Learning Outcomes In Education Research Articles

Evaluating the Effects of Integrating Cognitive Presence Strategies on Teacher Attitudes and Student Learning Outcomes in Special Education and Autism Classrooms

The objective of this research is to assess the impact of incorporating cognitive presence (CP) techniques on the attitudes of teachers and the academic achievements of students in classrooms catering to special education and autism. The study employed both descriptive and inferential statistics to examine the pre- and post-test scores and teacher surveys. Additionally, the qualitative data gathered through interviews with teachers was subjected to thematic analysis. The findings of the study suggest that the incorporation of CP strategies can yield favorable effects on the attitudes of educators as well as the academic achievements of pupils. The educators expressed favorable dispositions towards CP techniques and believed that they were efficacious in enhancing student involvement and academic achievement. The study observed a noteworthy enhancement in the academic achievements of students, as evaluated through their pre- and post-assessment scores. The qualitative data revealed several themes, including the necessity of a pedagogical transition towards student-centered learning, personalized assistance for students with exceptional requirements, and continuous professional development and support for educators. The results indicate that the incorporation of CP techniques can serve as a viable method for enhancing the quality of classroom settings for students with special needs and those diagnosed with autism. It is important to take into account certain constraints, such as a limited sample size and potential biases in the gathering of data.

Implementation of Visual and Intellectual Auditory Somatic Learning Model to Improving Christian Religious Education Learning Outcomes

The SAVI learning model is still rarely known and used in learning at both the elementary, junior high and high school levels. Because this learning model as a whole maximizes the use of the senses of each existing student. Therefore, it is necessary to have a teacher who teaches with joy, activeness and creativity in managing the class in terms of combining the models, methods and learning media used. The thing that is a problem at Hasael Puru Vocational School besides inadequate facilities and infrastructure is the monotonous teaching and learning model of PAK teachers, namely only using the lecture method when teaching makes students become bored and sleepy in class so that it has an impact on decreasing student learning outcomes. This research was conducted to find out whether there was an increase in the learning outcomes of PAK Hasaek Vocational Students when the SAVI learning model was implemented. This study uses quantitative research that is a descriptive survey, with 25 student respondents who were given questionnaires totaling 30 questions (Variable X 15 questions and Variable Y 15 questions) and also took the results of students' summative scores for comparison, namely the summative scores of the even semester of the school year 2021/2022 and summative grades for the odd semester of the 2022/2023 academic year. With the research results it was found that when the SAVI learning model was implemented, student learning outcomes increased.

"Exploring The Impact Of Gamification On Students’ Motivation, And Learning Outcomes In Secondary Education"

This research paper delves into the realm of secondary education and investigates the influence of gamification on students' motivation and learning outcomes. The increasing integration of technology and digital platforms into educational settings has sparked a surge in interest regarding gamification as a novel approach to engage and motivate students. The paper seeks to address this evolving landscape and the potential implications for educators, students, and the broader field of education. Gamification, the practice of incorporating game elements and mechanics into non-game contexts, has become a prominent strategy to enhance students' educational experiences. In the context of secondary education, where adolescents face unique challenges and motivational factors, understanding the impact of gamification is of paramount importance. This study aims to provide insight into how gamification may influence students' motivation and, subsequently, their learning outcomes. Motivation is a multifaceted construct within education, and various theories such as Self- Determination Theory and Expectancy-Value Theory underscore its significance. The paper begins by reviewing these motivational theories, emphasizing the role of autonomy, competence, and relatedness in driving students' motivation to learn. It also highlights the relevance of intrinsic and extrinsic motivation, which is vital for a comprehensive understanding of how gamification can impact students. The core of this research lies in empirical findings gathered through a mixed-methods approach. A survey instrument was administered to secondary education students who experienced gamified learning environments. Qualitative data was also collected through interviews and classroom observations. This data allowed for a multifaceted analysis of students' perspectives on gamification, their motivation levels, and their resulting learning outcomes. The empirical findings reveal several key insights. First, gamification positively influences students' motivation, as it fosters a sense of autonomy and competence. Students reported greater engagement with course materials, enhanced focus on learning tasks, and increased willingness to persist in the face of challenges. Gamification elements such as points, leaderboards, and rewards effectively cater to intrinsic and extrinsic motivation, thereby increasing students' interest in the subject matter. Second, gamification, when appropriately designed and implemented, significantly impacts learning outcomes. Students exposed to gamified learning environments exhibited improved academic performance, greater retention of course content, and a deeper understanding of complex concepts. The competitive and collaborative nature of gamification promotes active participation and knowledge transfer. The discussion section interprets the findings in the context of existing literature, highlighting the practical implications of this research for educators and policymakers. Educators can harness gamification strategies to foster a motivating classroom atmosphere and, consequently, enhance students' learning experiences. However, it is crucial to recognize that gamification should be tailored to the specific needs and preferences of students, as a one-size-fits-all approach may not yield optimal results. In conclusion, this research underscores the transformative potential of gamification in secondary education. By stimulating motivation and bolstering learning outcomes, gamification emerges as a promising tool for educators seeking to engage students effectively. However, ongoing research and tailored approaches are essential to maximize its benefits and create meaningful, sustainable educational experiences in secondary education. This study contributes to the ongoing dialogue surrounding gamification and its capacity to shape the future of education.

