Enhance Student Learning Research Articles

Playing Settlers of Catan Enhances Student Learning of Probability in Liberal Arts Mathematics

ABSTRACT Playing board games is known to improve pre-school student numeracy and many board games are used to motivate and explore concepts in probability. This study investigates whether college students in liberal arts mathematics courses assigned to play the board game Settlers of Catan develop a stronger grasp of basic probability concepts than those assigned more traditional homework problems via an analysis of pre- and post-assessments and final exam questions.

Student Teams Achievement Division Technique and Group Investigation Technique Through Lesson Study Enhancing Students Learning Outcomes

The finding of learning outcomes is low in this study; therefore, this study aims to determine the effectiveness of constructivism theory with the Student Teams Achievement Division technique and Group Investigation techniques through Lesson Study related to thematic learning in fifth-grade elementary school. This research is a quasi-experimental research design with Randomized Control Trials (RCTs). The population of this research is 26 students in VB class. 13 VB class students as an experimental group and 13 VB class students as a control group. Obtaining data was collected with 30 multiple choice test instruments. Data collected were analyzed using descriptive statistics and an Independent Sample t-test. Based on the results of the study after testing the hypothesis using SPSS 25.00 for Windows in the decision table the value of Sig. (2-tailed) = 0.005 which means the significance value (2-tailed) <0.05 (0.005 <0.05), then H0 is rejected and H1 = accepted. This means that the results of the study indicate that there is a significant influence on the experimental group taught by the Student Teams Achievement Division technique and the Group Investigation technique through lesson study with a control group that the teacher learns as usual on student learning outcomes. Thus, it can be concluded that the theory of constructivism with the Student Teams Achievement Division technique and Group Investigation lesson study techniques effectively improve the thematic learning outcomes of VB grade students.

Evaluation of the Effectiveness of Online Peer-based Formative Assessments (PeerWise) to Enhance Student Learning in Physiology: A Systematic Review Using PRISMA Guidelines

Due to the emerging demands on shifting focus towards the development of more student-centered and engaging learning experiences, this systematic review elucidates the effectiveness of PeerWise introduction into the blended learning model in Physiology education based on the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Twenty electronic databases were utilized to access related studies between years 2010 to April 2020. A total of eight recent articles on PeerWise in physiology were analyzed. Three studies were conducted among medical students, and five studies were among other courses (i.e., Pharmacy, Biomedical Science, Optometry, and Human Physiology). Majority of the study designs were of cross-sectional quantitative and qualitative studies. Data extracted from the articles include (i) the pattern of PeerWise usage, (ii) the association between PeerWise and academic achievement, (iii) the level of student engagement, (iv) the quality of questions created and (v) students’ perceptions. Four emerging themes were identified among students' perceptions; (i) learning competency, (ii) fun learning experience, (iii) engagement with peers, and (iv) motivation. Methodological quality and risk of biased were assessed; and research gaps, limitations and recommendations were addressed. The present review serves as a guide for new authors to refine their knowledge and improve future research in the topic area.

A Tool for Rating the Value of Health Education Mobile Apps to Enhance Student Learning (MARuL): Development and Usability Study.

BackgroundTo realize the potential for mobile learning in clinical skills acquisition, medical students and their teachers should be able to evaluate the value of an app to support student learning of clinical skills. To our knowledge, there is currently no rubric for evaluation of quality or value that is specific for apps to support medical student learning. Such a rubric might assist students to be more confident in using apps to support their learning.ObjectiveThe objective of this study was to develop an instrument that can be used by health professional educators to rate the value of a mobile app to support health professional student learning.MethodsUsing the literature, we developed a list of potential criteria for the evaluation of educational app value, which were then refined with a student group using a modified nominal group technique. The refined list was organized into themes, and the initial rubric, Mobile App Rubric for Learning (MARuL, version 1), was developed. iOS and Android app stores were searched for clinical skills apps that met our inclusion criteria. After the 2 reviewers were trained and the item descriptions were refined (version 2), a random sample of 10 included apps, 5 for each mobile operating system, was reviewed. Interitem and interrater analyses and discussions with the reviewers resulted in refinement of MARuL to version 3. The reviewers completed a review of 41 clinical skills mobile apps, and a second round of interitem and interrater reliability testing was performed, leading to version 4 of the MARuL.ResultsStudents identified 28 items (from an initial set of 144 possible items) during the nominal group phase, and these were then grouped into 4 themes: teaching and learning, user centered, professional, and usability. Testing and refinement with reviewers reduced the list to 26 items. Internal consistency for MARuL was excellent (α=.96), and the interrater reliability as measured by the intraclass correlation coefficient (ICC) was good (ICC=0.66).ConclusionsMARuL offers a fast and user-friendly method for teachers to select valuable apps to enhance student learning.

