Enhance Learning Outcomes Research Articles

The Impact of GPT Models on Education: Enhancing Learning Outcomes and Addressing Challenges

The Impact of GPT Models on Education: Enhancing Learning Outcomes and Addressing Challenges

Introducing outcome-based education in obstetrics and gynaecology training: Perspectives of trainees and trainers.

Outcome-based education (OBE) focuses on clearly defined learner goals, offering a structured framework to achieve competency. This study explores the perspectives of trainees and trainers in Obstetrics and Gynaecology (O&G) in Ireland regarding facilitators, barriers, and challenges to implementing OBE. A national cross-sectional survey was distributed to O&G trainees and trainers in Ireland. Responses were analysed using descriptive statistics and chi-squared tests, and qualitative thematic analysis. A total of 151 trainees and trainers participated in the study. While 61.2% of respondents reported familiarity with the concept of OBE, only 22.4% accurately identified its primary focus on learner goals. Participants highlighted several key benefits of OBE, including the establishment of clearly defined goals and the development of competency in essential skills. However, significant challenges were also identified, such as the perception of unattainable goals for trainees and insufficient training facilities. Additionally, trainer engagement and the lack of allocated time for both trainers and trainees to attend training courses were recognized as major barriers to the successful implementation of OBE. OBE presents a promising educational framework for O&G training, with the potential to modernize and enhance learning outcomes. However, its successful implementation hinges on comprehensive education about its principles and benefits, substantial investment in educational facilities and resources, and the prioritization of training through dedicated and protected time for both trainees and trainers.

Comparison of Medical Students' Peer Evaluation and Teaching Staff Evaluation of Community Health Projects: Perceptions and Experiences.

Public health education increasingly emphasizes experiential learning and community engagement. Peer review complements traditional staff evaluation, enhancing learning outcomes and refining teaching strategies. This study aims to investigate the perceptions and experiences of medical students with peer evaluation of community health projects. Staff evaluation for the same projects will be used for comparison. A cross-sectional survey study involving medical students from the epidemiology and community health course at the College of Medicine, Imam Mohammad Ibn Saud Islamic University (IMSIU). Students assessed their peers' community health projects using a self-administered questionnaire. Staff evaluations were also compared. Data was analyzed by IBM SPSS 29. The study included 187 participants, primarily medical students (98.3%), who evaluated 20 community health projects. Three teaching staff members also rated the same projects. Medical students ranked effort expended (4.34), topic importance (4.26), and apparent participation (4.26) in descending order of value. The Staff evaluated the topic's relevance as the highest (4.43), but they rated the tools as lower (3.9). Medical students ranked tools sufficiency significantly higher, with a mean of (4.16 vs 3.90) than Staff (p <0.05). Both groups evaluated the project's level of innovation and the clarity of its target audience in a comparable manner. The analysis of the Full Project Level indicated no substantial disparity between medical students and Staff, as evidenced by the p-value of 0.920. This study validates that peer evaluation of student projects is equally practical as evaluation conducted by faculty members. Consequently, allocating resources toward enhancing peer students' learning and evaluation capabilities is justifiable.

Evaluating the role of feedback in enhancing learning outcomes at farmers farm school in Karnal district, Haryana

Evaluating the role of feedback in enhancing learning outcomes at farmers farm school in Karnal district, Haryana

Exploring Computer-Aided Environmental Art Design: A Course Overview

Computer aided education is transforming with the integration of technology. In the context of advancing art education, there is a pressing need for innovation to enhance student engagement and learning outcomes. This study introduces an innovative approach by employing an Adaptive Kookaburra Optimized Dynamic Recurrent Neural Network (AKO-DRNN) with the framework of computer-aided environmental art design courses. The traditional methods of teaching art are being complemented by computer-aided tools and intelligent systems. This research explores the application of AKO-DRNN in revolutionizing art education, focusing on environmental art design. The primary goal is to develop an instructional system that leverages advanced algorithms to offer personalized, accurate aesthetic guidance, enhance creative exploration, and elevate students' practical skills in environmental art design. This study integrates AKO-DRNN into the course structure, which combines deep learning (DL) models with environmental design principles. The AKO-DRNN model utilizes dynamic recurrent networks optimized by a Kookaburra-inspired optimization algorithm to effectively analyze and predict artistic styles and features. This model provides real-time feedback and adaptive learning paths tailored to individual student needs. Implementation of the suggested model has demonstrated significant improvements in students’ design quality, creativity, and skill acquisition. The adaptive nature of the model enhances learning outcomes and engagement. The established framework offers a robust solution for modernizing art education in environmental design, fostering greater innovation and practical skills among students.

