Improve Learning Outcomes Research Articles

Transforming K-12 education: A systematic review of AI integration

The application of Artificial Intelligence (AI) has developed in different sectors including teaching and learning where students and teachers can learn AI and augment it in K-12 education settings. The objective of this systematic review is to provide a wide perspective and the understanding the use of the AI for students and teachers in K-12 education setting, by analysing AI technology applications, implementation methods, and its impact. The systematic review searched the databases, and the PRISMA flowchart was applied to search and screen the studies. Articles were screened at the title, abstract and full-text level then coded and analysed. Major findings indicates that AI powered chatbots improve learning outcomes and emphasize the collaboration among teachers, parents, and students to work together for AI integration. This paper also recommends leveraging AI tools like the Interactive Mobile Application for Nurturing (IMAN) Vocab and Intervention in classroom to improve academic performance and critical thinking skills. Despite the advancements, still there are some challenges to overcome such as digital divide, ethical considerations and professional development foe teachers. The study evaluates these challenges alongside advantages such as personalized learning to provide teachers, policymakers, and researchers with transformative pathways. We concludes that AI complements education methods and underscore the need for strategic cooperation and ongoing research efforts to maximize AI benefits while addressing its limitations effectively.

The Effect of the Use of Mobile Learning Applications on Students' Listening Skills

Listening skills are a key element in language learning, serving as the basis for speaking, reading, and writing skills. This study explores the influence of mobile learning applications on students' listening skills, with a qualitative approach and case study design. The research subjects consisted of high school students and English teachers who used mobile learning applications. Data is collected through in-depth interviews, observations, and documentation of test results. The findings show that the use of mobile learning applications significantly improves students' listening skills, strengthens comprehension, and increases motivation to learn independently. Interactive features in the app, such as varied audio, practice questions, and instant feedback, allow students to learn in a more flexible and personalized way. Despite challenges such as the technology access gap, mobile learning apps offer innovative solutions that support inclusive learning. This study recommends the integration of technology in the language learning curriculum to facilitate the development of more effective listening skills. Thus, mobile learning not only improves learning outcomes but also builds students' interest in language learning, preparing them for the challenges of global communication.

Comparative Analysis of Flipped Classroom Implementation in Western and Indian Indoctrination

The flipped classroom, a popular teaching method in Western countries, has gained popularity due to its ability to address traditional teaching limitations. However, India’s diverse education system presents unique challenges, including technological disparities, traditional practices, and curriculum rigidity. This study aimed to compare the implementation and outcomes of the flipped classroom model in Western countries and India, revealing key factors contributing to its success or challenges. The study aimed to provide insights into how the flipped classroom model can be adapted and optimized to fit different educational environments, ultimately improving learning outcomes and teaching practices globally. The study has explored adopting and implementing the flipped classroom model in Western countries and India, identifying challenges and barriers. It has also evaluated educational outcomes, explored the role of technological infrastructure, assesses teacher readiness and training, and provides explored the role of technological infrastructure, assessed teacher readiness and training, and explored the role of technological infrastructure, assessed teacher readiness and training, and provided recommendations for enhancing its effectiveness in India. The flipped classroom model can enhance educational outcomes by increasing engagement and active learning. However, India faces unique challenges and needs targeted solutions. India should invest in technology, professional development, curriculum adaptation, and community engagement to maximize its benefits.

Interactive Website Media to Improve Learning Outcomes of Chemical Bonding Materials

This research aims to obtain website which is feasible to improve student learning outcomes in chemical bonding material. This research uses Research and Development (R&D) with a 4-D model but limited to stages develop. Qualifications website developed is guided by validity, practicality and effectiveness. Data was obtained by filling out a validation questionnaire to determine validity website; response questionnaires and student activity observation sheets to find out practicality website; as well as learning outcomes tests to determine effectiveness website. The research results show that website that was developed can be declared valid by obtaining a modus score of 5. Website there was an increase in learning outcomes which were analyzed using the classical completeness test and the Wilcoxon test. The percentage results of the classical completeness test were 96.87% of students who were declared complete and the Wilcoxon test results obtained a sig value. of 0.000. From the results of this analysis website developed can be said to be effective. Based on the results of the validity and effectiveness analysis, it was found that website developed is suitable for use as learning media.

