Higher Learning Outcomes Research Articles

The Differences of Students’ Learning Outcomes Using the Discovery Learning Model and Problem Based Learning in Science Learning at Primary Schools

The paper aims to compare the effectiveness of two learning models, namely Discovery Learning (DL) and Problem Based Learning (PBL), in improving student learning outcomes in science subjects. This type of research is experimental research. The population in this study were all class IV students at SDN 002 SK (Samarinda City), totaling three classes. The calculation results show that the average pretest score in experimental class I is 45.12, which is higher compared to 35.60 in experimental class II. After treatment, the average posttest score in experimental class I increased to 85.80, while in experimental class II it reached 82.11. The average N-Gain for both classes was 0.74, indicating a significant increase in learning outcomes in both classes, although experimental class I showed slightly better results. More in-depth analysis based on high and low learning outcome categories shows consistent differences in the effectiveness of learning models. Hypothesis testing using the T Test, which is applied because the data distribution is normal and the variance is homogeneous, shows a calculated t-value of 8.60 which far exceeds the t_table of 2.070. This causes rejection of H_0 and acceptance of H_1, indicating that the Discovery Learning (DL) model in experimental class I provides better learning results than the Problem Based Learning (PBL) model in experimental class II.

The Power of a Smile: Exploring the Connection between Teacher Facial Expressions and ESL Learning

This research was designed to determine the impact of smiling by an ESL teacher on students' learning achievement. Ten males and six females were interviewed using semi-structured interviews. All of them were students of a higher education program in the United Arab Emirates for the study. The findings suggested that a smile is a major part that can lead to better learning outcomes and affirmed the positive psychology theory. In addition, it was ascertained that a smiling teacher leads to positive changes in attitude; learning climate; motivation and involvement; rapport with the subject; reduction in stress; anxiety; fear and anger; and an improvement in trust and respect. Higher learning outcomes may be achieved through any of these ways. This conceptual model is conducive to empirical research study as presented in this research.

Development of Electronic Student Worksheets (E-LKPD): A Scientific Approach Based on Discovery Learning in Natural Science Learning

The aim of this research and development is to produce E-LKPD learning media with a scientific approach based on discovery learning in science that is feasible, practical, and effective. The type of research is the ADDIE development model, which includes analysis, design, development, implementation, and evaluation. The research results show: (1) The Media Expert validation test obtained an average result of 87% in the very good category; (2) The Material Expert validation test obtained an average result of 96% in the very good category; and (3) The Design Expert validation test Instructional results obtained an average of 93% in the very good category; (4) individual trials obtained an average result of 91% in the very good category; (5) small group trials obtained an average result of 90% in the very good category; (6) field group trials obtained an average result of 89% in the very good category; and (7) practicality tests for teachers obtained an average result of 90% in the very good category, while practicality tests for students obtained an average result of 93% in the in the very good category. For the results of using E-LKPD with a scientific approach based on discovery learning, the experimental class obtained an average learning outcome value of 78, while the control class obtained an average learning outcome value of 72. Hypothesis testing used an independent sample T-test with a 2-tailed sig result of 0.000 < 0.05. This shows that students who use E-LKPD Discovery Learning have higher learning outcomes with a confidence level of 95%

Hands-on training: Effects on virtual presence, learning-centered emotions, cognitive load and learning outcome when learning with virtual reality

The effect of highly immersive virtual reality (VR) on learning is mixed, partly due to technical challenges with VR equipment like head-mounted displays (HMDs) and control devices. These can distract learners from the learning environment and its relevant learning material within. This challenge might cause lower virtual presence, higher negative emotions, and extraneous cognitive (working memory) load; all of which have a negative impact on learning outcome. This study investigates whether hands-on training of the interface improves virtual presence, learning emotions, cognitive load and learning outcomes when learning about chemistry in an immersive VR environment. Seventy-six eighth graders participated in a between-subjects design (hands-on training vs. no training). The results show that pupils with hands-on training (n = 38) showed significantly higher virtual presence, lower extraneous cognitive load and higher learning outcomes than those without any initial hands-on training (n = 38). However, no significant differences in pupils’ learning emotions and in intrinsic and germane cognitive load were found. Implications for the design of highly immersive VR environments are discussed from both a cognitive and an affective perspective.

