Enhance Learning Outcomes Research Articles

Transforming Higher Mathematics Teaching Through Computer Technology

This study investigates the impact of computer technology on higher mathematics teaching and learning, focusing on student attitudes and academic performance. Utilizing a mixed-methods approach, the research involved 210 high school students and 15 mathematics teachers. Data were collected through a combination of semi-structured questionnaires, student test scores, interviews, and classroom observations. The findings indicate that the integration of computer technology leads to significant improvements in students' academic performance and fosters positive attitudes towards mathematics. Students using technological tools showed greater engagement, better understanding of complex concepts, and increased confidence in problem-solving. No significant gender differences were observed in attitudes towards technology use. However, challenges such as resource accessibility and the need for teacher training were identified. The study concludes with recommendations for effectively incorporating computer technology into higher mathematics education to enhance learning outcomes and student engagement.

Evaluation of the effects of avatar on learning temporomandibular joint in a metaverse-based training.

Avatars, representing users in the digital world, can influence users' behavior and attitudes. This study evaluates the impact of representing dental students receiving temporomandibular joint (TMJ) education in the metaverse via an anonymous or identified avatar. Participants included 80 dental students in their fourth and fifth years of study. They were randomly assigned to either the avatar group (identified avatar) or the control group (anonymous avatar). Prior to training, participants completed a demographic questionnaire and a pretraining knowledge assessment. TMJ training was conducted in the metaverse for both groups. Pre- and post-training assessments included the Spielberger State-Trait Anxiety Inventory and a shyness scale to ensure group comparability. A post-test consisting of five questions was administered to both groups after 2 weeks of training. There were no significant differences in pretraining scores for prior knowledge (p=0.67), trait anxiety (p=0.28), state anxiety (p=0.92), or shyness (p=0.42) between the avatar and control groups, indicating comparability at baseline. Post-training analysis revealed significantly higher post-test scores in the avatar group (median=80) compared to the control group (median=60) (p=0.03). Metaverse environments offer various benefits for students, educators, and educational institutions in health education programs. Representing learners and their identities in training environments can enhance learning outcomes.

Using Rubrics to Enhance Accuracy of Peer Assessment and Self-Judgment in Biology Learning

Abstract This study investigated the potential of rubrics to enhance science learning outcomes and the accuracy of peer and self-assessments. We randomly divided 230 upper-secondary students from nine classrooms in public schools into two groups: rubric and non-rubric groups. The research concentrated on five open-ended items pertaining to cell biology and applied a pretest-posttest design. The students participated in online peer assessment activities, including independently scoring and providing feedback for five unique responses per question. The findings revealed that both groups displayed (1) a notable correlation between peer and expert scores and (2) learning improvement, with the rubric group outperforming the non-rubric group in terms of effect size, and that (3) male students in the rubric group demonstrated a significant reduction in overconfidence, although the regression results suggested that gender did not influence the learning outcomes. This research supports the claim that rubrics can elevate formative assessment by enhancing learning outcomes and facilitating more reliable judgments.

Relationship Between Perceived Benefit and Perceived Sacrifice towards Behavioral Intention to Implement Virtual Reality Technology in China’s Vocational College

The adoption of virtual reality (VR) technology in English courses at vocational colleges has gained attention for its potential to enhance learning outcomes. Understanding the factors that influence behavioral intention to use VR technology is crucial for successful implementation. Perceived benefit, which reflects the advantages users expect from VR, and perceived sacrifice, encompassing the effort or costs associated with its use, play critical roles in shaping users' intentions. This study explores the relationships between perceived benefit, perceived sacrifice, and behavioral intention to use VR in English courses, providing insights into how these factors impact the acceptance of innovative educational tools. This study use quantitative research which involve 231 English teachers in China’s Vocational Colleges in Jinlin Province. SMART-PLS is used to analyze the data in order to show the path coefficient results for the variables. Results revealed that perceived benefit had a small negative but statistically insignificant correlation with behavioral intention. Similarly, perceived sacrifice exhibited a slight positive yet insignificant relationship with behavioral intention. Both hypotheses were rejected, indicating no significant influence of perceived benefit or perceived sacrifice on behavioral intention to implement VR technology. These findings highlight the need to explore additional factors influencing VR adoption in educational contexts.