Exploring the impact of instructor social presence on student engagement in online higher education

Digital pedagogies have impacted traditional approaches towards teaching and as this phenomenon continues to expand, a clearer understanding of the role of instructors’ social presence in online learning environments is imperative. Using a sequential explanatory mixed-methods design, this study investigates instructor social presence and its impact on student engagement at higher education institutions in the United Arab Emirates. The study includes data collected through a survey, which was distributed amongst faculty members (n=30), followed by several in-depth interviews. The study explores the relationship between constructs of instructor social presence and student engagement. Findings suggest that instructor social presence positively influences student engagement and attrition. The study also identifies different strategies and barriers instructors face in establishing their online social presence. The study has practical implications for stakeholders and curriculum designers seeking to improve and enhance the learning outcomes in online education.

Cooperative Learning in Oceanography

The challenges of recruitment, retention, and learning outcomes in STEM higher education call for learning environments that promote student belonging and belief in their own abilities (Møgelvang, 2023). Cooperative learning (CL) is a type of group learning associated with increased learning and more “soft” student outcomes such as increased sense of belonging, scientific confidence, and generic skills (Møgelvang et al., 2023). CL may be defined as “a more-structured, hence more-focused, form of collaborative learning” (Millis and Cottell, 1997, p. 4). This structured approach is research based and is considered to increase the probability that all students are successful at group work (Millis and Cottell, 1997).

Exploring the impact of using Chat-GPT on student learning outcomes in technology learning: The comprehensive experiment

This experimental study investigates the impact of integrating Chat GPT (Generative Pre-trained Transformer) on student learning outcomes in technology education at Universitas Muhammadiyah Muara Bungo. The research involves an experimental group using Chat GPT and a control group with conventional methods. Data from 31 participants in each group were collected, assessing learning outcomes through final test scores. Analyzing the results with a t-test, the experimental group displayed significantly higher achievements than the control group, highlighting the positive effect of incorporating GPT Chat into educational technology. The study illuminates the potential of AI-powered chatbots like Chat GPT to enhance student learning outcomes. Further exploration is required to gauge its adaptability across diverse educational contexts for more enhanced learning results. T-test results, conducted at a 95% confidence level with α 0.05, and degrees of freedom dk = n1 + n2 - 2 = 60, showed tcount of 5.424 against ttable of 2.000, firmly establishing tcount > ttable (5.424 > 2.000). Consequently, the null hypothesis (H0) proposing no significant impact of Chat GPT utilization is refuted. Conversely, the alternative hypothesis (H1), signifying a significant influence from Chat GPT usage, is upheld, affirming its substantial role in students' technological education.

Pengaruh Pembelajaran Berbasis Digital dan Motivasi Belajar terhadap Hasil Belajar Psikologi Pendidikan di Sekolah Tinggi Ilmu Bahasa Arab Arrayah Sukabumi Jawa Barat