Use of Learner Engagement Analytics to empower medical educators to make data-informed decisions

Learner Engagement Analytics (LEA) has enabled Higher Education Institutions (HEIs) to identify learners who are not engaging with their studies and provide targeted support and help (Naeem and Bosman, 2023). It has also allowed educators to make data-informed decisions to inform their curriculum design and classroom practice (Cogliano et al., 2022). The LEA data is captured from a wide range of sources related to teaching and learning which offer meaningful insights into a learner’s learning habits (Eady et al., 2021). Previous research suggests that providing learning analytics to educators in Higher Education Institutions can improve learning outcomes for students (Aslan et al., 2019). At Queen Mary University of London, a multidisciplinary team was formed of medical educators, LEA experts, learning technologists, and learning innovation professionals to investigate how LEA can inform curriculum redesign in the early phase of the medical curriculum. Through a series of scholarship meetings on LEA using data dashboards from the Virtual Learning Environment (VLE), the team analysed learners’ engagement with the virtual pre-sessional resources. The VLE interactive resources were designed to allow medical learners to develop clinical interpretation skills during practical sessions, as recommended by the General Medical Council (GMC, 2018). However, medical educators lacked the metrics to evaluate learners’ interaction with these virtual resources. Therefore, it was inevitable to train educators on how to use LEA to optimise students’ learning. The team assessed the learners' engagement on the VLE, quantified engagement scores, and evaluated the results against key outcomes, including the learners' performance. The LEA data offered further insights into virtual engagement across multiple modules in the medical curriculum. Effectively, the outcome of this work empowered medical educators to make informed decisions regarding the future use of VLE resources in curriculum design and develop virtual resources to increase students’ engagement and enhance their learning.

피아노 교육에서의 인지적 부하 관리 전략

This study aims to explore how piano educators perceive and manage students’ cognitive load and propose effective instructional strategies based on these findings. According to Cognitive Load Theory (CLT), learners experience cognitive load due to the limitations of working memory, and in order to improve learning outcomes, it is essential to effectively manage this cognitive load. Piano learning consists of complex cognitive tasks such as sight-reading, musical interpretation and expression, and technical skill development, which can result in a high cognitive load during the learning process. If this cognitive load is not properly managed, it can hinder learning effectiveness. In this study, focus group interviews (FGI) were conducted with college piano instructors to explore how they perceive students' cognitive load and what strategies they use to reduce it. Semi-structured interviews were employed as the research method, with the main questions focusing on the factors contributing to students' cognitive load during the learning process and the strategies instructors use to reduce cognitive load. The results revealed that instructors use various strategies to reduce students' cognitive load, such as personalized repertoire selection guidance, a step-by-step educational approach, the use of visual aids and digital tools, and promoting students' self-directed learning. The instructors found these strategies to be effective in reducing students' cognitive load during piano learning. This study holds significance by presenting various strategies that can effectively manage cognitive load in piano learning, providing practical insights that can be applied in educational settings.

A Review of Academic Motivation and Student Engagement in Blended Learning Within the Chinese Educational Context

This review examines the academic motivation and student engagement within the blended learning environment in China. Blended learning in the Chinese context encompasses unique factors that shape its implementation. These characteristics are important in fostering academic motivation by catering to diverse learning needs. Student engagement is explored through the various dimensions enabled by blended learning. This review also examines the relationship between academic motivation and student engagement, highlighting that the motivational aspects inherent in blended learning contribute to sustained engagement and improved learning outcomes.

The Impact of Virtual Reality on Programming Algorithm Courses on Student Learning Outcomes

The low learning outcomes of students and the limitations of learning media provide opportunities to develop innovations that can increase student engagement. One form of innovative and interactive media that supports student engagement is VR technology. This study aims to determine the impact of VR compared to traditional learning in improving student learning outcomes on programming algorithm materials. The method applied was a quasi-experimental design through pretest and posttest. The population in this study consists of six classes. Through random sampling techniques, class A was selected as the control class with 19 students and class B as the experimental class with 16 students. In the control class, students apply traditional learning, while the experimental class uses VR-based learning. The data was processed with the Wilcoxon test to see the improvement of learning outcomes in each class and the Mann-Whitney test to compare results in both classes. The results of the Wilcoxon test showed a score of sig (2tailed)<0.05 in both classes which showed that traditional learning and learning with VR encouraged improved student learning outcomes. Traditional learning scores increased from 53 to 67, while group scores. Meanwhile, the results of the Mann-Whitney test showed a score of sig (2tailed)<0.05 which means that the effectiveness of VR is better in improving learning outcomes than traditional learning. Therefore, learning with VR effectively improves student learning outcomes on programming algorithm materials. Other researchers can conduct further research to explore and investigate the impact of VR on health and the use of remote learning.