The Influence of Flipped Classroom on Students’ Achievement in Secondary School Geography

This study investigates the impact of the flipped classroom model on students' academic achievement in geography. The flipped classroom, characterized by pre-class learning through digital resources and in-class interactive activities, challenges traditional instructional methods by emphasizing active learning and student-centred approaches. This paper examines how implementing this model affects student engagement, conceptual understanding, and overall performance in geography. The findings suggest that flipped classrooms can significantly enhance learning outcomes in geography when appropriately integrated into the school curriculum. The study also highlights potential challenges, such as resource accessibility and teacher preparedness, and proposes strategies to address these barriers.

Personal Factors as Predictors of Attitude Towards ICT Utilisation Among Lecturers of Students with Special Needs in Nigeria

Teaching students with special educational needs in higher institutions of learning, through the use of information and communication technology (ICT) facilities and equipment is beneficial to both the students and their lecturers. This study, therefore, investigates the contribution of lecturers’ personal factors (age, teaching experience, area of specialization and educational qualification) to the attitude of lecturers towards the use of ICT in teaching students with special educational needs in higher institutions of learning in Oyo State Nigeria. The descriptive research design was used, while the multi-stage sampling procedure was adopted for the study. There was a purposive selection of two institutions namely, the University of Ibadan and Federal College of Education (Special) Oyo, Oyo State, Nigeria. Using random sampling technique, 80 lecturers were selected from the two institutions. An adapted questionnaire on the attitudes of in-service teachers toward the use of the ICT was adopted for data collection. Data was analysed using frequency counts, percentages and multiple regression statistics. Demographic profiles revealed that the majority of the respondents were aged 44 years and above, highly experienced lecturers, Ph.D holders, special educators and from the non-science disciplines. The joint contribution of personal factors to lecturers’ attitude towards the use of ICT in teaching persons with special educational needs shows a multiple correlation R of 0.147 and a multiple R2 of 0.022. Also, the relative contributions of the independent variables to the dependent variable, expressed as beta weights, reveal: age (β = 0.02), teaching experience (β = 0.10), area of specialization (β = 0.07), and educational qualification (β = 0.03) respectively. The study concluded that the selected demographic variables are not significant predictors of lecturers’ attitude towards the use of ICT in teaching students with special educational needs in higher institutions of learning. It was recommended that all categories of lecturers, notwithstanding their demographics, should be encouraged to acquire more skills in the use of ICT tools for teaching their students with special educational needs and use these skills effectively for enhanced learning outcomes.

Exploring the Impact of Collaborative Learning on Student Motivation and Academic Achievement in Higher Education

Collaborative learning has emerged as an effective educational strategy that fosters student interaction and enhances learning outcomes. This paper examines how collaborative learning approaches, such as group projects, peer feedback, and cooperative tasks, influence student motivation and academic performance in higher education. The study reviews key theories and empirical evidence supporting the positive impact of collaborative learning on student engagement and achievement. It also highlights the challenges of implementing collaborative learning in diverse academic environments, such as issues related to group dynamics and individual accountability. The paper concludes by offering practical recommendations for educators seeking to integrate collaborative learning methods into their teaching practices to improve student outcomes.