The background to this research is that educational psychology learning is still not effective, because learning methods and media are considered not yet effective, resulting in digital-based learning and learning motivation being considered not yet ideal. The aim of this research is to determine the positive influence of digital-based learning on educational psychology learning outcomes, determine the positive influence of learning motivation on educational psychology learning outcomes, determine the positive influence of digital-based learning on learning motivation. This research method uses quantitative research with a Partial Least Square (PLS) approach with Structural Equation Modeling (SEM). The sample was 150 students. The sample was determined using the Simple Random Sampling technique. The research results show that digital-based learning has a direct positive and significant effect on educational psychology learning outcomes. Learning motivation has a direct positive and significant effect on learning outcomes. Educational psychology and digital-based learning has a direct positive and significant effect on learning motivation of. The results of calculating the path coefficient (Path Coefficient) obtained the equation HB = 0.898 PG + 0.389 MB, which means that 56.7% of educational psychology learning outcomes can be explained by digital-based learning and 38.9% can be explained by the learning motivation variable with a constellation value of 0.898. The results of data analysis show a value of = R-square adjusted of 0.931, which means that 93.1% of the variation in the endogenous variables of educational psychology learning outcomes can be explained by the exogenous variables of digital-based learning and learning motivation, while the remaining 6.9% is explained by variations in changes. which is not included in this model.

Applying variable- and person-centered approaches in the study of higher education learning outcomes

ABSTRACT Many believe that higher education contributes to students’ joint cognitive and non-cognitive development. However, relevant empirical evidence of that is scarce. Employing a sample of 348 college students, the present study explored the relationships among a range of outcomes using both a variable- and a person-centered approach. We found that a sense of purpose, strength of principles, and moral agency were positively associated. However, cognitive and non-cognitive outcomes were only weakly correlated. We also found that most students had either high or low scores in all of the measured outcomes, but some had non-uniform profiles. These results suggest that colleges should not assume that cognitive and non-cognitive developments are strongly related. College students likely need differentiated instruction and support, depending on their individual backgrounds, interests, and levels of the target constructs.

Designing GBL for Higher Education: Pitfalls & Recommendations

Game-Based Learning (GBL) has gained significant attention in recent years as an effective educational approach to enhance student engagement and learning outcomes in higher education. This conference paper aims to emphasise the significance of GBL in higher education and presents a comprehensive review of a case study involving the application of GBL in a linguistics course. The study explores the impact of games on student learning, motivation, and engagement with the course content.By integrating gaming principles and mechanics into the curriculum, students are encouraged to actively participate, explore concepts, and apply their knowledge in a dynamic and stimulating environment. The study examines data gathered from student surveys and structured interviews to evaluate the effectiveness of GBL in fostering student engagement and knowledge acquisition. Furthermore, this paper provides a valuable set of recommendations and strategies for educators and administrators interested in implementing GBL in higher education settings. It explores the potential benefits of GBL, including increased motivation, improved critical thinking skills, and enhanced problem-solving abilities. Additionally, it highlights the importance of aligning game design with specific learning objectives and ensuring the integration of assessment mechanisms to gauge student progress effectively. Moreover, this paper discusses potential pitfalls and challenges that may arise during the implementation of GBL in higher education. It addresses issues such as technology requirements, accessibility considerations, and the need for appropriate training and support for instructors. By acknowledging these challenges and offering potential solutions, this research aims to guide educators and administrators in overcoming obstacles and optimising the implementation of GBL in higher education courses.

Pengaruh Implementasi Metode Outdoor Study Terhadap Hasil Belajar Pendidikan Agama Kristen Dan Budi Pekerti Peserta Didik Kelas X Semester Ganjil SMA Negeri 1 Tampahan Tahun Pembelajaran 2023/2024

This research aims to determine the positive and significant influence of the implementation of the outdoor study method on the learning outcomes of Christian religious education and character education for class X odd semester students at SMA Negeri 1 Tampahan for the 2023/2024 academic year. The hypothesis of this research is that there is a positive and significant influence from the implementation of the outdoor study method on the learning outcomes of Christian religious education and character education for class X odd semester students at SMA Negeri 1 Tampahan for the 2023/2024 academic year. This research uses quantitative research methods with descriptive statistics.
 The population of this study was 40 people so it is called population research. The instruments in this research were a closed questionnaire for variable X and a multiple choice written test for variable Y. There is a positive and significant influence of the implementation of the outdoor study method on the learning outcomes of Christian religious education and character education for class X odd semester students at SMA Negeri 1 Tampahan for the 2023/2024 academic year, namely rcount > rtable (0463>0.312), tcount > ttable (3.220 > 2.021), Y ̂="56.22"+0.38X, r2 = 21.4%.
 So the hypothesis test states that Ha is accepted, namely that there is a positive and significant influence of the implementation of the outdoor study method on the learning outcomes of Christian religious education and character education for class X odd semester students at SMA Negeri 1 Tampahan for the 2023/2024 academic year.