Research on Measures to Improve Students’ Learning Effectiveness by Improving the Classroom Teaching Model

The importance of an effective classroom teaching model in enhancing students’ learning does not need to be overemphasized. With the development of society and the evolution of educational needs, the demand for innovative teaching strategies to meet different learning needs is also constantly developing. This article discusses various classroom teaching models, including traditional, flipped classroom, and project-based learning, and studies their advantages and disadvantages. By summarizing past literature, the study identifies the gaps in the current teaching model and puts forward strategies to solve these shortcomings. The research results show that although there is no single model that is universally valid, a hybrid method combining different models may improve learning outcomes. The government needs to formulate policies to emphasize the importance of teaching, schools need to provide a platform for teachers’ communication and students’ practice, and teachers also need to use scientific and technological tools to attract students’ attention in the classroom.

The effects of e-learning using educational multimedia on the ethical decision-making and professionalism of nursing students during the COVID-19 pandemic: a quasi-experimental study

BackgroundThe COVID-19 pandemic has created a great challenge for educational systems worldwide. During this time, educational centers have been encouraged to use e-learning programs to protect the population against infection. Online teaching has the greatest effect on the process of teaching-learning for certain topics, including professional behavior and commitment, which has prompted educational systems to use creative strategies for a greater effect on learners. The present study aims to determine the effects of e-learning using educational multimedia on the ethical decision-making and professionalism of nursing students during the COVID-19 pandemic.MethodsThis study was conducted using a quasi-experimental design with a control group. The statistical population comprised second-semester nursing students in a first-rank nursing school in north western Iran. The samples were selected using simple random sampling and were divided into experimental (n = 40) and control (n = 40) groups. In the first stage of teaching, the conventional training method of the COVID-19 pandemic was used in both groups. In the second stage of teaching, an in-person workshop was organized for the control group and an e-learning workshop using educational multimedia for the experimental group. Data were collected by a tool with three parts: Demographic information, the Nursing Dilemma Test (NDT) by Crisham based on the Nurse Principled Thinking, and the Nursing Students Professional Behaviors Scale (NSPBS) designed by Goz. Data were analyzed in SPSS 25 software.ResultsThere was a statistically significant increase in the post-test mean score of professionalism (125.70 ± 6.20 vs. 120.95 ± 9.28) and ethical decision-making (46.17 ± 3.81 vs. 44.02 ± 3.21) in the experimental group compared to the control group (P < 0.05).ConclusionThe learning environment affects learning, and e-learning using educational multimedia has a greater impact than in-person workshops on improved learning outcomes with regard to ethical decision-making and professionalism.

Influence of Contemporary Philosophical Teaching Approaches on Students’ Learning Performance in Selected Universities in China: Basis for an Enhanced Teaching Program

This study explores the influence of contemporary philosophical teaching approaches on students' learning performance in selected universities in China. The research specifically examines the extent to which philosophical approaches like Perennialism, Essentialism, Progressivism, Reconstructionism, and Behaviorism are manifested among educators and how these approaches impact students' engagement, attitudes, assignment quality, and grades. Utilizing a mixed-methods approach, the study involved a comprehensive survey of university teachers, followed by a quantitative analysis of the data. The results indicate that Progressivism and Reconstructionism are the most prevalent approaches, showing significant correlations with enhanced student engagement and improved learning outcomes. However, Behaviorism demonstrated a notable predictive ability in influencing students' performance through structured reinforcement strategies. The study highlights the importance of integrating diverse teaching methodologies to cater to varying student needs and promote holistic educational development. These findings provide a basis for proposing a more enriched and adaptable teaching program aimed at fostering a more interactive and student-centered learning environment.