Pengaruh Penerapan Metode Snowball Throwing terhadap Hasil Belajar Pengetahuan Tari pada Pembelajaran Seni Tari di Kelas XI.MIPA SMA Negeri 1 Rambatan Kabupaten Tanah Datar

This study aims to prove the influence of the application of snowball throwing on the learning outcomes of dance-cultural arts, namely by analyzing the influence of differences in higher learning outcomes after a learning treatment using the snowball throwing method in learning cultural-dance arts in class XI, MIPA-2 SMA Negeri 1 Rabatan, Tanah Datar Regency. This research uses quantitative type with quasi-experimental method. The population is all students of class XI of SMAN 1 Rambatan totaling 183, with a study sample drawn in a simple cluster on 32 students of class XI-MIPA-2 (being an experimental class) and 32 students of class XI-MIPA-4 (being a control class). Data collection techniques with tests and observations. The data analysis technique uses the analysis of the difference in class mean in the final test-test results at the end of learning. . Hypothesis testing was performed with a T-test using the SPSS version 16 program, to test differences in the mean significance of the final test results in the experimental class and control class. The test results proved that the calculated t value at a score of 7.625 proved to be greater than the table t at a score of 1.69552. So statistically the value of t counts > t of the table. The results of this test also proved significant because t count > t this table was accepted at a critical value in the T-table at df= 31 and a confidence level of 95%, or at an alpha level of 0.05. The conclusion of the results of this study is that there is a significant difference in dance knowledge learning outcomes between the use of the snowball throwing method and conventional discussion methods in dance learning in class XI.MIPA SMA Negeri 1 Rambatan, Tanah Datar Regency.'. This means that H1 is accepted and H0 is rejected.

Pengaruh Permainan Rangking Satu berbantuan Powerpoint Interaktif terhadap Hasil Belajar IPAS di Kelas IV SD

Monotonous learning in class IV at SDN Kropak 02 makes students less motivated, thus affecting their learning outcomes. Learning methods and media that motivate learning are deemed necessary because students who have high learning motivation can achieve high learning outcomes as well. Thus, this research aims to determine the magnitude of the influence of the first ranking game assisted by interactive PowerPoint on science learning outcomes in class IV at SDN Kropak 02. This research uses a quantitative pre-experimental design method with a one group pretest-posttest design. The research was conducted with 22 samples. Data was obtained from research instruments in the form of pretest and posttest questions on the science material. Data analysis used the paired sample t-tast test and n-gain test. After the pretest and posttest were carried out, the average of the social studies pretest was 43.64 and the science pretest was 42.73, while the average of the social studies posttest was 75.00 and the science posttest was 74.09. From the average value, the sig value is obtained. in the paired sample t-tast test 0.000. Then the n-gain test results obtained a mean n-gain score of 0.5792. From the results of the data analysis, it was concluded that the ranking one game method assisted by interactive PowerPoint had a significant influence on science and science learning outcomes in class IV at SDN Kropak 02. This method had a moderate level of influence or was quite effective for use in science and science learning for class IV at SDN Kropak 02.

Guided Inquiry Method and Self-Efficacy on High School Students' Physics Learning Outcomes

A change in the learning paradigm is needed to develop a scientific attitude to form students who are creative, critical, open, innovative, and competitive. This study aims to analyze the effect of the guided inquiry learning method and self-efficacy on students' physics learning outcomes. This research is true experimental research that compares the application of the guided and free inquiry methods. This study involved 70 students from 2 classes selected by simple random sampling. The instruments used in this study were self-efficacy questionnaires and student learning outcomes. The data collected were then analyzed descriptively and inferentially using SPSS 20. The results showed that applying the inquiry method and self-efficacy influenced students' physics learning outcomes. Applying the guided inquiry method and high student self-efficacy resulted in high learning outcomes. Conversely, they applied the free inquiry method with low self-efficacy, which resulted in low learning outcomes. However, there was no interaction between the inquiry method and self-efficacy.

