Factors Affecting Learning Outcomes Research Articles

Introducing a Cutting-Edge Dataset: Revealing Key Factors in Student Academic Outcomes and Learning Processes

This paper presents an educational dataset that consolidates various aspects of educational science. The purpose of this study is to illuminate the factors that impact students’ learning experiences before and during their time at university. This dataset was designed to support research in educational science, including the application of machine learning and deep learning models to predict student outcomes. The primary objective is to improve educational methodologies, empower students with informed decision-making, and enhance overall learning effectiveness. The dataset comprises 992 samples across 89 fields and was collected through direct methods like questionnaires and indirect methods involving training management units. These samples are categorized into Personalized factors, Factors affecting learning outcomes, and Learning outcomes, encompassing both general education performance and university module achievements. Following collection, the dataset was subjected to thorough processing, cleaning, and statistical analysis, using techniques such as Pearson correlation analysis, analysis of variance, Std. Error, Std. Deviation, and tests of homogeneity of variance.

A Study on Teaching Factors Affecting Learning Outcomes in General Education: University A’s Case-based

The purpose of this study is to provide implications for general education by analyzing the factors influencing learning outcomes in general education courses. To achieve this, a survey was conducted with 2,042 enrolled students at A National University located in Chungnam. For this study, correlation analysis and descriptive statistics, analysis of differences in learning performance according to students’ background characteristics, and multiple regression analysis of factors affecting learning performance in general education courses were conducted. The findings are as follows: Firstly, from the results of analyzing the difference in learning outcomes based on students’ background characteristics, we can see that the first-year students were statistically significantly lower in satisfaction than their second and third-year counterparts. Additionally, students from the College of Arts showed statistically significant differences in satisfaction compared to those from the College of Education, College of Humanities and Social Science, and College of Engineering. Secondly, the analysis of factors influencing learning outcomes showed that in the “Course Syllabus Area”, the clarity of learning objectives, in the “Course Content Area” the organization of course content for achieving learning objectives, and in the “Course Operation Area,” factors such as instructors’ adequate preparation, active communication with instructors during lectures, adherence to the weekly course schedule outlines in the syllabus, and appropriate supplementary sessions significantly predicted learning outcomes in general education courses. Additionally, in the “Student Evaluation Area,” the use of appropriate assessment for teaching methods, as well as providing suitable feedback on assignments and evaluation results, were significant predictors of learning outcomes. Furthermore, we found that the clarity of learning objectives in the “Course Syllabus Area” only moderately predicted the understanding of course content. Additionally, factors in the “Course Operation Area” such as active communication with instructors during lectures, adherence to the weekly course schedule, and appropriate supplementary sessions only moderate predicted knowledge and skill improvement. However, we also found the appropriateness of notifying the students of any changes in course content in the “Course Operation Area” not to be statistically significant in predicting knowledge and skill improvement. Based on the above research findings, it is recommended that instructors emphasize the importance of their role in influencing learning outcomes in general education courses. Additionally, it is crucial that instructors carefully structure course content during the planning phase to align with the achievement of learning objectives. Adequate preparation by instructors, active engagement with students during lectures, and the implementation of strategies to enhance interaction should be prioritized. Furthermore, the effective utilization of appropriate assessment methods for teaching and providing constructive feedback on assignments and evaluations is essential. This study also suggested deriving recommendations for assignment criteria, evaluation methods, and feedback mechanisms.

Memorization and discussion methods effect on achievement and communication skills

This study aimed to determine learning outcomes and discuss the effect of the combination of memorization and small group discussion methods on students’ achievement and communication skills. A quantitative method was applied in this study with a quasi-experimental design. The subject of this study is 60 students in Islamic Education, Faculty of Education and Teacher Training (FTIK) at the Pontianak State Institute for Islamic Studies, divided into a control and an experimental group. Data were collected through pre-test and post-test from the control and experimental groups and then analyzed using the independent samples t-test using statistical software JASP version 0.16.4. The findings revealed that there are differences between outcome learning and communication skills between the control group which only uses the small group discussion method and the experimental group which employs a combination of memorization and small group discussion methods in the course of developing Islamic Education material. The findings of this study confirm that combining the two methods, memorization, and small group discussion, is highly effective in improving learning achievement and communication skills at the student level. Further research is suggested to explore and determine other factors affecting learning outcomes and methods.