Big Data Analytics for Enhancing Students Experience in Higher Education – A Case Study

Big Data analytics in the recent past has evolved as an innovative branch in the field of information technology that has contributed in a significant manner to various areas of human endeavor. Some of the evident sectors in which big data is contributing in huge manner are natural disaster management and forecast, healthcare, agriculture, insurance, welfare schemes, cyber security, banking and many others. The education sector one amongst the other areas which has huge scope for enhancement by implementation of big data analytics. Big data analytics can provide insights about various unknown facts which can result in enhancement of student learning, better classroom planning, enhancement in lecture delivery and overall enhancement of student experience. Moreover, it can also result in easy decision making for management in a higher education institution and less administrative work for academic staff. This research is aligned in the same direction where a sample group of students in higher education are monitored with sensing devices to observer their attention levels while various pedagogical approaches are adopted for the comparison. This research yields specific facts about student attention levels based on the analysis that is done using SPSS analysis tool. This research considers students at different levels of bachelors study program in a higher education institution and monitors same cohort of student with various pedagogical methodologies. This research work is a mere effort to enhance student experience in higher education institutions by analyzing different learning approaches with student’s attention levels.

The effect of cooperative learning strategy on the engagement in architectural education

Cooperative learning is one of the important educational strategies that have been adopted in the student-centered curricula, and an important step in learning and education is the development and enhancement of student learning and their interaction with improving the effectiveness of teaching. The aim of this research is to study the impact of the use of cooperative learning strategy and its impact on academic engagement and its reflection on student performance achievement and results of their learning process for a sample of students from the Department of Architecture in the College of Engineering at Mustansiriyah University. The results showed a strong correlation between cooperative learning strategy and academic engagement in the educational process with high impact factor between the two variables, so the result was positive, which enhanced the academic achievement results for the stage as well as an increase in technical and academic skills for students by helping them meet the design requirements and enhancing their social skills, so they became more motivating and willing to learn and strengthen social relations between students and the faculty as well as the influence of time factor where teamwork significantly reduced time at the level of achievement, in addition to the time devoted to criticism for five groups compared to (15) individuals. The experiment demonstrated the effect of cooperative learning strategy on the level of student engagement in terms of its four characteristics:• Behavioral engagement through effective engagement into group work.• An increase in the desire to work and an improvement in social relations, and hence, increase in the rates of emotional engagement.• Cognitive merger by noting an improvement in academic performance in general compared to individual performance.• The individual effort may not be apparent to some students due to the interlock of joints of work at the group level.

Faculty and Student Technology Use to Enhance Student Learning

Scholarly research has indicated that technology adoption to facilitate blended learning promotes the academic success of many different types of students and improves the quality of existing educational offerings. To understand how technology enhances learning, surveys queried the faculty and students of a statewide community college system. The results indicated widespread technology use among the faculty and students. The faculty survey revealed details of technology tools employed and the motivations for their use or discontinued use. Details regarding faculty use of learning management systems, textbooks, and other media characterized the current technology adoption climate. The student survey collected information about students’ perceptions of how technology influenced their learning, their preferences for specific technology tools, and their student progress. Ninety-three percent of student respondents indicated that technology enhanced their learning. Alignment between the faculty use and student preference for technology tools suggested that students are actively engaged in the technology resources used by faculty to enhance learning. Students described how technology facilitated multimodal learning. They also noted that technology increased communication, access, and inclusion in learning. Successful technology use and integration, accompanied by ongoing scholarly debate and monitoring, has the potential to provide more access, promote learning outcomes, and preserve the investment of technology for the institution. The surveys employed here, when used semi-annually, may provide a low-cost model for technology integration monitoring and evaluation. The responses to the surveys also have the potential to provide technology use and integration data that informs strategic planning processes and institutional learning outcome development.

The Effectiveness of Spaced Learning as a Pedagogical Strategy in Enhancing Student Learning and Motivation

The Effectiveness of Spaced Learning as a Pedagogical Strategy in Enhancing Student Learning and Motivation

Student generation and peer review of examination questions in the dental curriculum: Enhancing student engagement and learning.

