Differences In Learning Outcomes Research Articles

Implementasi Model Pembelajaran Literasi Sejarah Berbasis Discovery Learning

The main objective of this research is to analyze the implementation of a history literacy learning model based on discovery learning in Social Studies Education for grade X at Senior High School. A mixed methods intervention design was used in this study. The subjects of the research were teachers and students from Pertiwi Senior High School in Padang City, West Sumatra Province. Data collection was conducted through direct observation of classroom activities, interviews with 29 students and 1 teacher regarding their experiences in the learning process, and tests in the form of pretests and posttests to assess learning outcomes before and after the implementation of the learning model. The results of this study indicate that quantitatively, the use of the history literacy learning model based on discovery learning has a positive impact on students' learning outcomes, as evidenced by the differences in learning results before and after the model was implemented. Qualitatively, this model has encouraged students to engage directly in exploring historical information, providing them with experiences while training them to think critically and analytically about various historical narratives. This research implies the importance of applying the history literacy learning model based on discovery learning in Social Studies Education at senior high schools within the framework of the Merdeka Curriculum. Teachers can use this model to facilitate students in developing their understanding of history and training various skills that are needed.

Relationship Between Academic Procrastination and Differential Learning Outcomes in Asynchronous Online EFL Learning

Although one advantage of asynchronous online language learning is that learners can choose when and where to learn, this learning environment can also lend itself to procrastination. However, procrastination during asynchronous language learning has not been sufficiently studied. Therefore, the present study investigates student procrastination in an asynchronous English learning environment and examines its impact on learning outcomes. University students engaged in asynchronous learning were divided into three groups, reflecting the timing of access to online materials: procrastinators, habitual learners, and uncategorized learners. When the pre- and post-test scores of the three groups were compared, the procrastinators showed significantly less score growth than the habitual learners. However, these results leave room for further research on the learning outcomes of uncategorized learners, who lacked good study habits but did not procrastinate. The results suggest that, even in asynchronous language learning environments characterized by anytime/anywhere learning, interventions are needed to help students avoid procrastination and become habitual learners.

RELATIONSHIP BETWEEN STUDENT DIFFERENTIAL AND INTEGRAL CALCULUS LEARNING OUTCOMES TO STUDENT DIFFERENTIAL EQUATIONS LEARNING OUTCOMES

Differential calculus and integral calculus courses are the foundations of mathematics that are important in understanding and applying differential equations. Students can take the Differential Equation course on condition that they have graduated from the Differential Calculus and Integral Calculus courses. This study aims to determine the relationship between the understanding of differential and integral calculus with students' learning outcomes of differential equations. The population in this study were all 2020 Pattimura University Teaching and Teacher Training Faculty Mathematics Education students who had taken differential calculus, integral calculus, and differential equations courses with a total sample of 33 people. The research method used is quantitative research with correlational methods. This study uses multiple regression analysis which has the aim of finding the form and influence between the independent variables and the dependent variable. Data analysis technique using multiple regression test. Based on the results of the data analysis, it was concluded that there was a significant contribution between learning outcomes of differential calculus on learning outcomes of differential equations seen in the relative contribution of learning outcomes of differential calculus on learning outcomes of differential equations based on the calculation results obtained 56.45% while the relative contribution of learning outcomes of integral calculus 43 .54% of the learning outcomes of differential equations. So it shows that there is a big influence between learning outcomes of differential calculus and integral calculus on learning outcomes of differential equation.