Game-Based Adaptive Learning in Probability Education

Traditional approaches often fall short in effectively teaching complex subjects like probability and dynamic programming, especially in contexts requiring high engagement and individualized learning paths. This paper presents a simulation-based experimental study exploring the potential of an Artificial Intelligence (AI) adaptive learning system through the development of a game-based learning tool. The system utilizes dynamic programming principles and decision tree regressors to adjust the game complexity in real-time, based on simulated student performance. The adaptive dice game provides personalized learning experiences that improve both engagement and comprehension of key mathematical concepts. The experiment evaluates how adaptive difficulty settings influence strategic decision-making and learning outcomes. The results demonstrate that adaptive learning systems can significantly enhance mathematical education by offering customized learning paths that improve understanding of complex concepts. This study contributes to the discussion on the potential of integrating AI with educational technologies to enhance learning outcomes, particularly in disciplines that demand high analytical skills.

Improving Digital Communication among Engineering Students in Online Learning

The shift to online learning during the COVID-19 pandemic highlighted significant challenges in digital communication among engineering students. This study investigates methods to enhance communication in virtual learning environments to bridge the gap between in-person and online interactions. A comprehensive approach was undertaken, including surveys across Malaysian universities to identify barriers such as technical proficiency, collaboration, and engagement difficulties. Innovative solutions like the integration of tools such as OneNote, Padlet, and game-based platforms, alongside structured activities like One-Minute Self Introductions (OMSI), were implemented to foster interactive and inclusive communication. Results indicated improved engagement and communication efficacy, underscoring the potential of hybrid models incorporating online and in-person learning. This research culminates in providing scalable strategies for digital communication enhancement, ensuring sustainability in future hybrid educational frameworks. The findings offer practical insights into addressing communication barriers and enhancing learning outcomes in engineering education post-pandemic

영유아교사양성과정에서 예비 영유아교사가 경험하는 조별 과제의 어려움과 가치

This study aims to explore the challenges and values experienced by pre-service teachers concerning activity 'group tasks' in early childhood teacher training courses and to seek implications for implementing group tasks. The participants were 15 pre-service teachers and 5 in-service teachers enrolled in the early childhood teacher training course at a four-year university in Seoul, and data were collected through focus group interviews. The data were categorized through transcription, keyword extraction, and classification. The findings indicate, first, that pre-service early childhood teachers reported difficulties in collaboration due to challenges in team formation, such as dealing with unfamiliarity and unpredictability, scheduling issues like arranging meetings and missing deadlines, communication problems among team members, and conflicts arising from differences in attitudes and competencies. Second, the values assigned to group tasks by pre-service teachers included enhanced learning outcomes through the use of collective intelligence, improvement in communication, collaboration, conflict resolution, and organizational skills, as well as strengthened practical abilities in curriculum planning, classroom interaction, daily life guidance, and parent counseling as early childhood educators. These results serve as foundational data to support professors in providing specific and systematic assistance to alleviate the challenges pre-service teachers experience with group tasks and to enhance their educational value.

Students Engagement in Classroom Teaching by Innovative Pedagogy: A desk-based Review of Existing Literature

The use of modern teaching methods in the social sciences classroom under higher levels of education is presently required to increase learning achievement through student participation. The pace of change in educational structures, curricula, teaching-learning activities, and learning outcomes should be able to keep up with all kinds of developments taking place in the world. Innovative is one of the newly developed approaches that can be used to increase students' active engagement, particularly in social science disciplines. A thorough literature search technique was employed to find the literature relevant to this study. The datasets up to 2024 were utilized for descriptive analyses of effective instructional techniques. The research-based articles and reports were used from digital and physical libraries. The easily accessible web search engine Google Scholar and other freely accessible databases such as Academia, ResearchGate, NAPJOL, JSTOR, ProQuest, and Elsevier were used. The findings indicate that innovative teaching methods promote the active participation of students through hands-on experiences. This approach significantly enhances learning outcomes in social science and helps for applying theories in real life. This technique promotes a more dynamic learning environment by encouraging teachers to adopt innovative and creative teaching methods, which in turn increases student engagement, motivation, and academic achievement. Integrating innovative pedagogies into activity-based instruction techniques empowers teachers to cultivate pupils' success, equipping them with essential skills for thriving in the 21st century.