Writing, sharing, answering, discussing and rating examination questions are a way to involve students in creating content and applying their knowledge. The PeerWise online question-setting platform facilitates student communities in this activity. This mixed-methods study asks the question: Does students' writing and answering examination questions enhance their engagement and learning of Neurology as a Life Science topic? Over a 2-year period, self-assembled groups of 3-4 students submitted 1-2 multiple-choice questions (MCQs) every 2weeks into the PeerWise portal for review by their peers. Summative examination results were compared with previous year's control group. Data were also collected regarding student engagement (number of MCQs answered or submitted comments) are compared to summative assessment results at the end of semester. Post-intervention student satisfaction surveys were analysed qualitatively and quantitatively to assess the effectiveness of the exercise. With 174 and 80 student participants in intervention and control groups, respectively, no statistical difference was found in the average marks between the cohorts. However, within intervention group, positive correlation (Spearman's r=.272-.333) was found between higher level of student engagement with PeerWise and higher examination result. Positive correlation remained persistent after completion of the PeerWise exercise. Student survey revealed greater engagement with subject content, and qualitative thematic analysis was mapped to define various ways students engaged with the PeerWise activity. Tasking students to regularly generate and review MCQs enhances engagement with the topic, and higher engagement with PeerWise correlating to higher examination scores.

Enhancing Student Learning and Teacher Development: Does “Assessment for Learning” Matter?

This paper aims to report a case study of exploring the effect of “assessment for learning” on improving student learning and facilitating teachers’ professional development in the examination-oriented context of Hong Kong. By adopting Variation Theory of the Lesson Study approach, data were collected through pre- and post-tests, interviews with students and teacher participants and observation field-notes in order to help diagnose students’ learning difficulties and provide evidence for teachers to refine their teaching strategies to enhance students’ learning effectiveness. The students’ improvement in learning performance informed the teacher participants of the usefulness of ‘assessment for learning’ in the classroom.

Developing a Problem-Based Learning Model through E-Learning for Historical Subjects to Enhance Students Learning Outcomes at SMA Negeri 1 Rogojampi

The aim of this study was to create a problem-based learning model through e-Learning and to determine the effectiveness of the implementation of Problem Based Learning model through E-Learning for historical subjects to increase student learning outcomes at SMA Negeri 1 Rogojampi. ADDIE (Analysis, Design, Development, Implementation and Evaluation) learning model was used to develop E-learning. The results showed that the average learning outcomes of the experimental class was 74.2 and the control class was 66.3, because p-value = 0,000 <α = 0.05, H0: µ1 = µ2 is rejected and Ha: µ1> µ2 is accepted. Based on the results of these studies it can be concluded that the Learning Model of Problem Based Learning through E-Learning is effective in improving student learning outcomes. The advantages of Problem Based Learning Models through E-Learning can be implemented by teachers to provide electronic information and educational content for students that assist them to achieve knowledge through ubiquitous learning.

Interactive, Team‐Based Learning Environment Enhances Students Learning and Confidence

Many students enter a class lacking appropriate self‐confidence, which can negatively impact their performance in the course. Active learning environments lend to a milieu whereby strategies that allow students to fully participate in the course even when understanding is low are used, which could provide opportunities for confidence to grow among these students. Additionally, research has shown that active‐learning strategies can improve both student’s exam performance and their satisfaction with the course. A flipped teaching model is an interactive pedagogical approach that focuses on learner‐centered instruction by employing learning strategies in the classroom. Coupled with team‐based methodology, such a learner‐centered model can facilitate collaboration‐based discussion and small group work that ask students to engage in higher order thinking, possibility leading to a gain in confidence that translates into an improvement in performance. While evidence that supports the effectiveness of a learner‐centered approach on the benefits of student learning is well established, a growing body of research has shown this approach to have a positive impact on student’s self‐confidence and its relationship to grades. In this preliminary study, students enrolled in a team‐based, flipped undergraduate Human Anatomy and Physiology course were asked to anonymously self‐assess their level of confidence in learning the course material both before the course and after it. 54% of students (n=28) reported either highest or high increases in their confidence from the start of the course to the end of it, whereas, 15% reported their confidence levels as neutral (no change) and 2% of students reported low confidence. Additionally, students were asked to assess the impact team‐based quizzes and active learning activities had on their confidence in learning the course material. 56% of students of students enrolled in the course noted an increase in confidence as a result of the team‐based quizzes, and 52.4% reported that the in‐class active learning activities positively boosted their confidence in learning the material. 4% indicated that team‐based quizzes had a no impact on confidence. Not one student indicated that the in‐class activities did not increase their confidence in some way. Taken together, these preliminary results suggest that an interactive, team‐based learning approach in a Human Anatomy and Physiology course can have a positive impact on confidence and should be further explored.