Curricular, interactional, and structural diversity: identifying factors affecting learning outcomes

ABSTRACT Discussions of ‘diversity’ in higher education are often limited to structural diversity (i.e. access to higher education based on demographic variables), which is just one form of diversity that impacts student learning outcomes. Others include curricular diversity (a measure of the interdisciplinary of the coursework) and interactional diversity (a measure of informal interaction). This study aims to explore the effects of all three categories of diversity on the academic performance of college students. Using data from a top higher education institution in Taiwan, we construct indicators of curricular diversity (i.e. curricular evenness (CE), ratio of elective credits (REC), ratio of inter-collegiate credits (RIC), and interdisciplinary experience (IDE). Interactional diversity was measured using student's participation in activities involving interaction with others, and structural diversity was measured by student's personal and contextual characteristics. Our goal was to determine which of these forms of diversity impacted students’ self-reported skills in interdisciplinary communication (ICS) and collaborative problem solving (CPS). Results show that curricular diversity is significantly associated with interactional diversity. In terms of learning outcomes, curricular and structural diversity are associated with both ICS and CPS, while interactional diversity is associated with CPS. Interactional diversity also moderates the relationships between curricular diversity and ICS as well as CPS. This research implies that institutions of higher education need to promote curricular and interactive diversity to fix systemic biases that limit or relate to structural diversity.

Factors affecting learning outcomes achievement of public administration bachelor students in Ethiopia

Public administration education is a key instrument to address emerging public administration challenges. Ethiopia started public administration education in the 1950s, and currently, 13 public universities are offering bachelor programs in public administration. Nevertheless, PA program learning outcome achievements are not been studied, and comparative studies are absent. By relying on the resource dependency theory and survey data collected from PA Bachelor students ( n = 91) and faculty members ( n = 28) in three PA-teaching public universities, this article tries to fill these gaps. Significant differences were found between students and faculty members, and between universities with regard to PA learning outcome achievements. The variation between universities in terms of access to resources and student support is also substantial. The difference between students and faculty members, and between universities on the PA faculty quality and the quality of the teaching-learning method proved insignificant. The study confirms public administration faculty members, access to resources, and student support services positively influence PA learning outcomes. The article contributes to PA education literature and PA program evaluation.

The Implementation of Media Sharing Sites in Learning French: A Systematic Literature Review

Several challenges hinder French language learning, hence diminishing its effectiveness. Consequently, there is a demand for educational tools that are accommodating and efficient, such as media-sharing sites (MSS). MSS has several positive and negative effects. Minimizing adverse effects requires knowledge of factors that can make learning effective. Consequently, this research aims to fulfill this requirement by identifying the variables that affect learning outcomes and students' responses to the implementation of MSS in learning French. This study used a systematic literature review (SLR). Research data was collected from several databases, including Taylor & Francis Online (tandfonline.com), Research Gate (researchgate.net), and RDiscovery (discovery.research.life). Twenty-two articles were selected, extracted, and analyzed for this study. The findings are grouped into two main issues: factors affecting learning outcomes and students' responses. Factors affecting student learning outcomes are grouped into four areas: learning models, systems and features, audio-visual content, and teacher contributions. Thus, students' responses are categorized into three types: cognitive, affective, and conative responses. The results showed that implementing MSS in learning French assisted educators and learners more effectively and efficiently. Furthermore, it was found that there is a correlation between student responses and the future vision of education.

Analysis of Factors Affecting Learning Outcomes Citizenship in Cadets Class IV West Sumatra Shipping Polytechnic

This study aims to determine the factors that influence the learning outcomes of Citizenship in Cadets of the West Sumatra Shipping Polytechnic. The research method used is qualitative, a qualitative research method can be interpreted as a type of research based on the philosophy of postpositivism. Data collection techniques used were interviews, questionnaires, and documentation. With the research subject of Cadets Batch IV of the West Sumatra Shipping Polytechnic. Data analysis used in this study includes data collection, data reduction, data display, and conclusion. The results of the analysis show that internal and external factors affect the learning outcomes of Cadets' citizenship. Internal factors that influence consist of interest, motivation, and talent. while the external factors that influence consist of family factors and facilities and infrastructure factors.