Songs As an Innovative Solution To Overcome The Monotonyof Social Studies Learning

The background of this research is based on previous research that shows that songs can help students' understanding in various learning contexts, including in Social Sciences (IPS) subjects. This study aims to compare the effectiveness of song-based learning methods with conventional methods in improving the learning outcomes of junior high school students. The experimental method was used with the experimental group using songs and the control group using conventional methods. Data were collected through material mastery tests and analyzed using statistical tests with t-tests. The results showed that students who used songs had higher learning outcomes. The analysis showed significant differences between the two groups. In conclusion, the song-based approach improves students' understanding and their learning outcomes. With a t-count of 2.648, a t-table of 2.005, and a P value of 0.011, H0 was rejected and Ha was accepted, indicating a significant difference between the two methods. The average score of the group that used the song was 77,759, while the conventional group was 68,802, with a difference of 8,956. This confirms that the song-based approach is effective in social studies learning in junior high school, increasing student enthusiasm and learning outcomes.

Analyzing Student Questionnaires for the Early Discovery and Implementation of Learning Outcomes

In addition to grades, Japanese universities use student surveys to evaluate student learning and educational outcomes. These surveys are not only conducted immediately after class, but also some time after class. If students do not remember what they have learned, the class cannot be said to have resulted in high learning outcomes. This study defines highly rated classes as those in which students remember what they have learned even afterseveral years have passed, in other words, classes with high learning outcomes. By clarifying the characteristics of such classes, the aim was to indicate directions for improving classes. This study utilizes three questionnaires for students, asking for their evaluation immediately after the class, after a period of approximately three to six months, and a few years later, at the time of graduation. It was found that classes that left a lasting impression in questionnaires administered after several months were more likely to remain in students’ long-term memory. This indicates that it is possible to identify the elements and directions contributing to class improvement at an early stage. If these results are used effectively, efforts to improve classes that were not highly rated can be actioned in a few months and may be implemented in the following year.

Adding immersive virtual reality laboratory simulations to traditional teaching methods enhances biotechnology learning outcomes

Immersive virtual reality (VR) simulations are increasingly being used in diverse educational and training contexts to supplement traditional learning methods. The high versatility of virtual laboratories allows students to take advantage of many benefits, like experiencing dangerous reactions, time-consuming protocols, or expensive equipment without the necessity of a real science laboratory. However, little research is currently available to support the efficacy and efficiency of this new learning tool. In this context, the main objective of this study was to assess the influence of biotechnology training by using immersive VR technologies on the student’s motivational and learning outcomes as compared with learning with conventional methods only. To this aim we tested two diverse strategies, respectively VR simulations were used in place of or in addition to the teacher’s introductory lesson of a hands-on laboratory experience. Aligned questionaries were administered before and after the proposed activities to assess theoretical knowledge, self-efficacy, interest in biotechnology, and engagement of the participants. We found that when the introductory lesson to a biotechnology hands-on laboratory is replaced with an equivalent immersive VR simulation, the student’s learning outcomes are lower with respect to the traditional approach. On the contrary, when VR simulations are integrated as an additional tool to the existing learning methods, higher learning outcomes were observed demonstrating a deeper understanding of the learning contents. Furthermore, our study showed that learning with immersive VR simulations motivates students more than the traditional methods, thus, using this new technology in addition to the existing educational methods in biotechnology could be considered as a win-win strategy to raise the attention of the students while increasing the learning outcomes.

Trade-off or complement? An exploratory study on students’ game behavior and learning behavior in a math spatial educational game

ABSTRACT The combination of playing and learning is a pivotal feature but also a key challenge in educational games. To investigate whether playing and learning are trade-off or complementary activities, this study explores students’ distinction and transition between game behavior and learning behavior in a math spatial educational game for cube nets learning. A total of 402 fourth graders used the educational game over a 3-week period, with one lesson per week. Behavior log data, questionnaire data, and interview data were collected. The results show that the students could distinguish between game behavior and learning behavior mainly based on the related content of the behavior and their perceptions of the behavior characteristics. Two kinds of transition between game behavior and learning behavior were identified, namely the explicit large-scale cross transition and the implicit small-scale tight transition, which suggest a complementary relationship between playing and learning in educational games. Furthermore, compared with the students with lower learning outcomes, the students with higher learning outcomes were more likely to induce behavior patterns involving virtuous circles between playing and learning. The findings of this study have implications for effective educational game design going forward, in which playing and learning are appropriately combined.