Wrestling with racism and anti-blackness: confronting legacies of coloniality in teacher education programs

PurposeThis paper argues that to preserve black lives, teacher educators and teacher candidates need to develop a decolonial lens. A decolonial lens can provide clarity in understanding how the centering of Western epistemic perspectives perpetuate hierarchies and processes of racialization and invisibilized structures of domination that (re)produce differential learning experiences and outcomes for black students. This study aims to build on prior research to help teacher candidates more effectively recognize and challenge racism and anti-blackness in their schools and teaching practices.Design/methodology/approachIn this paper, the author discusses how racism and anti-blackness are perpetuated in schooling and why teacher educators must address them in our work with teacher candidates. Drawing upon existing literature on teacher education, my experiences as a teacher educator and social justice scholar, and insights from the decolonial scholarship, the discusses the importance of a decolonial lens for disrupting racism and anti-blackness, and I offer examples of how teacher educators and teacher candidates can engage in this work.FindingsMulticultural education has done little to change the conditions of black students in schools. While most teacher education programs have made efforts to become more oriented toward social justice, there is a wide gap between program goals and teachers who can work effectively with the diversity of students that they serve.Practical implicationsThis paper outlines an approach that teacher educators can use to further develop an antiracist decolonial teaching and research agenda and support teacher candidates regardless of their racial/ethnic group.Social implicationsA decolonial analysis can help teachers develop a better understanding of the structural and school inequalities that create disparate outcomes for black students and how to intervene. This is urgently necessary, as schooling remains a site of non-belonging and marginalization for black children and youth.Originality/valueThis paper offers a new race-conscious approach to disrupt systemic racism and anti-blackness in education.

Gender differences in the first course in accounting: An achievement goal approach

We examine whether gendered patterns can be observed in first-year students' achievement goals in an introductory accounting course; a question largely overlooked by prior literature. This investigation is motivated by perceptions of accounting as a masculine field involving gender role stereotypes and business schools as competitive and performance-oriented environments. Our findings suggest that male students tend to adopt performance-approach goal, implying that they are more competitive than female students, and that their performance is thus driven by a desire to outperform others. Our findings further suggest that male students' expectations of learning accounting are higher than those of female students. The expectations explain the gender differences in the performance-approach goal. Finally, we find that this performance-approach goal mediates gender differences in course performance depending on the mode of assessment; male students received higher grades for exams but not for teamwork. Overall, our study highlights the importance of considering contextual aspects related to competitiveness, masculinity, and the mode of assessment on an accounting course when addressing students’ achievement goals and expectations of learning accounting. We thus contribute to the understanding of how learning environment, accounting pedagogy, and the broader field of professional accounting intersects with individual student attributes, creating differential learning outcomes.

It Is Never too Late to Learn: The Role of Organizational Support in Older Employees’ Learning

For last decades, lifelong-learning has been receiving growing attention as playing a crucial role in active ageing social policies. Due to numerous controversial research findings regarding older employees’ continuous learning, our work focuses on comparing older vs. younger employees in terms of their motivation (willingness) to learn and outcomes that result from learning and training processes. Our results do not show statistically significant differences in learning results of both groups of employees, neither nor in general motivation for learning. However, the results show that older employees engage in learning less to fulfil their career goals and more to improve their work efficiency as well as facilitate knowledge transfer to the workplace. The crucial role of perceived organizational support for older employees’ continuous learning and training at workplace is further discussed. Key words: workforce aging, older employees, motivation for learning, age management.