The Determination of Factors Affecting Learning Outcomes of the Qur’an Memorization at MTs Yanbu’ Kudus Students

<p><em>The students' learning outcome of memorizing the Qur’ân is students' final ability to master memorization smoothly, precisely, and fluently. Numerous factors can affect student learning outcomes in memorizing the Qur’ân. This study, therefore, aims to examine the effect of memorization background on students' learning outcomes of memorizing the Qur'ân, the effect of learning motivation on students' learning outcomes of memorizing the Qur'ân, the effect of self-efficacy on students' learning outcomes of memorizing the Qur'ân, the effect of Arabic language skills on students' learning outcomes of memorizing Al-Qur'ân, and simultaneously test the effect of the memorization background, learning motivation, self-efficacy, and Arabic language skills on students' learning outcomes of memorizing Al-Qur'ân. </em><em>The research used a quantitative approach with a correlational type. The research population was all students in grades VII, VIII, and IX of MTs Yanbû' Al-Qur'ân Kudus, totaling 495 students. Meanwhile, using the proportionate stratified random sampling technique, the research sample of 120 students was obtained. The data were collected using a questionnaire, test, and documentation. The data</em><em> collected were then analyzed by simple and multiple linear regression analysis utilizing the SPPS version 24.0 application. </em><em>The data analysis results revealed that the determinants affecting the learning outcomes of memorizing the Qur'an indicated that individually, (1) the memorization background had a significant effect of 6.0% on the learning outcomes of memorizing the Qur'an; learning motivation had a significant effect of 15.0% on the learning outcomes of memorizing the Qur'an; self-efficacy had a significant effect of 14.0% on the learning outcomes of memorizing the Qur'an. Meanwhile, students' Arabic skills had no significant effect of 0.01% on the learning outcomes of memorizing Al-Qur'ân. (2) Together, memorization background, learning motivation, self-efficacy, and Arabic language skills had an effect of 20.9% on the learning outcomes of memorizing Al-Qur'an. </em></p>

Curiosity in Online Video Concept Learning and Short-Term Outcomes in Blended Medical Education.

Background: A student's level of curiosity in a subject after learning about it through online videos has not been addressed well in the medical education field. The purpose of this study, therefore, was to investigate online learning's effect on the stimulation of curiosity and short-term learning outcomes in a blended framework of precision medical education.Methods: A mixed-methods research design was used. During the 2020 academic year, all fifth-year medical students who, prior to class, viewed 6 video clips that presented 6 core concepts were invited to complete a survey and self-reflection on their learning process to assess their level of curiosity in each concept. For each group of medical students, teaching assistants helped collect anonymous survey data and summative assessment scores representing the students' learning outcomes. Video-viewing patterns, attained through an action log transformation, were also coded for analysis. Mann–Whitney U and Kruskal–Wallis tests were employed to compare differences between groups, and multiple linear regression was used to select the factors affecting learning outcomes. Qualitative data were content-coded through a descriptive approach using thematic analysis.Results: Of 142 medical students, 136 watched the online videos, 124 responded to the questionnaires, and 92 provided comments. Students' curiosity levels after learning about each concept through online videos significantly correlated with the degree to which a concept was learned. Medical students spent a median of 1.6 h online, and pause frequency correlated with curiosity in certain concepts. Aroused curiosity was associated with short-term learning outcomes in inconsistent effect sizes and directions. Students' feedback revealed various dimensions of curiosity, including novelty acknowledgment, recognition of an information gap, and information-seeking requests.Conclusions: Curiosity can be induced through online video learning platforms and has a role in short-term learning outcomes in medical education.

Analysis of Structural Relationships between Factors Affecting Learning Outcomes of Cultural Physical Education Students in Cyber University

Analysis of Structural Relationships between Factors Affecting Learning Outcomes of Cultural Physical Education Students in Cyber University

Structural Relationships of Factors Affecting Learning Outcomes in China-MOOC

Structural Relationships of Factors Affecting Learning Outcomes in China-MOOC

Learning Outcomes in Science Among Elementary Level Students

The evolution in field of science has led to technological advancement in present century and has made the human to think and behave in more scientific way. Inadequate knowledge of science and how it functions may affect the efficient functioning of humans, and thus this demands to have a society where students are exposed to scientific knowledge. Exposure to science from the foundations years in schools is not to develop each child into a scientist but it is necessary to develop scientific attitude in them to find out the truth by experiencing, observing and questioning what captivates their interest and attention.Hence, the present study focused on learning outcomes in science among elementary school students. The present study focuses on achievement of elementary school students in science and also compares the differences on the basis of the type of school and gender. The population for the study consisted of students from residential, government and private schools of Chandigarh. Sample was randomly selected including 35 students from class VIII from each type of school. The self-developed standardized Science Achievement Test (SAT) was used as an instrument for data collection. Data was analyzed using percentage, t-test and one way ANOVA with SPSS (version 21). The findings of the study revealed that 39 percent of students scored above average, 23 percent scored average and 38 percent scored below average in SAT. Male and female students do not differ on learning outcome in science but on the basis of type of school, students of residential school performed better in SAT as compared to government and private school students. It is recommended that various factors affecting learning outcomes in science should be explored to improve the Achievement in Science.