Learning pathways composed of core subjects with features of reducing cognitive load have better learning outcomes.

Changing the course duration or timing of subjects in learning pathways would influence medical students' learning outcomes. Curriculum designers need to consider the strategy of reducing cognitive load and evaluate it continuously. Our institution underwent gradual curricular changes characterized by reducing cognitive load since 2000. Therefore, we wanted to explore the impact of this strategy on our previous cohorts. This cohort study explored learning pathways across academic years of more than a decade since 2000. Eight hundred eighty-two medical students between 2006 and 2012 were included eventually. Learning outcomes included an average and individual scores of subjects in different stages. Core subjects were identified as those where changes in duration or timing would influence learning outcomes and constitute different learning pathways. We examined whether the promising learning pathway defined as the pathway with the most features of reducing cognitive load has higher learning outcomes than other learning pathways in the exploring dataset. The relationship between features and learning outcomes was validated by learning pathways selected in the remaining dataset. We found nine core subjects, constituting four different learning pathways. Two features of extended course duration and increased proximity between core subjects of basic science and clinical medicine were identified in the promising learning pathway 2012, which also had the highest learning outcomes. Other pathways had some of the features, and pathway 2006 without such features had the lowest learning outcomes. The relationship between higher learning outcomes and cognitive load-reducing features was validated by comparing learning outcomes in two pathways with and without similar features of the promising learning pathway. An approach to finding a promising learning pathway facilitating students' learning outcomes was validated. Curricular designers may implement similar design to explore the promising learning pathway while considering potential confounding factors, including students, medical educators, and learning design of the course.

Improving high school student learning outcomes: Using problem-based learning model

Student learning outcomes are an indicator of the success of teaching and learning activities carried out. This research aims to determine the improvement in student learning outcomes in economics courses by implementing the problem-based learning model a quantitative research method with a quasi-experimental approach. The population of this research was 205 students in class XI social at SMAN 7 Tasikmalaya, and the sample used was 136 students using a purposive sampling technique consisting of two experimental classes and two control classes. The experimental class uses the Problem-Based Learning learning model, while the control class uses the conventional learning model. Students in each class are given a pretest, and then learning is carried out according to a predetermined model, and then a posttest is carried out. The questions used are 25 multiple-choice questions, and then the results or grades obtained by students are analyzed further. The results of this study show that there are differences between before and after treatment in the experimental class and control class. This research concludes that the implications of implementing a problem-based learning model as an alternative to conventional models can be used in an effort to improve student learning outcomes in economics courses.

Which practice is best to manage the Hidden curriculum for the best use of mobile devices in clinical practice? A systematic review.REVIEW

Objective: To evaluate the literature regarding the practices to manage the hidden curriculum for the best use of mobile devices in clinical practice. Study Design: Systematic Review. Setting: Articles selected for review from Canada, United Kingdom, Japan, Ireland and Saudi Arabia. Period: July to Dec 2023. Methods: Following databases were searched: PubMed (12,579), the Cochrane Library (348), scopus (84), PsycInfo (21), CINAHL (220), Google Scholar (1,414). Primary variable (Evaluation of the development of clinical skills made possible by mobile devices) and secondary variable (to determine how satisfied students are with their mobile learning experience). The quality of study was critically appraised according the Critical Appraisal Skills Programme (CASP) scale. Results: The research findings indicate that using mobile devices into medical education has a variety of effects. Positive instructor perspectives, more student involvement, and higher learning outcomes were frequently reported by participants. Medical students' growth of technological competency and readiness for the changing healthcare landscape have been found to be accelerated by mobile devices. The integration of virtual simulations and applications that are interactive has had a positive impact on the development of clinical abilities. Positive effects included themes of individualization, collaborative learning communities, and a better understanding of patient-centered care. On the other hand, issues including the digital divide, diversions, and security threats were recognized as obstacles that called for a careful strategy to reduce any negative effects. When everything is considered, the findings confirm the revolutionary potential of mobile device incorporation in medical education and highlight how it helps to create a dynamic, technologically advanced learning environment for prospective medical professionals. Conclusion: This study provides insight on how adding mobile devices into medical education has a revolutionary effect. The research indicates enhanced learning outcomes, increased student involvement, and altering faculty perspectives through insightful stories and compelling arguments.