Validating instructional design and predicting student performance in histology education: Using machine learning via virtual microscopy.

As a part of modern technological environments, virtual microscopy enriches histological learning, with support from large institutional investments. However, existing literature does not supply empirical evidence of its role in improving pedagogy. Virtual microscopy provides fresh opportunities for investigating user behavior during the histology learning process, through digitized histological slides. This study establishes how students' perceptions and user behavior data can be processed and analyzed using machine learning algorithms. These also provide predictive data called learning analytics that enable predicting students' performance and behavior favorable for academic success. This information can be interpreted and used for validating instructional designs. Data on the perceptions, performances, and user behavior of 552 students enrolled in a histology course were collected from the virtual microscope, Cytomine®. These data were analyzed using an ensemble of machine learning algorithms, the extra-tree regression method, and predictive statistics. The predictive algorithms identified the most pertinent histological slides and descriptive tags, alongside 10 types of student behavior conducive to academic success. We used these data to validate our instructional design, and align the educational purpose, learning outcomes, and evaluation methods of digitized histological slides on Cytomine®. This model also predicts students' examination scores, with an error margin of <0.5 out of 20 points. The results empirically demonstrate the value of a digital learning environment for both students and teachers of histology.

The Impact of Applying Scientific Learning with Conventional Learning on Creativity and Physical Education Learning Outcomes of High School Students

This research aims to see the influence of scientific and conventional learning on the creativity and learning outcomes of physical education students in high school. This experimental research uses test instrument techniques for learning outcomes and questionnaires for creativity, with a 2x2 factorial ANOVA research design. The number of samples was 50 people for the scientific learning group and 40 for the conventional learning group, and the sampling technique used cluster random sampling. Before carrying out an analysis of variance (ANOVA), first carry out the analysis requirements, namely the normality test and homogeneity test. Next, the two-way ANOVA test was used at a significance level of α of 0.05 and continued with the Scheffe test at a significance level of α = 0.05. The research results show that 1). There are differences in the influence of conventional and scientific learning on creativity; 2). There are differences in the effect of conventional learning and scientific learning on physical education learning outcomes; 3). There are differences in the influence of conventional and scientific learning on creativity and physical education learning outcomes; 4). There is an interaction between the influence of conventional learning and scientific learning on creativity and physical education learning outcomes.

Storytelling: a five-tier framework and the flipped classroom approach

ABSTRACT Storytelling is a popular teaching method in legal education. Despite that popularity, research on designing and delivering this method to support different learning outcomes in legal education is limited. Thus, it is the purpose of this article to build a pedagogical framework of storytelling based on current teaching practices. Conventional pedagogy has identified three storytelling approaches: (1) to help students understand legal concepts; (2) to help students learn and remember the theories and techniques about storytelling; and (3) to teach students how to tell their clients’ stories. Based on the analysis of case studies reported by law teachers, this article argues that there are at least two more storytelling approaches. This article aims to classify these storytelling approaches in a five-tier framework. Furthermore, it proposes that applying the flipped classroom method to storytelling helps law teachers teach towards learning outcomes more efficiently and effectively than the conventional approaches.

The Influence of Online Learning, The Role of Parents, and Learning Motivation on The Learning Outcomes of Physical Education and Sports

The purpose of this study is to find out the influence of online learning, the role of parents, and learning motivation on the learning outcomes of physical education and sports of Outstanding School Students 02 Jakarta era covid-19 pandemic . This type of research is qualitative research with a causal associative correlation approach. The number of study subjects was 49 respondents. These research steps include; 1) the stage of data collection; 2) data analysis and 3) the testing phase of data analysis. Furthermore, data analysis testing is conducted through: 1) normality test; 2) test homogeneity; 3) Test the linearity and significance of the regence equation. The conclusion of this study there is a significant influence between online learning, the role of parents, learning motivation and physical education learning outcomes of Outstanding School 2 Jakarta students in the Covid-19 pandemic era.

Learning Outcomes of Islamic Religious Education in Various Studies in Indonesia: Correlation Meta-Analysis and Systematic Literature Review

Learning Outcomes of Islamic Religious Education in Various Studies in Indonesia: Correlation Meta-Analysis and Systematic Literature Review

Development and Validation of a Data Literacy Assessment Scale

ABSTRACTThe recognition of data literacy as an important learning outcome in higher education has led to a call for assessment tools to measure students’ data literacy. Although there has been a growing interest in the conceptualization of data literacy, the literature lacks a measuring instrument to operationalize data literacy. This study developed and validated a three‐factor, 24‐item data literacy assessment tool using a sample of 573 students from four community colleges in the United States. The data literacy scale developed in this study has respectable reliability and construct validity, supported by a concept analysis of data literacy, a comparative analysis of data literacy competency frameworks, an expert panel review, exploratory factor analysis, and confirmatory factor analysis.