Reflective supervision and the strategic integrative model in social work supervision

Supervision in the clinical field, including social work, represents a transformative process aimed at enhancing the supervisee's personal and professional development through the acquisition of essential competencies and skills. As a cornerstone of lifelong learning, supervision facilitates continuous growth and adaptation within the professional practice. Literature on clinical supervision identifies two primary categories of models: first-generation models, rooted in psychotherapeutic traditions, and second-generation models, which build upon and expand these foundations. This study introduces a model of supervision tailored to social work, derived from the integrative supervision framework. Central to this model is the supervisee's learning process, which is supported by three key components: the supervision framework, learning factors, and a reflective process involving both supervisor and supervisee in the context of case discussions. The supervisory relationship functions as the cohesive element that binds the model's components. The practical applicability of this integrative supervision model has been validated within the context of an integrative psychotherapy training program, where social workers were effectively trained and supervised. This model highlights the potential for enhanced learning outcomes and professional competency development in social work supervision.

Design of Oral English Teaching Quality Evaluation System Based on AHP-Fuzzy Algorithm

In the evolving landscape of English oral language instruction, the integration of online and offline (blended) teaching methodologies has emerged as a significant approach to enhance learning outcomes. This study addresses the need for a robust and nuanced evaluation framework capable of assessing the quality of blended English oral language teaching. Motivated by the limitations of traditional evaluation methods in capturing the complexities and subjective nuances of blended teaching environments, we propose a novel evaluation model that leverages the Analytic Hierarchy Process (AHP) and Fuzzy Association Analysis. This paper outlines a systematic approach to construct a comprehensive evaluation indicator system tailored to the specific demands of English oral language teaching. Utilizing AHP, we determine the relative weights of various evaluation indicators, laying a solid foundation for a structured assessment framework. Subsequently, Fuzzy Association Analysis is employed to handle the inherent uncertainties and subjectivities associated with teaching quality assessment, thereby facilitating a more accurate and holistic evaluation. An empirical case study is presented to demonstrate the practical application of our proposed AHP-Fuzzy model in evaluating the quality of a specific blended English oral language teaching program. The results underscore the model’s effectiveness in providing a detailed and nuanced assessment of teaching quality, highlighting its superiority over traditional evaluation methods in addressing the complexities of blended teaching environments.

The Role of AI in Enhancing Presentation Skills in English Language Teaching

This study explores the impact of Artificial Intelligence (AI) and chatbots on enhancing presentation skills in English language teaching, focusing on twenty students from Fatih Sultan Mehmet Vakif University and Bogazici University. Using a mixed-methods approach, the research examines how AI-assisted tools, particularly GPT-based systems, affect the quality and effectiveness of student presentations and their confidence levels. Pre- and post-presentation surveys, along with qualitative interviews, revealed a statistically significant improvement (p < 0.05) in both presentation quality and student confidence. The findings suggest that AI tools not only improve presentation performance but also boost student engagement and self-efficacy. The study also notes the initial skepticism of students towards AI, which evolves into acceptance and endorsement. Ethical considerations and minimal concerns about AI-generated content were explored. Despite the limited sample size and the need for further research with larger groups, this study provides promising insights into the potential of AI and chatbots in education, suggesting broader application and integration into curricula to enhance learning outcomes. The research contributes to the discourse on AI in education, emphasizing the need for ethical and effective implementation of these technologies in academic settings.

Engage and learn: Improved learning of cellular structures using a virtual reality-based learning experience

This study investigates the efficacy of Virtual Reality (VR) as an interactive tool for teaching complex cellular structures and functions. Despite VR’s growing popularity in education, its effectiveness remains debated, often due to the absence of guiding learning theories in VR design studies. Addressing this gap, we developed a VR-based learning experience grounded in the Cognitive Theory of Multimedia Learning (CTML). Utilising modern microscopy techniques, we transformed confocal microscopy z-stacks into three-dimensional cellular structures, enhanced with artistic impressions for VR visualisation. A user study with 52 participants, primarily engineering students, compared the VR learning experience to traditional slideshow methods. Results indicated that the VR group demonstrated significantly higher learning performance and understanding of mammalian cell structures compared to the slideshow group. Additionally, participants in the VR group reported greater intrinsic motivation, presence, and perceived learning effectiveness. These findings suggest VR’s potential as a superior teaching tool in cell physiology and underscore the importance of integrating learning theories like CTML in VR educational design. The principles applied in this study could extend to other educational domains, enhancing learning outcomes through well-theorised VR applications.

