Effective Student Learning Research Articles

WEKA: A Tool for Shaping Effective Student Learning Strategies for College School Leavers

As college school leavers transition into higher education or the workforce, they face numerous challenges in adapting to new learning environments and expectations. Effective learning strategies are crucial to ensuring their success in these new settings. This paper explores how WEKA, a powerful data mining tool, can be leveraged to shape and enhance student learning strategies for college school leavers. By analysing educational data, WEKA can provide insights into the most effective learning methods, helping educators tailor their approaches to meet the specific needs of these students. The paper discusses the application of WEKA in educational data mining, highlights its capabilities, and presents case studies demonstrating its effectiveness in shaping learning strategies.

Barriers to effective learning for students with visual impairments at an inclusive‐education university in Nigeria

AbstractThe research investigated the obstacles faced by undergraduates with visual impairments while studying at a Nigerian university striving to establish an inclusive learning environment for students with disabilities. The aim was to generate empirical evidence that can inform policies at the university and other similar institutions. The research is anchored in Bronfenbrenner's ecological systems theory, and a qualitative descriptive research design was employed. Using purposive sampling, 11 (male = 7; female = 4) undergraduate students living with blindness were recruited. Data were collected using semi‐structured interviews and subjected to inductive data analysis. It was found that students encounter various challenges, emanating from peers, lecturers, the university and their families. The results demonstrate how different contexts influence the learning outcomes of students with visual impairments, warranting more comprehensive intervention programmes.

Drawing up a Clinical Scenario for the Standardized Patient Methodology Using Chatgpt

Modern approaches to medical education require the use of innovative methods for effective student learning. One of these methods is the use of standardized patients (SP). This article discusses the possibility of using artificial intelligence, namely ChatGPT, to create clinical scenarios designed for the SP technique. The conducted research demonstrates how ChatGPT can effectively generate scenarios that meet educational goals.

Revealing three anomalies: Extending Kolb educator roles profile in experiential entrepreneurship education

Experiential entrepreneurship education programmes expose students to high levels of uncertainty and motivate them to take economic and emotional risks. Navigating educator roles in these programmes is difficult for educators. Although essential for effective student learning, a more theoretical understanding of educator roles within experiential entrepreneurship education programmes is needed. Following an extended case methodology, this study is among the first to validate and question the Kolb Educator Role Profile (KERP) in experiential entrepreneurship education. We theoretically extend the KERP typology by contextualising KERP within the experiential entrepreneurship education literature and incorporating insights from 18 experiential entrepreneurship education programmes. We reveal three anomalies that extend beyond the traditionally defined educator roles within the KERP typology: (1) educators need to initiate concrete experiences, (2) educators need to manage students' access to practical entrepreneurship competence, and (3) educators need to make students do entrepreneurship. By introducing KERP and discussing these anomalies, we provide clarity for experiential entrepreneurship educators, helping them navigate, commit to, and prioritise distinct educator roles. This paper implies a deeper understanding of educator roles in experiential entrepreneurship programmes, clarifying how educators manage effective student learning.

Experiences, barriers and perspectives of midwifery educators, mentors and students implementing the updated emergency obstetric and newborn care-enhanced pre-service midwifery curriculum in Kenya: a nested qualitative study

IntroductionTo achieve quality midwifery education, understanding the experiences of midwifery educators and students in implementing a competency-based pre-service curriculum is critical. This study explored the experiences of and barriers to implementing a pre-service curriculum updated with emergency obstetric and newborn care (EmONC) skills by midwifery educators, students and mentors in Kenya.MethodsThis was a nested qualitative study within the cluster randomised controlled trial investigating the effectiveness of an EmONC enhanced midwifery curriculum delivered by trained and mentored midwifery educators on the quality of education and student performance in 20 colleges in Kenya. Following the pre-service midwifery curriculum EmONC update, capacity strengthening of educators through training (in both study arms) and additional mentoring of intervention-arm educators was undertaken. Focus group discussions were used to explore the experiences of and barriers to implementing the EmONC-enhanced curriculum by 20 educators and eight mentors. Debrief/feedback sessions with 6–9 students from each of the 20 colleges were conducted and field notes were taken. Data were analysed thematically using Braun and Clarke’s six step criteria.ResultsThemes identified related to experiences were: (i) relevancy of updated EmONC-enhanced curriculum to improve practice, (ii) training and mentoring valued as continuous professional development opportunities for midwifery educators, (iii) effective teaching and learning strategies acquired – peer teaching (teacher-teacher and student-student), simulation/scenario teaching and effective feedback techniques for effective learning and, (iv) effective collaborations between school/academic institution and hospital/clinical staff promoted effective training/learning. Barriers identified were (i) midwifery faculty shortage and heavy workload vs. high student population, (ii) infrastructure gaps in simulation teaching – inadequate space for simulation and lack of equipment inventory audits for replenishment (iii) inadequate clinical support for students due to inadequate clinical sites for experience, ineffective supervision and mentoring support, lack/shortage of clinical mentors and untrained hospital/clinical staff in EmONC and (iv) limited resources to support effective learning.ConclusionFindings reveal an overwhelmed midwifery faculty and an urgent demand for students support in clinical settings to acquire EmONC competencies for enhanced practice. For quality midwifery education, adequate resources and regulatory/policy directives are needed in midwifery faculty staffing and development. A continuous professional development specific for educators is needed for effective student teaching and learning of a competency-based pre-service curriculum.