Factors Affecting Learning Outcomes of SW Education Using Robot

Factors Affecting Learning Outcomes of SW Education Using Robot

A Structural Analysis of the Factors Affecting Learning Outcomes of Lifelong Education College Students

A Structural Analysis of the Factors Affecting Learning Outcomes of Lifelong Education College Students

Designing for deeper learning in a blended computer science course for middle school students

The focus of this research was to create and test an introductory computer science course for middle school. Titled “Foundations for Advancing Computational Thinking” (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course on Stanford’s OpenEdX MOOC platform for blended in-class learning. Unique aspects of FACT include balanced pedagogical designs that address the cognitive, interpersonal, and intrapersonal aspects of “deeper learning”; a focus on pedagogical strategies for mediating and assessing for transfer from block-based to text-based programming; curricular materials for remedying misperceptions of computing; and “systems of assessments” (including formative and summative quizzes and tests, directed as well as open-ended programming assignments, and a transfer test) to get a comprehensive picture of students’ deeper computational learning. Empirical investigations, accomplished over two iterations of a design-based research effort with students (aged 11–14 years) in a public school, sought to examine student understanding of algorithmic constructs, and how well students transferred this learning from Scratch to text-based languages. Changes in student perceptions of computing as a discipline were measured. Results and mixed-method analyses revealed that students in both studies (1) achieved substantial learning gains in algorithmic thinking skills, (2) were able to transfer their learning from Scratch to a text-based programming context, and (3) achieved significant growth toward a more mature understanding of computing as a discipline. Factor analyses of prior computing experience, multivariate regression analyses, and qualitative analyses of student projects and artifact-based interviews were conducted to better understand the factors affecting learning outcomes. Prior computing experiences (as measured by a pretest) and math ability were found to be strong predictors of learning outcomes.

Learning Presence Factors Affecting Learning Outcomes in Facebook-based Collaborative Learning Environments

Learning Presence Factors Affecting Learning Outcomes in Facebook-based Collaborative Learning Environments

Evaluation of an Online Orientation Program for New Healthcare Employees

Online learning is one of the newest efforts of mainstream healthcare education. It has been cited as providing both an efficient and effective alternative learning medium. This study explored the acceptance of an online orientation program by new healthcare employees and identified several critical factors affecting online learning outcomes. The study applied triangulation methods including surveys, interviews, and test scores. Data were captured from 154 questionnaires (with a response rate of 78.2%) with related test scores and 13 participant interviews. The results showed that new healthcare employees were positive toward the computer-based learning program. "Perceived ease of use" and "perceived usefulness" were the major variables predicting technology acceptance, whereas "learner satisfaction" and "continued intention to use" were the major indices for the learning outcomes. Test scores, however, did not reveal any statistical impact. Additionally, human-computer interaction, instant feedback, and program content were commented on as factors affecting learning outcomes. Therefore, online learning is suitable for new healthcare employees, both in the orientation stage and as a follow-up learning method. The results of this study can help support the development of educational technology online programs.

Student use of computer‐assisted learning (CAL) and effects on learning outcomes

AbstractThis article reports on a qualitative evaluation of student use of a computer‐assisted learning (CAL) program and associated learning outcomes. Learning outcomes were classified by analysis of examination scripts using the Structure of Observed Learning Outcomes (SOLO) taxonomy, and individuals were interviewed to uncover aspects of their learning processes while using the CAL program. All students were aware of the “design for learning” features of the CAL program, although not all students were able to take advantage of these because of their own note‐taking practices. Verbatim or excessive note‐taking was associated with surface learning outcomes, while summarizing or personal note‐taking and engagement with the program was associated with deep learning outcomes. Other factors affecting learning outcomes included students' perceptions of the role of the program, social elements of the learning environment, and a lack of distinction between major and minor issues in the content.