Enhancing Learning Outcomes through Pedagogical Innovations in Mobile Application Development

Enhancing Learning Outcomes through Pedagogical Innovations in Mobile Application Development

Impact of Digital Game-Based Learning on STEM education in primary schools: a meta-analysis of learning approaches

Enhancing learning outcomes in Science, Technology, Engineering, and Mathematics (STEM) subjects for primary school students remains a challenge. This meta-analysis, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), explores Digital Game-Based Learning (DGBL) interventions as a potential solution. Eighteen empirical studies published from 2010 to 2020 were analyzed to identify effective DGBL approaches. Key factors examined include subject disciplines, control treatment, game type, platforms, and intervention duration. Findings reveal significant positive effects of DGBL interventions on learning outcomes, particularly in mathematics, language, and science. The study underscores the importance of optimizing gameplay design and platform choices for DGBL effectiveness and highlights the potential benefits of incorporating DGBL into primary STEM education. Future research should further investigate contributing factors like game genres, technologies, implementation strategies, and specific game components to promote optimal learning processes in diverse educational settings.

Assessing the relationship between teaching quality and satisfaction with clinical teachers among medical students: a correlational cross-sectional study

ObjectivesThis study aimed to determine the relationship between teaching quality and satisfaction with clinical teachers among medical students at Ardabil University of Medical Sciences.DesignA correlational cross-sectional study was conducted in...

Challenges, Teaching Strategies Optimization, and Effectiveness of Film and Television Course in Chinese Vocational Universities

This study evaluates challenges, optimization strategies, and effectiveness in training students majoring in film and television education in Chinese vocational colleges. It aims to explore the significant relationship between these variables and propose learning schemes to enhance students’ learning experiences. The researcher developed a questionnaire based on a literature review, ensuring its reliability through testing. Data were collected through online questionnaires distributed to 450 students from five universities in Hunan Province. Statistical analysis in SPSS v28 involved weighted averages, significant difference tests, and correlations. The study identified challenges such as creative, economic, and technological constraints in film and television courses. Teaching strategy optimization focused on interactive and questioning strategies. Effectiveness was assessed in skills and knowledge acquisition, critical and creative thinking. The research aimed to improve teaching effectiveness and optimize strategies continually. By addressing challenges, optimizing teaching methods, and enhancing learning outcomes, this study seeks to elevate the quality of film and television courses in higher vocational colleges to benefit students’ career development and industry advancement.

Exploring Student Academic Achievement and Motivation through Game-Based Learning on Interactive Whiteboards

This study investigates the effectiveness of integrating Wordwall.net games with interactive whiteboards to enhance student motivation and academic achievement in a 10-week financial instruments course. The primary research questions focus on how this combination impacts students' learning motivation and performance. Utilizing a single-group pretest-posttest experimental design, the research involved 33 undergraduate students who completed assessments, including the Financial Instruments Quiz and the Learning Motivation Scale, which encompasses five dimensions: intrinsic goal orientation, extrinsic goal orientation, task value, control beliefs, and self-efficacy. The results revealed a statistically significant increase of 31 points in quiz scores from pre- to post-test, with 97% of participants achieving passing grades after the intervention. Additionally, motivation measures demonstrated considerable gains across all five dimensions. Qualitative feedback highlighted that the interactive game-based format promoted enjoyment, facilitated social collaboration, and increased engagement with digital content. The findings provide empirical evidence that combining Wordwall.net with interactive whiteboards can significantly improve student motivation and understanding of complex concepts. These results suggest that educators should consider this integration to create a more engaging learning environment. Future research is recommended to explore long-term effects and identify specific features of Wordwall.net that enhance learning outcomes when used with interactive whiteboards.