Improving Learning Outcomes on History of World War II Material Through the Application of the Problem-Based Learning Model for Class XII-2 Students at SMA Negeri 5 Medan

This research aims to measure how effective the problem-based learning model is in increasing the understanding of class XII-2 students at SMA Negeri 5 Medan regarding World War II. Using the Classroom Action Research (PTK) method in two cycles, this research involved learning results tests and observations to collect data. The results of research using a problem-based learning model in class XII-2 students at SMA Negeri 5 Medan showed a significant increase in learning outcomes for World War II material. This is evidenced by the increase in the average student test score from 78 in the first cycle to 82 in the second cycle. Apart from that, observations also show an increase in student learning activities, such as group discussions and information seeking.

DEVELOPMENT OF CONTEXTUAL-BASED MODULES ON LINES AND ANGLES FOR SEVENTH GRADE STUDENTS AT SMP NEGERI 1 ULUSUSUA

This research aims to develop a module focused on lines and angles to enhance students' contextual skills. The study employs a Research and Development (R&amp;D) approach using the 4D model (define, design, development, disseminate), with data collected through validation, questionnaires, and tests, analyzed both qualitatively and quantitatively. Based on the findings, the lines and angles module is proven to be valid, practical, and effective. Subject matter experts rated it as valid (75%), media experts also rated it valid (74.07%), and language experts rated it as very valid (75%). In limited class trials, practicality was rated very high (average 4.57), and similarly high in field trials (average 4.43). Effectiveness in improving learning outcomes was moderately good in limited class trials (average 0.65) and field trials (average 0.68). The developed module is intended to support independent learning among students and assist teachers in effectively teaching mathematics.

Effects of Collaborative Support on Learning in Serious Games for Programming

This study examines the effectiveness of a collaborative support method in enhancing programming learning outcomes in a serious game. The game Code Hasp was developed to facilitate the comparison between two support methods, worked examples and a collaborative peer support approach. A total of 111 elementary school students participated, divided into two groups. The experimental group received collaborative support from teammates alongside worked examples, while the control group relied solely on worked examples. Pre- and post-test results and in-game data revealed that the collaborative support method improved learning efficiency and problem-solving skills. A notable effect of the process was the emergence of a leadership role in most collaborative groups. The game’s support design and shared goal structure mitigate potential problems associated with unbalanced participation. These findings suggest that collaborative support systems in serious games are a promising strategy for promoting engagement and improving learning outcomes in programming education.

Enhancing English as a Foreign Language (EFL) learning in Saudi Arabia: the academic contribution of YouTube in EFL learning and cultural awareness

The incorporation of technology in English as a Foreign Language (EFL) classroom has drastically transformed conventional learning models by offering innovative ways to boost students’ engagement and improve learning outcomes. This study investigates the impact of using YouTube as an educational tool to enhance EFL instruction in Saudi Arabia. A total of 200 EFL students were divided into two groups: An experimental group which used You Tube as a source of learning and another group which used normal curriculum. A mixed-methods approach was employed, combining quantitative data from a paired-sample t-test with qualitative feedback from students. The results for paired-sample t-test computations revealed a statistically significant difference (p = 0. 003) across the proficiency level indicating improvement in students’ speaking and listening skills at higher proficiency levels. Of the qualitative answers, motivational and participation enhancement were overemphasized. The research points that the integration of YouTube in EFL classrooms can lead to a remarkable increase in language learning especially in the learning area of listening and speaking abilities among the students. These results offer practical implications for educators seeking to integrate multimedia tools into their teaching strategies to promote more interactive and effective learning experiences.

Development of augmented reality media based on Assemblr Edu to enhance the learning outcomes

This study focuses on the development and evaluation of augmented reality (AR) learning media based on the Assemblr Edu application, aimed at enhancing the learning experience of fifth-grade students at SDN Tambaharjo 01. The AR media covers the subject of Community Economic Conditions and Natural Resources and Supporting Factors for Community Economic Activities. The research process included designing the AR content, validating it with experts, and conducting small and large group trials. This study investigates the development and effectiveness of AR learning media based on the Assemblr Edu application to improve learning outcomes in Natural Science and Social Studies for fifth-grade students at SD Negeri Tambaharjo 01. The research employs a quantitative approach with a Research and Development (R&amp;D) method, utilizing the ADDIE development model to create and assess the learning media. The study addresses low student performance in Natural Science and Social Studies by integrating interactive AR technology to make learning more engaging and effective.The developed AR media, which includes 3D and 2D interactive content, was validated by material and media experts, yielding a high validity score of 90.31%. Small and large group trials were conducted, showing significant improvements in student learning outcomes. Pretest and posttest results demonstrated an average score increase from 50 to 85, with a student response rate of 88.46% indicating the media's feasibility. Teachers also rated the AR media highly, with a response score of 91.34%, confirming its practical application in educational settings. The study concludes that the Assemblr Edu-based AR learning media is highly feasible and effective in enhancing student learning outcomes in Natural Science and Social Studies.