PENERAPAN MODEL PEMBELAJARAN MEAN-END-ANALYSIS DALAM MENINGKATKAN HASIL BELAJAR SISWA

The background to the problem of this research is that student learning outcomes tend to be low. The research objectives are 1) To determine the application of the Mean-End-Analysis learning model in improving student learning outcomes in the Economics subject class X-IPS at SMA Negeri 1 Ulususua for the 2023/2024 academic year. 2) To determine the increase in student learning outcomes in the Economics subject class X-IPS at SMA Negeri 1 Ulususua for the 2023/2024 academic year. This type of research is Class Action (PTK). The subjects of this research were 20 students in class X-IPS. The research results showed that the evaluation results in cycle I, the average score was 60 with a completion percentage of only 40% and an incomplete percentage of 60%. Cycle II, there was an increase, the average score was 74.25 with a completion percentage of 100% and an incomplete percentage of 0%. The application of the Mean-End-Analysis learning model can foster students' enjoyment of lessons, foster and increase motivation in doing assignments, make it easier for students to understand lessons so as to achieve better learning outcomes. So it can be concluded that the application of the Mean-End-Analysis learning model can improve student learning outcomes in the Economics subject class X-IPS at SMA Negeri 1 Ulususua. The suggestions put forward by researchers are 1) For students, they should be more active in the learning process and independently carry out assignments given by the teacher without waiting for answers from their friends. 2) For teachers, Economics teachers should pay more attention to the suitability of the learning model used with the material being taught. 3) For schools, principals and teachers should always coordinate to create effective learning for students in an effort to improve student achievement and the quality of learning in schools.

Aprendizaje basado en casos prácticos integradores en la enseñanza de la ingeniería. Un caso de estudio sobre dinámica estructural

Introduction. In engineering education, there is a continuous effort to enhance pedagogical methods to ensure effective and meaningful learning for students. Objective. This study aims to explore the implementation of real-life practical cases, based on experiential information, as integrative problems within engineering education. The goal is to motivate active learning and arouse interest in students. Discussion. By presenting the example of vehicle analysis in a structural dynamics course, the study examined how these practical cases can be adapted and modified using real data as a foundation, enabling students to actively reflect on and construct their learning. Conclusions. The study suggests integrating real-life practical cases into engineering education, enabling students to reflect on and construct their learning, thus promoting the fulfillment of competencies and aligning with the educational program’s profile.

Headteachers’ Perspectives and Practices on Transformative Learning in Schools: A Narrative Inquiry

This study aims to explore headteachers’ perspectives and practices on transformative learning in schools for their and teachers' professional growth and effective learning of students. We used narrative inquiry as a research methodology for interpreting headteachers' experiences. The first author interviewed three headteachers leading the secondary level. Collected data were transcribed, coded, categorized, thematized, and interpreted with the help of literature. The research found that headteachers possessed the conceptual ideas for transformative learning and practiced it in their schools. Critical self-reflection, collaborative learning, and experiential learning were some of the techniques used to practice transformative learning in schools. They need to empower teachers more on the curriculum so they plan and design projects in a communicative approach.

