonial Applied Ethnomusicology

AbstractEducation research often examines popular music as a tool for achieving classroom learning outcomes. Approaching pedagogical uses of music through applied ethnomusicology reveals even more useful conclusions about the social context and pedagogical applications of bilingual popular music. Research with musicians and teachers in Minnesota and Manitoba indicates that Anishinaabemowin/English popular music encourages revernacularization by extending language use and cultural knowledge beyond the classroom. Rather than working solely through the English language, this educational approach strategically uses bilingual hip hop music in Indigenous languages and offers opportunities for students to form their own critical decolonial consciousness.

Acoustic conditions for students’ engagement in active learning classrooms

Educators have developed innovative teaching strategies in order to maximize learning outcomes in classrooms. Active learning classrooms are new learning spaces that facilitate the teaching strategies with enhanced students’ engagement and collaborative discussions. Previous studies showed that the design of the space impacts on students’ achievement. However, acoustic requirements of the active learning classrooms have not been investigated yet. This paper presents, thus, the acoustic conditions of the active learning classrooms located in Montreal. The acoustical parameters such as background noise, reverberation time, and speech transmission index in unoccupied conditions and occupied noise levels during learning activities are examined. The results are compared with conventional classrooms. Since active learning classrooms are more prone to acoustic deficiencies, the results of this paper can provide a better understanding of the acoustic design requirements for these spaces.

CALL: The Need for Evaluation Paradigms

T he evaluation of CALL from the perspective of gross comparisons of CALL versus classroom learning outcomes is an approach unlikely to shed light on the problem or solution of instructed SLA. It creates an irony wherein the most sophisticated modern tool is investigated through the most crude and outdated educational research methods (Chapell 2005)This paper reviews current methods of evaluation of CALL as an instructional solution to the problem of instructed SLA, on the basis of theory of conditions (cognitive and socio-affective) that ideally should be created for optimal/successful learning environments and effective task-based instruction.Evaluation of CALL task cannot be a categorical decision about effectiveness. Instead, it results in an argument indicating in what ways a particular task is appropriate for particular learners at a given time, i.e., CALL task appropriateness. CALL task evaluation denotes three levels of analysis: CALL software, teacher-planned activity, and learners' performance during activities. Evaluation argument is constructed on the basis of both judgemental and empirical analyses. The former examines characteristics of the software and t/task while the latter addresses the details of CALL taskuse and learning outcomes in terms of principles /criteria drawn from theory and research on conditions for instructed SLA. The criteria for CALL appropriateness are applied in view of the stated purpose of a CALL task at various stages of instruction. Examples of CALL task evaluation, a judgemental as well as an empirical research tasks/activities, are provided.

Design-based implementation research

PurposeThis paper is second of seven in this volume elaborating different approaches to quality improvement in education. It delineates a methodology called design-based implementation research (DBIR). The approach used in this paper is aimed at iteratively improving the quality of classroom teaching and learning practices in defined problem areas through collaborations among researchers, practitioners and other education stakeholders.Design/methodology/approachThe paper describes the origins of the approach in US education, along with its foundations, core principles and a case application of DBIR in practice. The case focuses on the specific problem of teaching science and genetics in primary and secondary schools in a district.FindingsThe guiding principles of DBIR are: a focus on persistent problems of classroom educational practice; iterative and collaborative design and testing of innovations through partnerships between researchers and practitioners, involving multiple stakeholders’ perspectives; a concern with developing theory related to both implementation processes and classroom learning outcomes, using systematic inquiry; and development of the capacity of both researchers and practitioners to sustain changes in educational systems.Originality/valueFew theoretical treatments and demonstration cases are currently available in US education that examine common models of quality improvement, particularly DBIR. By engaging practitioners with researchers in designing, testing and implementing reforms meaningfully, DBIR shows promise in offering significant on-the-ground benefits. This paper adds value by allowing readers to compare the DBIR method with the other improvement approaches explicated in this volume.