Crystallography and Chemistry: Enhancing Nigerian Educational Outcomes as Evidenced from a Nigerian University

Education is the best legacy a country can provide to its citizens. As a nation with over 350 distinct ethnic groups and diverse indigenous languages, Nigeria must embrace innovative changes in its education system to foster growth. This study evaluates the integration of crystallography education into the Nigerian curriculum as a transformative approach to enhancing learning outcomes. Grounded in the Technology Acceptance Model (TAM) theory, which highlights Perceived Usefulness and Perceived Ease of Use as critical drivers of technology adoption, this research adopts a quantitative methodology. Using a descriptive research design, 184 questionnaires were randomly distributed across undergraduate students in the Chemistry Education Department, Faculty of Education, Federal University Otuoke, Bayelsa State. Data were analyzed using Descriptive Statistics, One-Sample t-tests, and Paired-Sample t-tests via SPSS version 23.0. Findings underscore the significance of crystallography education in advancing chemistry studies in Nigeria. The study also identifies a substantial readiness in the Nigerian education system to adopt crystallography education, alongside notable challenges that may impede its implementation. Recommendations include the provision of standard teaching/learning materials for secondary schools and higher institutions and capacity-building initiatives to train educators in crystallography applications to support materials science and related fields in Nigeria.

Study of the Difficulties and Challenges Faced by Engineering Students in Engineering Drawing

Engineering drawing is a critical skill in the education of future engineers, serving as a foundation for technical communication and design. However, many engineering students encounter significant difficulties and challenges in mastering this subject. This study aims to identify and analyze the common obstacles faced by students in engineering drawing courses, including conceptual understanding, spatial visualization, technical precision, and interpretation of standards and conventions. Data were collected through surveys, interviews, and academic performance analysis from a representative sample of engineering students. Findings reveal that challenges stem from inadequate prior knowledge, limited exposure to practical applications, insufficient teaching methods, and the lack of effective instructional tools. Moreover, the study highlights the role of technology, such as CAD software, as both a learning aid and a potential barrier due to its complexity. Recommendations are provided for educators to enhance learning outcomes through improved pedagogical approaches, integration of interactive tools, and hands-on practice. The results underscore the importance of addressing these challenges to ensure that students develop the necessary proficiency in engineering drawing for their professional careers.

NAVIGATING THE DIGITAL FRONTIER: THE UNIQUE CHALLENGES AND OPPORTUNITIES OF EDUCATION IN INDIA

The rapid digitalization of education has positioned India at a critical juncture, offering transformative opportunities and exposing persistent challenges. As the second most populous nation with a highly diverse education system, India's digital journey in education encompasses over 260 million school students and millions in higher education. While urban regions leverage cutting-edge EdTech tools, rural areas face systemic barriers such as poor connectivity, lack of devices, and limited infrastructure. The interplay of socioeconomic diversity, linguistic challenges, and infrastructure gaps reflects the need for innovative and inclusive digital strategies. This study explores India's unique educational landscape, focusing on the hurdles of digital transformation and the potential pathways to revolutionize learning through technology. The aim of this article is to analyze the challenges and opportunities of digital education in India, with an emphasis on bridging gaps in access, fostering inclusivity, leveraging technology to enhance learning outcomes, and addressing the unique socioeconomic and cultural factors that shape India's educational ecosystem.The article uses a qualitative analysis of India's digital education landscape, incorporating literature reviews, case studies of government policies, and data on EdTech adoption. The findings highlight a multi-faceted transformation in Indian education: digital divide; EdTech integration; government initiatives; blended learning models; focus on skill development; linguistic diversity; emerging technologies. Future studies should explore scalable and sustainable strategies to bridge the digital divide, with a focus on affordability, infrastructure development, and digital literacy. Research on the efficacy of emerging technologies in enhancing learning outcomes and integrating them into India’s complex education system is critical.

Public School Teachers’ Opinion on Curriculum Reforms in Khyber Pakhtunkhwa between 2013-2018

The curriculum reforms refer to an action plan to improve the selection and organization of school knowledge and associated pupils learning. The curriculum reforms were made in Khyber Pakhtunkhwa to promote literacy, enhance learning outcomes, and improve the standard of quality education across the province to align with global standards. These reforms encompassed significant changes, including the introduction of outcome-based education, the revision of textbooks to inculcate critical thinking and modern themes, and the implementation of the English language as a medium of instruction. The curriculum identifies the learning outcomes, standards, and core competencies that students must demonstrate prior to advancing to the next level. The government of Khyber Pakhtunkhwa took substantial steps to introduce curriculum reforms to elevate the standard of quality education in the province. This study thus was prompted by a single significant question- what curriculum reforms were made in Khyber Pakhtunkhwa? The main objectives of the study were to explore curriculum reforms that took place and were implemented in Khyber Pakhtunkhwa during the years 2013 and 2018. The data for the study was collected from 40 schoolteachers of public schools. The participants were selected using a purposive sampling technique. The data were collected with the help of an interview guide with an open-ended questionnaire face-to-face, and in-depth qualitative interviews were conducted while focusing on the implementation of curriculum reforms and its perceived outcomes. Subsequently, the findings highlight the achievements and opportunities as well as the problems and difficulties that can be identified for future educational policy and development.