Analisis Keterampilan Dasar Mengajar Guru untuk Meningkatkan Hasil Belajar Siswa di UPTD SD Negeri Pailelang

This research aims to examine the influence of teachers' teaching skills on student learning outcomes in elementary schools. This research will specifically examine teaching skills and learning readiness as factors that can influence student learning outcomes. Teachers' teaching skills are very important in the learning process because it is one way teachers can do it so that the learning process in the classroom fosters effective student learning activities and learning outcomes can be as appropriate as possible. what to expect. Learning activities are not enough to just listen and take notes, but must be more complex than that. This shows that the teacher's teaching skills must be able to enable students to stimulate various learning activities. In writing this article, we used a qualitative approach with a literature study based on several scientific journals, electronic books and other sources whose accuracy has been confirmed. The results of this study describe that there is an influence of teacher teaching skills on student learning outcomes in elementary schools. By mastering basic teaching skills, teachers can distribute all learning materials so as to achieve the learning objectives themselves

Systemic Literature Review: Students' Perception of Teachers' Social Competence

This research uses a qualitative approach, namely a research design that aims to explore the meaning, perception, experience, and literature studies. Qualitative research is a stage of research that seeks to understand and produce data in the form of certain phenomena, behaviors, and situations based on the researcher's own perspective Specifically, the method used in this article is a literature study, which is the study of books and other references that are relevant to the problem being researched (Sarwono, 2006). This study aims to analyze students' perception of teachers' social competence through the systematic literature review method. The results of literature analysis show that students' perception of teachers' social competence has a significant influence on the assessment of educational effectiveness. These findings underscore the importance of efforts to improve teachers' social competence through training, discussion, and professional development. The implication of this literature review is the need to develop more focused strategies and programs to improve teachers' social competence and increase cooperation between schools, parents, and learning environments in supporting effective and positive learning for students at various levels of education.

Implementasi Pembelajaran Bahasa Arab di MTs Mambaul Ulum Tulupari Tiris Probolinggo

This research aims to explore the implementation of Arabic language learning at MTs Mambaul Ulum Tulupari Tiris Probolinggo. The focus of this research consists of three main sub-variables, namely: lesson planning, lesson implementation, and assessment or evaluation of learning. The main objective of this research is to achieve effective learning for students so that the learning process can be optimized and the average student grades can reach the Minimum Completion Criteria. The research method used is a qualitative approach using a case study method. Data were collected through observation, interviews, and analysis of documents related to the planning, implementation, and assessment of Arabic language learning. The results of this research explain that learning at MTs Mambaul Ulum Tulupari Tiris Probolinggo involves a structured planning process with clear objectives, including goal identification, material selection, method determination, assessment planning, and continuous adjustment. Its implementation focuses on meaningful learning experiences, active interaction, and the use of diverse learning methods and resources. Meanwhile, learning evaluation encompasses a holistic approach with various assessment methods, feedback, formative and summative evaluations, as well as student involvement in the evaluation process and adjustments for continuous improvement.

Penerapan Prinsip-Prinsip Model Pembelajaran Kolaboratif dalam Pembelajaran BIPA: Suatu Tinjauan Literatur

This research aims to conduct a literature review on the application of collaborative learning model principles in teaching Indonesian as a Foreign Language (BIPA). Collaborative learning models have become increasingly popular approaches in today's educational context, as they promote active participation, social interaction, and group-based learning. In the context of BIPA teaching, the application of collaborative learning models is crucial to facilitate effective learning for students studying Indonesian as a second language. In this literature review, we identify the main principles of collaborative learning models and analyze how these principles can be applied in the context of BIPA teaching. This literature review also explores previous studies that have investigated the application of collaborative learning models in BIPA teaching and evaluated their impact on student learning achievement. The findings of this literature review are expected to provide better insights into the potential and challenges of implementing collaborative learning models in BIPA teaching and provide guidance for further research in this field.

Future Research Directions for an Afrocentric E-Learning System

In this article, we present the iterative design of an Afrocentric e-learning system. To ensure cultural inclusivity and promote effective student learning, gamification principles, frameworks, and theories are integrated into the design. So far, an interactive prototype has been created and a user evaluation is on the research agenda. This work contributes to designing for underrepresented populations and serves as a lens to examine user preferences when user behaviours are tracked during user evaluation. This is the first step towards developing an AI-driven adaptive and socio-culturally sensitive e-learning system that uses machine learning models to control personalized content delivery, learning adaptation, and user engagement.