Application of the Jigsaw Learning Model to Improve Learning Outcomes in History Subjects Class XI-4 at SMA Negeri 14 Medan

This study seeks to enhance student learning achievements by implementing the Jigsaw learning model with Class XI-4 at SMA NEGERI 14 Medan. Currently, the learning outcomes and student engagement have not met expectations. Learning methods that are inappropriate and do not suit students' characteristics in implementing learning are one of the causes of the learning outcomes and student activity that are not achieved as expected. In using jigsaw learning, students work in small groups to solve tasks that have been divided, each group member is responsible for studying and understanding part of the learning material and then sharing their knowledge with other group members. In this process, In this approach, each student specializes in a specific section of the material and gains a deeper comprehension through teamwork with their peers on the content provided by the teacher. The findings of this study demonstrate that applying the Jigsaw learning model effectively enhances history learning outcomes for Class XI-4 at SMA NEGERI 14 Medan. The research indicates a notable improvement in student performance, with scores rising from 65.5% in the first cycle to 86.9% in the second cycle. Additionally, the study highlights improvements in students' communication, collaboration, and respect for the opinions and contributions of other groups.

The Effectiveness of Using Kahoot in Reinforcing Grammar and Writing for Ibn Tofail University EFL Students

This study explores the positive and negative aspects of using Kahoot to reinforce grammatical rules and writing skills among EFL students at Ibn Tofail University in Morocco. The findings reveal that Kahoot effectively enhances feedback validity, time management, and student motivation. Key motivational factors include engagement, the game-like nature of Kahoot, the evaluation system, anonymity, and competitiveness. However, the study also identifies several drawbacks, such as the potential loss of classroom objectives, accessibility issues, the creation of a tense environment, and limited opportunities for creativity. The research used a mixed-methods approach, combining quantitative data from student questionnaires and qualitative data from researcher observations. Results indicate that while Kahoot is a valuable tool for engaging students and improving learning outcomes, its implementation should be carefully managed to reduce potential disadvantages. Further research is recommended to expand the sample size, include diverse student populations, and explore the long-term effects of Kahoot in various educational contexts.

Assessment methods and their impact on learning outcomes in education

This article takes a look at the various ways through which assessment is conducted in education and how these methods have impacted the learning outcomes of students. There are two major approaches that have taken center stage: formative and summative assessment. While formative assessment is a continuous process, informing students of feedback that allows them to monitor, identify, and correct their mistakes during the learning process, summative assessment measures the knowledge attained at the end of a given academic period. Quantitative analysis of results from 300 students, through a mixed-methods approach, together with qualitative interviews with teachers, indicates that students who consistently go through formative assessments have an average gain in scores of 12%, while the average improvement for students who are majorly subjected to summative assessments is 6%. It is for this reason that such findings have stressed the need for integration of formative assessment as an integral strategy that could help improve learning outcomes, rather than having the dependence solely on summative assessments.

Canva-based E-comic on the Dangers of Plastic Waste Environment as Learning Media for IPAS Effectively Improve Learning Outcomes

The decline in IPAS learning outcomes and focus on the material on the dangers of plastic waste is indicated by the unawareness of disposing of waste in its place. The purpose of this study was to develop Canva-based E-comics on the material of the Dangers of Plastic Waste for the Environment as an Effective IPAS Learning Media to Improve Learning Outcomes. The subjects used were fifth grade students of SDN Ngijo 01 Semarang. The method used is development research with the ADDIE model. Data collection used interviews, observations, tests, and questionnaires. Data analysis used descriptive and inferential statistical techniques. Development through five stages namely analysis, design, development, implementation, and evaluation. The results of media feasibility included a feasible category based on the assessment of material experts, media experts, linguists, and teacher and student response questionnaires. The effectiveness of e-comic is in the effective category to be used based on the increase in student learning outcomes after using this media. The conclusion is that the Canva-based e-comic media developed is valid, feasible, and effective in the teaching and learning process of the material on the dangers of plastic waste in IPAS subjects.