The Effect of High Impact Teaching Practices on Student Comprehension

Despite a large number of published studies on high-impact teaching practices (HIP), there is little consistency in design or measurable outcomes and few quantitative studies, which leads to a lack of information on how specific HIPs improve learning outcomes. Therefore, the research questions for this study are a) does the same HIP have similar results across sections and, b) does a HIP in one section result in a different learning outcome than in another section that does not have a HIP? The hypothesis for the first question is there is no difference in student comprehension between sections when all sections have the same HIP. The hypothesis for the second question is there will be a difference in student comprehension between sections, with students exhibiting greater comprehension in the section with the HIP. For several years we have been using a variety of HIPs in our classes without measuring their impact. This is a preliminary study designed to measure the impact of HIPs on two different sections of Human Anatomy and Physiology II, taught by the same professor. The design of the study is as follows: [Formula: see text] We will analyze our data for two attributes, average and variability of pre-tests and post-tests. For the first attribute, we will study mean distribution. T-test analysis of the mean will be used to measure differences between sections for the pre-test and each post-test. Similarly, T-test analysis of the means will be used within each section to analyze differences between the pre-test and each post-test. For the second attribute, we will use F-test analysis of variance. Tests of normality of grade distribution for three assignments or tests in two sections of a typical biology class were conducted. Our analyses showed that all skewness and kurtosis values were between -2 to 2, and the median and mean were very close. Thus, it is reasonable to assume that the data are from normally distributed populations. Therefore, the approach we have outlined to measure HIP impact is appropriate for our classes. The results from this preliminary study will be used to identify specific HIPs that result in higher learning outcomes and will assist us in refining our pedagogical approach. Funding was provided by Lincoln University's Offce of Title III; Award #P031E200019-HBCU Title III, Part F Program. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

The washback of the National Matriculation English Test on senior high school English learning outcomes: do test takers from different provinces think alike?

The Chinese National Matriculation English Test (NMET) has a test purpose of producing beneficial washback to promote senior high school English teaching and learning. This article presents a large-scale nationwide survey research on student perceptions of the NMET’s before-test washback on their English learning outcomes in senior high school and the influence of the factor of home province on their views. The research participants were 20,062 first-year undergraduates from 103 universities in the Chinese mainland, and findings showed that the NMET facilitated their senior high school English learning outcomes in the surveyed skills both tested and not tested in the NMET. However, there were noticeable differences between students’ expectations and realities. It was also found that home province was a significant predictor of student perceptions, though the strengths of the relationships varied. Furthermore, in order for more beneficial NMET washback, the students suggested making the NMET speaking and listening subtests mandatory across all provincial regions and administering a nationally unified NMET form. This study calls on future researchers to hold a close lens to the complexity and dynamism of the NMET washback over time and across situations.

Listen closely: Prosodic signals in podcast support learning

Based on the assumptions of Cognitive Load Theory and its derived signaling principle, previous research on instructional material has mainly investigated the effect of including visual cues to support the processing and integration of information. In the context of the renewed interest in commented videos and podcasts as instructional materials, the present study investigates the influence of prosodic signals on learning with digital media. An online experiment was conducted with 102 German students using an audio podcast as digital learning material. The audio recording was varied following the prosody of human language in terms of a 2 (volume: regular vs. higher) × 2 (pace: regular vs. slower) between-subject design to examine signaling key concepts. The results showed a positive effect of both prosodic cues manipulations (main effects) on learning outcomes and the most substantial impact when cumulated. This aligns with previous research on visual cues and thus extends findings on the signaling effect to the auditory modality. However, the picture is not so clear-cut. Indeed, higher learning outcome was also associated with higher mental effort and load with higher volume and no difference in effort but a lower load for a slower pace. Further, the presence of signals was also paired with an underestimation of learning. Overall, this could indicate a difficulty in processing the prosodic cues and integrating the signaled elements in the mental model, with an unknown effect on longer-term learning. Future research could further investigate additional possibilities of prosody (e.g., neutral vs. euphoric tone) as prosodic cues and characteristics linked to the speaker (e.g., age, gender) in podcasts and multimedia documents.