PENGARUH METODE RESITASI TERHADAP PRESTASI HASIL BELAJAR PENDIDIKAN ASWAJA NAHDLATUL ULAMA

This thesis discusses the influence of the method ofrecitation of education learning outcomes Aswaja Nahdlatul Ulamaclass IV Madrasah Diniyah Ketuwon Sumberrejo. This study wasbacked by the problems in the process of teaching and learningactivities, how to send the material to learners optimally and effectivelyso as to create an interactive educative between educators andlearners. The lack of interest of teachers in the variation of use ofteaching methods makes learners feel saturated in the process oflearning to teach, the result of quality improvement efforts is notrunning optimally and effectively. This research is experimental ASNexperiments. This research aims to determine the influence of themethod of recitation on the achievement of education OutcomesAswaja Nahdlatul Ulama class IV Madrasah Diniyah Shobibur RohmatKetuwon Sumberrejo. This research uses a quantitative approach withthe type of experiment. Variables in this study are free variables in theform of students of grade IV Madrasah Diniyah Shobibur Rohmat andthe variables are tied in the form of student learning outcomes, thesubject of this study is all students of grade IV Madrasah DiniyahShobibur Rohmat amounted to 19 students and samples in the studytook all class IV students Madrasah Diniyah Shobibur Rohmat whichamounted to The technique of data collection in this research is thedouble choice test in the form of pretests and posttest. Testing ofhypotheses requirements using test (Independent Sample T-Test).The results are known that there is a difference between the results oflearning using the method of resitation with conventional methods, thevalue of studying students using conventional methods of 63.42 andafter using the method of Resitation of 76.05. Differences in learningoutcomes use a resitation method of 19%. The inconclusive methodof resitation can affect the achievement of student learning outcomes,analysis of student test results in tests using t test with the acquisitionof T 8.715.

THE EFFECT OF TEACHER PERSONALITY AND LEARNING MOTIVATION ON MATHEMATICAL LEARNING OUTCOMES OF SEASON STATE STUDENTS IN MAROS DISTRICT

The purpose of this research is to know: (1) Influence of interaction between teacher's personality and student's learning motivation toward student's mathematics learning result of SMP Negeri in Maros, (2) Difference of mathematics learning result of student of SMP Negeri in Maros based on teacher personality type, (3) Difference of learning result of mathematics of student of SMP Negeri in Maros based on difference of learning motivation. This type of research is ex post facto research. Data were collected by questionnaire of teacher's personality, questionnaire of learning motivation and test of learning result that has been tested for its validity and reliability. Data analysis technique used is two way anava using computer program aid R. The result of hypothesis test of this research show. (i) There is no interaction between teacher personality and learning motivation toward mathematics learning outcomes of SMP Negeri in Maros, (ii) There is a difference of mathematics learning result of students of SMP Negeri in Maros based on personality type of teacher, where teacher extravertion personality is best and has highest average learning result score (iii) There is difference of mathematics learning result of students of SMP Negeri in Maros based on differences in motivation to learn, where it is found that high intrinsic learning motivation that gives the optimum effect and to improve learning outcomes then high intrinsic learning motivation that needs to be improved

Difference of learning mathematics between open question model and conventional model

Open learning model as well as conventional learning model is a learning model that is able to enable students in acquiring knowledge and learning experiences. The purpose of this research is to know the difference of learning result between students taught by using model of open matter problem and conventional learning model on the subject of wake up space. This research was conducted at SMP Al Badri Arjasa Jember in February 2018. The research subjects were 70 students in two classes namely class VIII - A and class VIII - B. This research uses experimental design that is, one experiment class and one control class. The results obtained in the study are learning outcomes using open-ended learning model and conventional learning model. T-test conducted shows that there are differences. Average learning outcomes of experimental class students after treatment was 69.657 while the control class learning outcome was 56.886. The conclusion that can be drawn from data analysis and discussion result is difference of student learning result by using model of open learning problem with conventional learning model, and model of open learning problem is suitable to be applied to the subject of student room of SMP Al Badri Arjasa Jember.

COMPARISON OF MATHEMATICS LEARNING RESULT OF STUDENTS TAUGHT BY EMPLOYING SCIENTIFIC APPROACH, PROBLEM POSING, AND OPEN ENDED IN PROBLEM BASED LEARNING MODEL IN CLASS X AT SMAN 2 MAKALE