Semantic Ambiguity in the Use of 'Konteks' in Merdeka Curriculum Textbooks: Implications for Learning Outcomes and Pedagogical Strategies

This study examines errors in interpreting the word “konteks” (context) and its equivalents in Merdeka Curriculum textbooks for Indonesian Language, Civic Education, and English Language subjects. Semantic ambiguity and inaccuracies in the use of this term have led to misunderstandings that hinder students' comprehension and learning outcomes. The research aims to identify patterns and potential sources of misinterpretation to ensure alignment between textbook language and the learning objectives of the Merdeka Curriculum. Using a qualitative approach with a comparative method, the study analyzed the meaning and usage of “konteks” across subjects. Data were collected through documentation of both explicit and implicit references, followed by descriptive content analysis based on Miles et al.'s interactive model. Triangulation, expert validation, and adherence to ethical standards ensured the validity and reliability of findings. Results indicate that misinterpretations of “konteks” often lead to fragmented understanding, making it difficult for students to connect concepts across academic and social settings. This disrupts cognitive processes, preventing the development of complex analytical skills. To address these issues, teachers should facilitate clarifying exercises and discussions emphasizing context. Additionally, textbook evaluations must prioritize accurate definitions, precise usage, and illustrative examples to minimize ambiguity and enhance learning outcomes.

Development of a Rubric using RubiStar

This paper discusses the development of a rubric using RubiStar, an online tool that facilitates the creation and customization of assessment rubrics for educators. The study highlights the importance of rubrics in providing clear expectations and criteria for student performance, thereby enhancing learning outcomes. By utilizing RubiStar, teachers can quickly generate rubrics tailored to specific assignments, saving time while ensuring that assessment criteria are transparent and accessible. Additionally, the paper explores how RubiStar's rubric analysis feature can assist educators in evaluating class performance, identifying areas for improvement, and refining instructional strategies. The development of a rubric using RubiStar offers a streamlined approach to creating effective assessment tools tailored to specific learning objectives. This platform not only simplifies the rubric creation process but also allows teachers to select from various templates and customize criteria based on their unique instructional needs. The user-friendly interface enables educators to modify existing templates or create new rubrics from scratch, promoting efficiency without sacrificing quality. Ultimately, this research underscores the value of integrating technology into the rubric development process to support effective teaching and learning, fostering a culture of continuous improvement in student achievement.

Implementing the TPACK model to enhance learning outcomes of future biology teachers for the digital era

This research is motivated by the rapid development of technology, which has impacted learning in preparing prospective teachers for the digital era. One of the essential competencies required for this preparation is the ability to implement the TPACK model in the learning process to improve the learning outcomes of prospective biology teacher students. This study aims to analyze the effect of implementing the Technological Pedagogical Content Knowledge (TPACK) model on the learning outcomes of prospective biology teacher students in preparing them as educators in the digital era. TPACK is a framework that integrates technology, pedagogy, and content to create more effective and interactive learning experiences. The research method used is quasi-experimental, employing a non-equivalent control group design. The results show a significant improvement in the learning outcomes of students in the experimental group compared to the control group. The implementation of TPACK also enhances students' technological skills, which are crucial for their preparation as teachers in the digital era. This study concludes that the application of TPACK not only has a positive impact on cognitive learning outcomes but also fosters a positive attitude towards the use of technology and improves students' psychomotor skills.

Analyzing Student Online Learning Behaviors and Academic Performance in Science Education Using Machine Learning Techniques

This study investigates the factors influencing student engagement and performance in online science education through the application of machine learning models, specifically Random Forests, Decision Trees, and Support Vector Machines (SVM). With the rapid growth of online education, understanding students' adaptability and learning behaviors has become increasingly critical. A systematic analysis of features such as study duration, daily study habits, and demographic factors revealed significant insights into their impact on academic achievement in science subjects. The Random Forest model outperformed others in classification accuracy, achieving an accuracy of 81%. The findings emphasize the importance of tailored educational strategies that foster consistent study practices and address the unique needs of diverse learners, ultimately enhancing learning outcomes in online science education.