Cooperative Learning Through Online Media to Improving Islamic Religious Education Learning Outcomes of Students at Junior High School

This study aims to provide an analysis of the learning model cooperative type picture and picture through online media in improving student learning outcomes of Islamic religious education. The method used is a qualitative approach with data collection techniques in the form of interviews, observation, and documentation. while the data validity testing techniques, namely credibility, transferability, dependability, confirmability, and triangulation. The results of this study, can is known that learning model cooperative types of pictures and pictures through this online media is form controlling teacher in monitor understanding students on the material provided in whatsapp . Besides that , inside zoom meetings there is features that can record the learning process , so that the teacher as well student can see back learning videos later day . As for factors supports and inhibitors evaluation learning the impact positive to results Study student Good in a manner cognitive affective nor psychomotor .

RELATIONSHIP BETWEEN USE OF LEARNING MEDIA WITH THE MATHEMATICS LEARNING OUTCOMES OF SMK N 3 BONDOWOSO STUDENTS

The purpose of this study was to find out the relationship between student learning outcomes in mathematics and the use of learning media. The sample for this research was selected from as many as 34 students in class X by using cluster random sampling techniques, namely quantitative and correlation techniques. Questionnaires and learning achievement tests serve as data collection instruments. Data analysis is used, especially direct correlation analysis. This technique determines the significance of the correlation between the variables studied. Normality and linearity tests, which are prerequisite tests for this method, were used. The research findings show that there is a relationship between the use of instructional media and student learning outcomes. This is due to the 0.617 correlation between the use of educational media and student learning outcomes. The fact that the value of 0.617 is in the range of 0.61-0.80 indicates the strength of the relationship. However, the direction of the relationship is favorable because the value of r is favorable

The Influence of Nutritional Status, Physical Fitness, and Learning Motivation on Learning Outcomes in Physical Education, Sport and Health

The aim of the study was to see the effect of nutritional status, physical fitness, and learning motivation on PJOK learning outcomes. This type of research is path analysis. The research population is students of SMPN 1 Tungkal Ulu. Sampling used purposive sampling, with a total of 30 female students. The research instrument used the Body Mass Index test, the Fitness Test for Indonesian Students, the Likert Questionnaire, and the results of the PJOK report cards. The results showed that: (1) There is a direct influence of nutritional status on students' PJOK learning outcomes (2) There is a direct influence of physical fitness on students' PJOK learning outcomes (3) There is a direct influence of learning motivation on students' PJOK learning outcomes (4) There is an indirect influence of nutritional status on students' results learning PJOK through students' learning motivation (5) There is an indirect influence of physical fitness on PJOK learning outcomes through students' learning motivation (6) There is an indirect influence of nutritional status on PJOK learning outcomes through students' physical fitness.

Integrating analytical thinking skills into physical education to improve student learning outcomes

In the education curriculum in Indonesia, physical education is a medium for developing the potential of student learning outcomes in a comprehensive (cognitive, affective, and psychomotor) and sustainable manner. However, at the same time, teachers have not maximized analytical thinking supplements in learning and mastering student movements to optimize their physical education learning outcomes. This research used quantitative methods to examine the effect of analytical thinking skills on student learning outcomes. The participants were 24 elementary school students (mean age = 10.17+0.38) who were determined using a purposive sampling technique. Data on thinking skills were collected using instruments and rubrics for assessing analytical thinking skills. While the learning outcomes data use the final value of physical education learning. Data analysis used descriptive statistics and simple linear regression analysis. Descriptive analysis showed that students' analytical thinking skills were moderate (58.34%), and learning outcomes were good (100%). There is a significant influence between analytical thinking skills on student learning outcomes (t = 2.312, α = 0.031) with a determination value of 19.6%. Considering the essence of analytical thinking skills for learning outcomes and supporting students' life skills, the orientation of physical education learning outcomes parameters and the comprehensive and sustainable integration of analytical thinking into students' physical activities must be discussed further.