The study aimed at examining (1) the learning result of student after being taught by employing scientific approach, problem posing approach and open ended approach in problem-based learning model, (2) the differences of improvement of student’s learning result taught by employing scientific approach, open ended approach and problem-posing approach in problem-based learning model. This study was a quasi-experiment with pretest-posttest control group design. The population of the study was class X students at SMAN 2 Makale of academic year 2014/2015 which consisted of 4 classes. Samples were selected by employing purposive sampling technique and obtained class X 2 with 28 students, X 3 with 23 students, and X 4 with 23 students. Afterwards, the three classes were taught using scientific approach, problem posing approach, and open ended approach in problem-based learning model. The learning package used was lesson plan, student’s workbook, and student’s book. The research instruments were test of learning result, self assessment, and learning implementation. The result of the study revealed that (1) the mean score of student’s learning result using scientific approach in problem-based learning on knowledge aspect was 83.33 and attitude aspect was 90.03. Student’s who had achieved master on knowledge aspect was 84%, so the mastery learning result classically had been achieved; the attitude aspect had achieved 96% so the student’s attitude was in very good category. The mean score of student’s learning result using problem posing approach in problem-based learning model on attitude aspect was 86.95 and knowledge aspect was 70.61. Student’s who had achieved mastery was 23%, so the mastery learning result classically had been achieved; the attitude aspect had achieved 95% so the student’s was in very good category. The mean score of student’s learning result using open ended approach in problem-based learning on attitude aspect was 88.24 and knowledge aspect was 66.96. Student’s who had achieved mastery was 35%, so the mastery learning result classically had yet to achieve; the attitude aspect indicated that 100% of student’s was very good category, (2) there was significant difference of learning result of students who were taught by employing scientific approach, problem posing approach, and open ended approach

Investigating Differential Learning Outcomes of Students in Physics Using Animation and Textual Information Teaching Strategies in Ondo State Secondary School

Background The study investigated the main effects of animation information and textual information on students' performance and improving students' attitude towards physics. Material and methods The study adopted the pre-test post-test control group design. The population was made up of SSS 2 students in Ondo State. Three Local Government Areas were randomly selected from the 18 Local Government Areas of Ondo State. Simple random technique was used to select three schools in the selected Local Government Areas. The schools were randomly assigned to two experimental groups namely animation and, textual information strategy and one control group. Two instruments were used for the study. Results One-way Analysis of Variance (ANOVA), Scheffe Post-Hoc pair-wise comparison Analysis, and two-way Analysis of Variance was used. The results showed that there was a significant main effect of animation and textual strategies on students performance in physics. The results also showed that there was a significant difference in the post test attitudinal score of students' exposed to the strategies with the effectiveness in the order of animation, textual, and conventional strategies Conclusions The study concluded that computer- based instruction such as animation and textual strategies could enhance learning outcomes in Physics in senior secondary school irrespective of students' sex.

Investigating differential learning outcomes of students in physics using animation and textual information teaching strategies in Ondo State secondary School.

Investigating differential learning outcomes of students in physics using animation and textual information teaching strategies in Ondo State secondary School.

Using concept mapping to improve poor readers’ understanding of expository text

The present study examined whether the use of concept mapping is more effective in teaching expository material in comparison to a traditional, lecture only, approach. Its objective was threefold. First, to determine if multimedia concept mapping produces differential learning outcomes compared to digital text-based concept mapping. Secondly, to compare the above experimental approaches to traditional teaching and finally to demonstrate if there are significant differences in the level of satisfaction reported by children under the three instructional approaches used. Thirty fifth grade children participated from which three groups of poor readers were formed, matched on age, gender and reading ability. The two experimental groups were taught with the use of digital text-based and multimedia concept maps respectively and the control group was subjected to the traditional teaching method of expository material. Each group had three sessions of instruction on three different expository texts. The results indicated that concept mapping can be an effective means for teaching expository content. However, there were no differential learning outcomes when adding multimedia elements to concept maps. Moderate satisfaction was reported for all three approaches. The findings coincide with the body of literature emphasizing the importance of concept mapping in the learning and instruction of children with reading difficulties. The study’s results inform potential educators on the use of multimedia with poor readers in elementary school.