Assessing the Teaching Strategies and Techniques Used by TVL Teachers: Basis for Pedagogical Training Design

This research study aimed to evaluate the teaching strategies and techniques employed by Technical-Vocational-Livelihood (TVL) teachers, with a focus on informing the design of pedagogical training programs. Employing a qualitative approach through thematic analysis, the study engaged ten TVL Senior High School teachers from five schools in Lanao del Sur. Utilizing semi-structured questionnaires and individual interviews, the research delved into the diverse array of teaching methodologies utilized by TVL educators. The findings elucidate the pivotal role of these teachers in employing various pedagogical approaches such as lectures, demonstrations, oral questioning, and discussions to foster effective student learning. Despite the prevalence of conventional teaching methods, the adaptability of TVL instructors was evident as they tailored their strategies to accommodate factors like resource availability, experience levels, and financial constraints, ensuring sustained student engagement and learning effectiveness. However, the study uncovered significant challenges stemming from resource constraints, particularly in practical skill development. The scarcity of materials, facilities, laboratories, and adequately trained personnel hinders the attainment of desired learning outcomes and poses obstacles in aligning with the TVL curriculum. Notwithstanding these impediments, TVL teachers showcased a steadfast commitment to student-centered learning principles and technological integration. Leveraging advancements in technology, they seek to enrich teaching practices and augment the overall learning experience. Nevertheless, inequities in access to training opportunities emerged as a barrier to professional development, impeding the full exploitation of digital tools' potential. In conclusion, this thematic analysis offers valuable insights into the nuanced landscape of TVL education, highlighting the indispensable role of teachers in navigating challenges and maximizing opportunities for student learning and skill development. The findings underscore the imperative for targeted pedagogical training interventions to address existing gaps and empower TVL educators to deliver high-quality education effectively.

Analisis Keefektivitasan Penggunaan Media Pembelajaran Tradisional Dan Modern Menurut Pandangan Mahasiswa Program Studi Pendidikan

Media learning is an integral part of the modern educational process which make a significant contribution to the effectiveness of learning and also provides a means of facilitating effective and interesting learning for students. Along with technological developments, media learning has undergone a significant transformation, from traditional to modern using advanced technology. The debate about the effectiveness between traditional and modern media learning continues to be a concern in the world of education. The effectiveness of media learning is an important instrument in supporting the achievement of learning objectives. Quantitative methods are used by researchers to obtain accurate information that is based on empirical phenomena and can be measured. The aim of this research is to determine the effectiveness of traditional and modern media learning in implementing student learning activities. The quantitative sample consists of 100 students selected randomly from each population stratum. The quantitative sample consists of students selected purposively based on certain criteria.

Online Reinforcement Learning-Based Pedagogical Planning for Narrative-Centered Learning Environments

Pedagogical planners can provide adaptive support to students in narrative-centered learning environments by dynamically scaffolding student learning and tailoring problem scenarios. Reinforcement learning (RL) is frequently used for pedagogical planning in narrative-centered learning environments. However, RL-based pedagogical planning raises significant challenges due to the scarcity of data for training RL policies. Most prior work has relied on limited-size datasets and offline RL techniques for policy learning. Unfortunately, offline RL techniques do not support on-demand exploration and evaluation, which can adversely impact the quality of induced policies. To address the limitation of data scarcity and offline RL, we propose INSIGHT, an online RL framework for training data-driven pedagogical policies that optimize student learning in narrative-centered learning environments. The INSIGHT framework consists of three components: a narrative-centered learning environment simulator, a simulated student agent, and an RL-based pedagogical planner agent, which uses a reward metric that is associated with effective student learning processes. The framework enables the generation of synthetic data for on-demand exploration and evaluation of RL-based pedagogical planning. We have implemented INSIGHT with OpenAI Gym for a narrative-centered learning environment testbed with rule-based simulated student agents and a deep Q-learning-based pedagogical planner. Our results show that online deep RL algorithms can induce near-optimal pedagogical policies in the INSIGHT framework, while offline deep RL algorithms only find suboptimal policies even with large amounts of data.