Enhancing student learning achievement using competency-based modules on basic competencies examining the characteristics of refrigerants and lubricating oils

The purpose of this study was to determine the increase in student achievement using competency-based modules. The study was conducted on the subject of system and the installation of refrigeration with basic competencies examining the characteristics of refrigerants and lubricating oils. This study uses quasi-experimental research methods. Participants in this study were 60 students from the vocational high school in Bandung. The research instrument used was a test, which consisted of pre-test and post-test. Improved student achievement was analyzed using the concept of normalized gain (N-gain) based on pre test and post test score data. The results showed the use of competency-based modules can improve student learning achievement. The achievement of the post test scores of the experimental class students above the minimum completion criteria with an average post test score of 89.39, while the score of the control class was 72.42. Based on the N-Gain value there are differences between the experimental class and the control class which are 79.5 and 46.94, respectively. The use of competency-based modules has implications for improving student achievement to be more optimal. The content of interesting module materials can increase student motivation and activity in learning in the classroom.

The School Improvement and the Role of Principal on Enhancing Student Learning Outcomes

This article reviews literature related to school principals and their role in improving student learning outcomes, by presenting and providing many information and evidence provided by academic research related to the principals and their role in student achievement. The article emphasizes that the managers are able to play a positive role in improving students’ achievement and results. Although the academic materials indicate indirect influence of managers on student achievement, this indirect influence is important and necessary and contributes greatly to the development of the students and to raising their achievements.

Enhancing Student Learning in Dental Anatomy by Using Virtual Three-Dimensional Models.

In order to provide restorations and dental prostheses that are esthetically pleasing, functional and in harmony with a patient's occlusion, practitioners must have a thorough knowledge of dental anatomy. Recent studies have shown that virtual three-dimensional (3D) models greatly enhance educational outcomes in dental anatomy courses. This article describes a novel educational technique and uses videos and web-based portals to demonstrate how to create a virtual 3D tooth model from a scan of a natural tooth for use in dental anatomy courses.

Interactive Learning Multimedia in Cirebonese Language to Enhance Students Learning Outcome

Interactive Learning Multimedia in Cirebonese Language to Enhance Students Learning Outcome

Better Being Wrong (Sometimes): Classroom Assessment that Enhances Student Learning and Motivation

An important element of the classroom assessment event and student performance occurs when students are wrong, which is often denigrated in our success-oriented secondary schools where only being right is valued and reinforced. This article argues that being wrong (sometimes) is an essential experience that enhances learning and motivation. Research in three fields – neurology, mindsets, and self-regulation – is reviewed briefly to show how making mistakes and learning errors are essential to achievement, as well as the development of positive dispositions such as persistence, resilience, and risk-taking. Two assessment-related dynamics – the being wrong environment in the class and the nature of classroom assessment – are discussed to show how teachers can foster experiences in which being wrong (sometimes) is an integral part of learning and motivation.

Enhancing Student Learning in the Online Instructional Environment Through the Use of Universal Design for Learning

As college faculty who prepare future teachers, we strive to teach our students through instruction and modeling best practices in teaching. We constantly evaluate our teaching and make adjustments to include updated knowledge about effective instruction. The evaluation and adjustments made to our courses lend themselves to action research. We take what we learn from our research and make appropriate changes to better meet the diverse needs of students. This article provides an overview of a final project that used Universal Design for Learning (UDL) for assessing student knowledge. This research focused on the principle of Multiple Means of Action and Expression and the impact the UDL final project had on student learning as well as overall perceptions of the project. Results indicate that participants enjoyed the final project and that it impacted their learning. Students reported enjoying having choice in how they demonstrated their understanding of the content.

Development of Teaching Materials Based “Activity or Resources” At Sipda Unimed to Enhance Students Learning Behavior

State University of Medan (red-Unimed) has provided Learning Management System (LMS) for lecturers and students namely Sistem Pembelajaran Daring (Online Learning System) that is abbreviated Sipda. But before using Sipda, lecturers must prepare teaching materials and provide appropriate learning resources. Objectives of this study were to describe the effectiveness of teaching materials based "Activity or Resources" at Sipda Unimed in the mathematics education study program and also to describe changes in learning behavior of students in mathematics education study programs using teaching materials based "Activity or Resources" at Sipda Unimed. This study used Research and Development design with 4-D model. The subjects of this study were students of mathematics education at their third semester who are taking multivariable calculus course. Result of teaching materials validation scaled one to four score showed the average is 3,78. Result of response questionnaire scaled one to four score showed the average is 3,72. Result of learning behavior scaled one to four score showed the average is 3,82. Result of analysis data showed that teaching materials based on "Activity or Resources" on Sipda Unimed are effectively used and have an impact on enhance students learning behavior

Enhancing Student Learning through Webinars and Lecture Capture Tools

Enhancing Student Learning through Webinars and Lecture Capture Tools