PISA mathematics and reading performance differences of mainstream European and Turkish immigrant students

Lower reading and mathematics performance of Turkish immigrant students as compared to mainstream European students could reflect differential learning outcomes, differential socioeconomic backgrounds of the groups, differential mainstream language proficiency, and/or test bias. Using PISA reading and mathematics scores of these groups, we examined the role of bias and various measures related to immigrant integration policies of the host societies. Results of a multilevel analysis of reading and mathematics tests demonstrated that at individual level, students with higher scores on an index of economic, social, and cultural status obtained higher achievement scores. At country level, MIPEX scores of education and the human development index of participating countries could predict differences in reading results but not in mathematics. After correction for background characteristics, effect sizes showed a difference of .65 SD (down from a value of .96 before correction) for reading and .58 SD (down from .78) for mathematics. However, a similar correction for background variables increased the score differences between Turkish immigrants and mainstreamers.

Eksperimentasi Model Pembelajaran Student Facilitator and Explaining (SFE) terhadap Hasil Belajar ditinjau dari Kecerdasan Linguistik

This study aims to determine: (1) Which gives higher learning outcomes between the Student Facilitator and Explaining (SFE) learning model with the conventional learning model on the subject matter of exponent of class X Semester odds SMA N 1 Seputih Surabaya academic year 2016/2017, (2) Which gives higher learning outcomes between students with high, medium, or low linguistic intelligence on the subject matter of exponents of class X Odd Semester SMA N 1 Seputih Surabaya academic year 2016/2017 (3) Is there an interaction between the Student Facilitator learning model And Explaining (SFE) and linguistic intelligence on students' mathematics learning outcomes of the subject matter of exponents of class X Semester odd in SMA N 1 Seputih Surabaya in academic year 2016/2017. This research is a comparative causal research with factorial design 3 3. The population of this research is all students of class X SMA Negeri 1 Seputih Surabaya, Central Lampung. Sampling was done by cluster random sampling. The sample of this research are students of class X.1 and X.2. The conclusion of this research is: (1) There is no difference of learning result of student mathematics between the SFE model with a conventional model in grade X student SMA N 1 Seputih Surabaya. (2) There is no difference of learning result of student mathematics observed from the linguistic intelligence of class X student SMA N 1 Seputih Surabaya. (3) There is no interaction between SFE learning model and linguistic intelligence of grade X students SMA N 1 Seputih Surabaya.

Peyton's four-step approach: differential effects of single instructional steps on procedural and memory performance - a clarification study.

BackgroundAlthough Peyton’s four-step approach is a widely used method for skills-lab training in undergraduate medical education and has been shown to be more effective than standard instruction, it is unclear whether its superiority can be attributed to a specific single step.PurposeWe conducted a randomized controlled trial to investigate the differential learning outcomes of the separate steps of Peyton’s four-step approach.MethodsVolunteer medical students were randomly assigned to four different groups. Step-1 group received Peyton’s Step 1, Step-2 group received Peyton’s Steps 1 and 2, Step-3 group received Peyton’s Steps 1, 2, and 3, and Step-3mod group received Peyton’s Steps 1 and 2, followed by a repetition of Step 2. Following the training, the first independent performance of a central venous catheter (CVC) insertion using a manikin was video-recorded and scored by independent video assessors using binary checklists. The day after the training, memory performance during delayed recall was assessed with an incidental free recall test.ResultsA total of 97 participants agreed to participate in the trial. There were no statistically significant group differences with regard to age, sex, completed education in a medical profession, completed medical clerkships, preliminary memory tests, or self-efficacy ratings. Regarding checklist ratings, Step-2 group showed a superior first independent performance of CVC placement compared to Step-1 group (P<0.001), and Step-3 group showed a superior performance to Step-2 group (P<0.009), while Step-2 group and Step-3mod group did not differ (P=0.055). The findings were similar in the incidental free recall test.ConclusionOur study identified Peyton’s Step 3 as being the most crucial part within Peyton’s four-step approach, contributing significantly more to learning success than the previous steps and reaching beyond the benefit of a mere repetition of skills demonstration.