A Case Study on the Role of Heads of Departments in Improving Teachers’ Professional Development

The heads of departments (HODs) in universities are educational leaders who have the most power and influence. They are responsible for smooth running of all educational activities for effective learning of students. Their one of the key responsibilities is to improve teachers’ professional development (TPD) to obtain desired objectives. The study aimed to investigate the role of the HODs in TPD. Professional development (PD) is essential for teachers to improve the quality of teaching that enables them to achieve learning outcomes. The study was conducted at Khwaja Fareed University of Engineering and Information Technology (KFUEIT) Rahim Yar Khan. The objectives of the study were to investigate the role of the HODs toward TPD; and to find out the differences in the role of HODs towards TPD. A quantitative research design was adapted for the study. The population of the study consisted of all heads of departments and all faculty members of KFUEIT. A stratified sampling method was used for sampling and two strata were formulated: one for heads of departments and the other for faculty members. Twenty-five (25) HODs and One hundred fifty (150) faculty members were selected as a sample. A self-developed questionnaire for both HODs and Faculty members was used. The results showed that HODs play a significant role in improving the TPD. The perceptions of HODs and faculty members about the role of heads of departments in improving teachers’ professional development are the same.

Analisis SWOT Pembelajaran Pendidikan Agama Islam pada Kurikulum Merdeka di Sekolah Penggerak

This research aims to identify strengths and weaknesses, as well as opportunities and threats in PAI learning at SMP 11 Ma'arif Bangsalsari Jember. Thus, the school can find appropriate and measurable steps to make decisions. In this study, a qualitative research approach was used with the SWOT matrix analysis method. The data used were taken from respondents who had filled out a questionnaire prepared by the researcher. The data were then grouped based on SWOT aspects and analyzed using the SWOT matrix approach. The results of this study show that in the internal aspect, the independent curriculum gives freedom to PAI teachers to develop a learning process that can be adapted to the needs of students. However, the weakness found is the limited resources and facilities in the institution that greatly affect the learning process. In the external aspect, PAI learning has a wider opportunity to develop Islamic religious values according to individual abilities. However, the threat is that differences in interpretation between teachers can cause conflicts that lead to disunity, which can reduce the intensity and quality of PAI learning. Based on these internal and external aspects, there are several steps that PAI teachers should take. First, teachers need to innovate in PAI learning optimally. Second, teachers need to expand relationships with the community and clerics to improve social competence. Third, PAI teachers must have enthusiasm and continue to improve professionalism in carrying out academic duties. Fourth, teachers need to increase support from the education office and school leadership in facilitating PAI learning activities. Fifth, PAI teachers need to improve their ability and cohesiveness in understanding the implementation of the independent curriculum. Sixth, teachers need to improve quality in the realm of professionalism and understanding of the concept of religious moderation. Seventh, teachers need to be equipped with skills in developing interesting and effective PAI learning for students. Eighth, teachers need to communicate with school leaders and the education office to provide and prepare supporting facilities in PAI learning.

Проблема домашней учебной работы в современной начальной школе

The article discusses the results of research by the team of the Institute for Educational Development Strategy, which reveals modern problems of the content, volume and organization of home school work for primary schoolchildren and its negative impact on the success of education, physical and mental health of students. The conditions are determined that ensure the effective use of homework to ensure effective learning and development of primary school students.

Synergizing language learning: SmallTalk AI In industry 4.0 and Education 4.0.

As Industry 4.0 debuted roughly a decade ago, it is now necessary to examine how it affects various aspects of the discipline. It is the responsibility of the education sector to guarantee that the next generation is equipped mentally, physically, and cognitively to face unforeseen challenges. Numerous educational institutions are outfitted with Industry 4.0 technology-based learning. Industry 4.0 fosters advancements in learning methodologies, especially for language enhancements. Learners may gain knowledge at their base, providing them an opportunity for independent study. The majority of subjects have been acquired through Industry 4.0. This research chapter explores the intersection of Industry 4.0 and education, specifically focusing on the SmallTalk AI tool. It investigates how technological and digital innovations within the context of Industry 4.0 can serve as powerful tools to enhance language learning outcomes. This article presents a comprehensive analysis of statistical data and empirical evidence to support the positive impact of Industry 4.0 technology of SmallTalk on language acquisition particularly speaking. The study also determines the relationship among participants' usage through the technology acceptance model (TAM). Furthermore, it examines the challenges and opportunities associated with integrating these innovations into language learning pedagogies, offering insights for educators and policymakers to harness the potential of Industry 4.0 in fostering language proficiency. The research employs quantitative analysis. The data obtained from educational institutions has been analyzed using the SPSS and AMOS software. The results indicate that Industry 4.0 has had an important effect on English language acquisition. This self-supported adaptable system of education facilitates effective student learning. This study also suggests that future research into the utility of Industry 4.0 be conducted elsewhere internationally.