ANALISIS MINAT DAN HASIL BELAJAR SISWA PADA MATERI PENGUKURAN KELAS X SMAN UMBULSARI

The research conducted at SMAN Umbulsari aimed to analyze the relationship between students' interest in physics learning and their learning outcomes. The study employed quantitative research methods and included all class X.2 students, totaling 35 individuals. The majority of students exhibited a good level of interest in learning physics, with 86% reporting feelings of happiness regarding their studies. Additionally, 12 students achieved high learning outcomes. The analysis revealed a significant positive correlation (correlation coefficient of 0.366 with a significance level of 0.031) between students' interest in learning physics and their learning outcomes. This suggests that higher levels of interest in learning correlate with better academic performance. In conclusion, the research indicates that students who are more interested in learning physics tend to achieve better learning outcomes compared to those with lower levels of interest

Development of Web-based Online Learning Media Using Google Sites to Increase Student Motivation and Learning Outcomes on Elasticity Material

Google sites help in increasing student motivation and learning outcomes due to online learning. The research objective is to develop web-based online learning media using the Google site on elasticity material and to test its feasibility in increasing student’s motivation and learning outcomes, which is limited to the cognitive domain, starting at the level of C1 until C4. This study uses research and development methods and refers to the 4D model (define, design, develop, disseminate). The participants in the study were students of class XI IPA 2 of MAN 2 Cilegon. The instruments used include, validation sheets, observation sheets, documentation (attendance, task collection data, transcripts, etc.), questionnaire sheets, and tests. Data were analyzed using communication and processed using the scores obtained in percentages. The results showed that at the define stage, students admit they feel bored doing online learning and feel that the material provided by the teacher is difficult to understand. The media designing starts from making flowcharts, storylines, learning scenarios, compiling material, and practice questions, then combining them into online learning media based on google sites. The development stage includes material and media validation (93.5%), product trials (84.4%), and product revision. The last stage was disseminating results online learning using Google sites, which was carried out very well (92.8%), student learning motivation was high (82.4%) and student learning outcomes had increased as seen from the n-gain 0.6 medium interpretation, ttcount 20.1305, ttable 2.028 (ttcount > ttable).
 Keywords: google sites, student motivation, learning outcomes

Eksplorasi Arsitektur Masjid Agung Sang Cipta Rasa Cirebon sebagai Bahan Ajar Matematika

Integrating cultural context into teaching and learning activities can help students understand the material. However, the development of teaching materials that integrate local cultural contexts is still not widely practiced. This study aims to (1) describe the results of exploring the architecture of the Grand Mosque of Sang Cipta Rasa Cirebon as a teaching material for mathematics, (2) determine students' responses to the mathematics teaching material resulting from the exploration of the architecture of the Grand Mosque of Sang Cipta Rasa Cirebon, and (3) determine the difference in mathematics learning outcomes before and after using the mathematics module. This study applied the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). In the architecture of the Grand Mosque of Sang Cipta Rasa, concepts of two-dimensional shapes such as triangles and quadrilaterals were found, including squares, rectangles, trapezoids, and rhombuses. The expert validation results show that the developed mathematics module is highly feasible to implement, with percentages of content, presentation, and language feasibility aspects reaching 88%, 90%, and 89% respectively. Students' responses to the mathematics module were categorized as good (71%). Paired sample t-test results show that students' learning outcomes before and after using the developed mathematics module are significantly different, with higher learning outcomes after using the mathematics module compared to before its use. Thus, the mathematics module resulting from the exploration of the architecture of the Grand Mosque of Sang Cipta Rasa Cirebon can be implemented in learning to improve mathematics learning outcomes.