Implementasi asesmen autentik untuk meningkatkan hasil belajar siswa pada mata pelajaran pendidikan agama Islam

The implementation of assessment in learning is often suboptimal, particularly in addressing the affective, cognitive, and psychomotor domains comprehensively. Teachers tend to overlook the affective and psychomotor domains, resulting in students demonstrating low competencies in these areas. This study aims to analyze the implementation of authentic assessment to improve student learning outcomes at Madrasah Tsanawiyah Al-Khairiyah Badamusalam. The method employed was Classroom Action Research (CAR) with a descriptive qualitative approach. Data was collected through observation, questionnaires, and documentation. The findings reveal that the planning of authentic assessment achieved a score of 81.2%, the implementation of authentic assessment scored 84.4%, and the student questionnaire results from grade IX indicated a score of 80.2%, all classified as good. Student learning outcomes improved from an average score of 78.4 in cycle I to 85.3 in cycle II, with an increase of 6.9 points. This demonstrates the effectiveness of authentic assessment in enhancing learning outcomes from a moderate to a good category.

Gamification in Education: Enhancing the Students Engagement and Learning Achievements through the Integration Use of Game based Learning

The aim of this study is to determine the impact of gamification in encouraging learners' involvement, achievement and learning activities within learning institutions. Here, game characteristics include the issuance of points, competition, incentives, and feedback mechanisms to be used in game force. The goal of integrating these elements into the conventional contexts of teaching and learning approach is, therefore, to determine whether the application of gamified features can increase students' engagement and consequently improve their academic performance. Consequently, this research employs a quantitative research paradigm to capture and explain the effects of gamification on learning behaviors and performance. The study will compare two distinct groups: The first class will be introduced to learning through games, whereas the second class will be taught in a normal, conventional manner. Questionnaires will be used as data collection tools so that both groups will complete questionnaires about their learning experiences, interests and perceived learning achievements. Through the analyses of these surveys, the present research aims to establish whether gamification can help enhance engagement and learning achievements over traditional stimuli. This research aims to provide enlightening results that help to answer the question of whether it is possible to make use of the means of games to enhance the learning activities and students' activity and results, thus enriching the field of educational technology. Besides, the study may also provide recommendations to instructors in terms of creating bespoke and relevant teaching and learning environments that can enhance learning outcomes for learners of different profiles.

Benefits, challenges, and recommendations of cultural instruction in second language learning

In the fast-growing globalized and culturally diverse society today, multiculturalism, i.e. knowledge of variegated culture, is considered to be an essential individual resource. This study examines the views of international postgraduate students on the benefits and challenges of incorporating cultural instruction into second language learning within an English-speaking higher education context in the UK. The objectives are to identify the advantages of cultural instruction, the barriers to its implementation in academic settings, and strategies to overcome these barriers. To achieve this, surveys and face-to-face discussions were conducted with a group of multiracial postgraduate language learners at Westminster University in London. The findings reveal that cultural instruction enhances learners’ understanding and engagement by providing contextually relevant information. The findings also show that there is a significant lack of institutional curricula and standards for integrating cultural materials into language learning, along with limited awareness among students and educators. The study recommends that academic stakeholders—including students, educators, and institutions—collaborate to incorporate cultural education into second language programs to enhance learning outcomes.

Additional English Language Materials and the Learners with Disabilities’ Learning Outcomes in Malaysia: A Correlational Study

This study explores the relationship between the use of additional instructional materials—including technological tools, pedagogical resources, and supplementary learning aids—by special education teachers and the classroom performance of learners with disabilities in Malaysia, as measured by Pentaksiran Bilik Darjah (PBD) assessments. The sample consisted of 33 special education teachers (22 females and 11 male), representing diverse teaching backgrounds and experience levels across Malaysian primary schools. Quantitative data were collected through teacher questionnaires and analysed using Spearman's rank-order correlation and chi-square tests in SPSS 20.0. The findings revealed a strong positive correlation (r = 0.757, p &lt; 0.001) between the frequency of additional material use and learners’ performance outcomes. Furthermore, a moderate correlation (r = 0.287, p &lt; 0.01) was identified between teachers' perceptions of learners' performance and their reported use of additional materials. These results highlight the practical significance of incorporating structured and consistent additional materials to enhance learning outcomes for students with disabilities. The study underscores the need for standardising supplementary resources to ensure equitable access and effectiveness. Policymakers and educators are encouraged to develop guidelines for integrating these materials, emphasizing their role in promoting inclusive education practices and improving learner performance.