Three factors in vocabulary acquisition in a university French immersion adjunct context

This study investigates the role of teaching, context, and repetition in the acquisition of specialized vocabulary. It involves thirteen students enrolled in a French immersion class linked to a French adjunct language course at the University of Ottawa, Canada. Based on Webb’s (2008) classification, the researchers have examined and rated the contexts in which students were exposed to a sample of thirty words in their immersion course (lectures and readings). Of these, some (n = 22) were taught explicitly over the semester and others (n = 8) were not taught, as they were words students encountered incidentally in their readings or lectures. Results in this study showed that: a) incidental exposure did not lead to vocabulary acquisition regardless of clarity of context and number of exposures, and b) explicit teaching led to differential learning outcomes not fully explained by clarity of context or number of exposures. The study concludes with a discussion of other factors affecting vocabulary learning in the immersion adjunct context.

Learning Styles: Psychology Shouldn’t Condone Mythology

in learners that do result in differential learning outcomes; and (d) some instructional conditions are superior to others for learning specific skills. However, relatively few of the published studies meet the standards that [7] Cronbach and Snow (1977) or [2] Pashler outline: (a) Determine learners’ styles; (b) Create at least two instructional conditions that differ demonstrably with respect to style emphasis; (c) Randomly assign learners to conditions that do or don’t match their styles; and (d) Compare outcomes on common measures of attainment, looking for disordinal (“crossover”) interactions such that students of style X fare better in learning condition X than Y, whereas learners of style Y fare better in learning condition Y than X.

COMPARATIVE COOPERATIVE LEARNING MODEL OF JIGSAW II TYPE AND NHT TYPE IN SOCIAL ARITHMETIC LEARNING AT GRADE VII STUDENTS OF SMP NEGERI I MAKASSAR

This research is quasi experiment which is aimed to know whether there is difference of learning result of social arithmetic of students taught by cooperative learning model type Jigsaw II and result of learning of social arithmetic of student taught by using cooperative learning model of NHT type on Students of Class VII of SMP Negeri I Makassar. The result of the research shows that: (1) the learning result of the students taught by using cooperative learning type Jigsaw II model reaches 100% learning completeness, the students get the value with the average score of 84.67, (2) the students' learning result which is taught by using the model NHT type cooperative learning reaches completeness 100% of students get grades with an average score of 78.67, (3) student activity both taught using cooperative learning model type Jigsaw II even NHT during meetings in a certain time is effective, (4) Cooperative students on both cooperative types used in effective learning, and (5) student responses to positive learning. Likewise, the results of inferential statistical analysis indicate that there are significant differences between the scores of student learning outcomes taught by cooperative learning model type Jigsaw II and score of student learning outcomes are taught with NHT type for social arithmetic subject, so from the results of this study can be concluded that the model Cooperative learning type jigsaw II and type of NHT differ significantly, and can be used as one of the learning model that can improve student learning outcomes, especially for the material of arithmetic of socio-students at grade VII SMP and equal

Frequency Analyses of Prephonological Spellings as Predictors of Success in Conventional Spelling

The present study explored how children’s prephonological writing foretells differential learning outcomes in primary school. The authors asked Portuguese-speaking preschool children in Brazil (mean age 4 year 3 months) to spell 12 words. Monte Carlo tests were used to identify the 31 children whose writing was not based on spellings or sounds of the target words. Two and a half years later, the children took a standardized spelling test. The more closely the digram (two-letter sequence) frequencies in the preschool task correlated with those in children’s books, the better scores the children had in primary school, and the more preschoolers used letters from their own name, the lower their subsequent scores. Thus, preschoolers whose prephonological writing revealed attentiveness to the statistical properties of text subsequently performed better in conventional spelling. These analytic techniques may help in the early identification of children at risk for spelling difficulties.