Using small language models as tools for teaching in the ELSEI master's program

The Question Answering Introduction to Python (QAIP) system aims to enhance the learning experience in introductory Python courses by providing accurate and efficient answers to Python-related queries. The rise of Large Language Models (LLMs) has significantly impacted education, particularly within the framework of Education 4.0, which seeks to prepare students for a technologically advanced world. LLMs such as OpenAI’s ChatGPT and GitHub’s Copilot have revolutionized content creation, personalized tutoring, and student engagement, aligning with the goals of Education 4.0. However, the challenge of developing appropriate programming exercises and maintaining active learning in introductory programming courses persists, especially given the rapid online sharing of solutions. In this context, Small Language Models (SLMs) offer a lightweight, efficient alternative for educational integration. This article explores the integration of SLMs into the QAIP system within the E-learning and Intelligent Educational Systems (ELSEI) program, aiming to empower students with the skills to develop innovative educational tools. By narrowing the existing AI content gap, this work aspires to contribute to the broader discourse on AI accessibility and diversity. The development process involves thorough data collection, strategic model training, and careful deployment to ensure that the AI-driven system effectively meets student needs and enhances learning outcomes. Through this interdisciplinary effort, we aim to foster a culture of innovation and contribute meaningfully to the evolution of AI in education.

The impact of the numbered head together learning model assisted by interactive media on elementary students' natural and social sciences learning outcomes

Indonesian elementary school students' low learning outcomes in Natural and Social Sciences subjects is a problem that needs to be solved. Appropriate learning models and teaching media can improve students' Natural and Social Sciences achievements. Thus, this study aims to evaluate the effectiveness of the Numbered Head Together learning model assisted by interactive media and class students in enhancing learning outcomes in Natural and Social Sciences subjects. This study involved 34 students, 18 of whom were in the control class and 16 of whom were in the experimental class. The study data were collected using a post-test to measure students' learning outcomes. The collected data were analyzed using an independent t-test. The results of this study show that there are differences in the learning outcomes of experimental and control class students; this is evidenced by the results of the t- test, the value obtained by the results on equal variances assumed. The sig value. (2-tailed) obtained in equal variances, assumed to be 0.002, so sig. (2-tailed) = 0.002 &lt;0.05, so there are differences in the students’ natural and social sciences learning outcomes of experimental and control classes. Since the students' learning outcomes in the experimental class are better than those in the control class, this study concludes that the Numbered Head Together learning model assisted by interactive media significantly affects students' Natural and Social Sciences subject learning outcomes.

EVALUATING THE EFFECTIVENESS OF KAMPUS MENGAJAR PROGRAM IN ENHANCING INDONESIAN’S LITERACY AND NUMERACY

This study appraises the effectiveness of the Kampus Mengajar Program on improving Indonesian primary school students' competencies in literacy and numeracy. These recent evaluations show that deficiencies of competency in those two basic skills are highly alarming and call for comprehensive educational intervention. The present study will also examine the impact of the program, from the point of view of the interns, teachers, and school administrators, on how the program serves to enhance learning outcomes for the students and professional development for the interns. A mixed-methods methodology was applied, with quantitative data obtained from pre- and post-tests, complemented by semi-structured interviews for qualitative insights. In the results, the average points increase in literacy was 10.7 and numeracy 13.5. While this can be demonstrated by statistical measurements, positive qualitative feedback regarding the efficacy of teaching and collaboration substantiates these findings. Simultaneously, several difficulties remain unresolved; the majority are to the interns' preparation and alignment with the curriculum's requirements. Overall, interns felt confident in their roles, while teachers had concerns about their preparedness. The study, therefore, concluded that Kampus Mengajar Program has been highly effective for the students in enhancing their skills but at the same time pointed out the need to enhance training and support for interns. Policies should, therefore, focus on scaling up successful components of this program to ensure the interns become ready to handle the demands placed by the curriculum. These are gaps that will have to be filled if the improvements in literacy and numeracy are to be sustained across Indonesian education.