Include Learning Outcomes Research Articles

EVALUATING THE EFFECTIVENESS OF PHYSICAL AND ONLINE AWARENESS CAMPAIGNS IN ENHANCING UNDERSTANDING OF SPEECH AND LANGUAGE DELAYS AMONG UNIVERSITY STUDENTS

This study assesses the effectiveness of physical and online awareness campaigns in increasing understanding of speech and language delays within the International Islamic University Malaysia (IIUM) community. Utilizing a quasi-experimental design, 35 IIUM students participated in an intervention comprising social media engagement and an exhibition-like physical campaign. Pre-test and post-test surveys measured the level of understanding, revealing a significant increase in comprehension (pre-test M=20.3, post-test M=32.0, t(34)=8.74, p<.001). Thematic analysis of participant feedback identified key themes including learning outcomes, quality of information, misconception reduction, presentation quality, and overall positive experience. Findings align with existing literature, demonstrating that well-designed awareness campaigns effectively enhance knowledge and reduce stigma associated with speech and language delays. However, limitations such as a small sample size and lack of validated measurement tools suggest the need for further research. This study underscores the importance of multifaceted awareness strategies in promoting early diagnosis and intervention, ultimately contributing to improved developmental outcomes for affected children.

The Purpose of Second Level Engineering Education: An examination of curricular consistency and industry alignment

ABSTRACT This paper presents an analysis of learning outcomes presented within the Engineering subject specification that caters to students between the age of 12–15 years in the Republic of Ireland. The subject is the result of a recent curricular reform that included a redesign of all mainstream subjects delivered in the first 3 years of second-level schooling in Ireland. The study investigates the alignment between stated aims of the subject and its corresponding learning outcomes using content analysis methodology. Learning outcomes are categorised in alignment the Tuning-AHELO Framework, which outlines competencies associated with the engineering profession. Findings reveal both alignment and divergence between the aims of the subject specification and the included learning outcomes. When considered within the categories defined by the Tunning-AHELO Framework, learning outcomes exhibit a distinct focus on ‘Engineering Practice’, which is centred on manufacturing activities. Comparatively, few ‘Engineering Science’ and ‘Design’ learning outcomes were observed. The findings are considered within the ongoing reform of the subsequent Senior Cycle Engineering curriculum with a view to enhancing alignment with broadly established engineering competencies and supporting future curriculum development.

The effect of REACT model implementation on learning outcomes and critical thinking skills of students of SMAN 9 KENDARI

Quality human resources will be formed if education focuses on improving students’ skills. Of course, the foundation of education must be quality. Qualified human resources will later be responsible for making Indonesia a good country in all fields. This study aims to examine the effect of applying the REACT learning model (Relating, Experiencing, Applying, Cooperating, Transferring) on learning outcomes and critical thinking skills of students of SMAN 9 KENDARI. Quantitative research method with experimental research type. The research design used was post experimental control design. The research location was at SMAN 9 KENDARI. The instruments used include learning outcomes test and critical thinking skills test. The data obtained were explained using statistical tests to see the differences between the experimental group and the control group in chemistry subjects. The results showed that the application of REACT model significantly improved students’ learning outcomes and critical thinking skills compared to conventional learning methods in chemistry subjects. The findings indicated that the REACT model was effective in improving the quality of learning and developing critical thinking skills of students of SMAN 9 KENDARI, especially in chemistry learning.

Pedagogical uses of AI tools: reflection on a case study

Academic writing is central to assessment in UK universities (Goodfellow, 2005). The emergence of easily accessible generative artificial intelligence (GenAI) tools took the sector by storm, with some voices raising critical concerns about academic integrity and the de-skilling of writing, while others pointed to the developmental and time-saving opportunities these tools can offer (OpenAI, 2023; UNESCO, 2023). This presentation reflected on the author’s experience of designing and delivering a workshop on ‘Introduction to proofreading techniques using AI tools’. The workshop was developed as part of a broader Academic Innovation Project designed to support the developmental and ethical use of GenAI tools by student writers at one institution in line with internal and emerging sector policies (such as Russell Group, 2023). The presentation outlined the workshop plan, including learning outcomes and sample activities, alongside highlighting some of the challenges experienced during the design process. It also offered critical insights into the delivery and impact on student learning, with reference to the author’s reflections as well as student engagement and feedback. A major challenge that can be transferable to other pedagogical uses of GenAI tools was the difficulty in navigating the thin line between, on the one hand, encouraging workshop participants to experiment with a range of tools in a safe learning space and, on the other hand, raising their awareness of the ethical implications and potential risks that over-reliance on such tools may pose to their learning, particularly the development of their academic writing.

Research on Knowledge Discovery and Sharing in AIGC Virtual Teaching and Research Room Empowered by Big Data Analysis and Natural Language Processing Algorithms

This paper introduces a pioneering framework named Deep Reinforcement Learning based AI-Generated Content for Virtual Teaching (DRL-AIGC-VR), which aims to transform the landscape of online education and research. At the heart of this system is the integration of Deep Reinforcement Learning (DRL) and Natural Language Processing (NLP), making it exceptionally suited for the dynamic and evolving environment of virtual teaching and research rooms. The uniqueness of DRLAIGC-VR lies in its adaptive content curation and presentation capabilities, achieved through a combination of Deep Q-Networks (DQN) with attention mechanisms. This innovative approach allows the system to personalize learning experiences by tailoring them to individual student performance and engagement levels. Simultaneously, it focuses on presenting the most pertinent information, thereby streamlining and optimizing the learning process. One of the most significant features of this system is its ability to handle and analyze large-scale educational data, a vital aspect in today’s big data-driven world. This capability ensures that DRL-AIGCVR offers a highly interactive, responsive, and efficient learning environment, addressing the varied requirements of students and researchers. The implementation of DRL-AIGC-VR in virtual educational settings has shown remarkable improvements in several key areas, including learning outcomes, student engagement, and knowledge retention. These enhancements are indicative of the substantial progress that the framework brings to the domain of virtual education, positioning it as a leading solution in the realm of AI-driven learning platforms. Overall, DRL-AIGC-VR represents a significant step forward in harnessing the power of AI to enrich and elevate the educational experience in virtual settings, paving the way for more advanced, personalized, and effective online learning and research methodologies.

MANAGEMENT INTERPROFESSIONAL EDUCATION OF ETHICS COURSE ON HANDLING NONCOMMUNICABLE DISEASES

Interprofessional education has been defined as a process learning program which includes learning outcomes, lecturers, material topics and skills enabling a synergistic influence of grouped student competence, so that interprofessional education becomes one of the initial stages for introducing collaboration and teamwork to students so that they can be applied of work. The explore the appropriateness and meaningfulness of Ethics and Health Law Course-based learning for nursing students. The research is a research and development design whose stages were carried out for 6 months with a research sample of 40 respondents, namely first semester students of the postgraduate nursing program. The results of this study showed that the significant for the materials of ethics, curriculum, learning outcomes (P=0.000). The students showed active participation, communication and good collaboration regarding health problem solving on handling non-communicable diseases. Management of interprofessional education (pretest = 54.32 and posttest mean 67.48) is needed in health education, as an approach to the learning process, includes the flexibility to respond to the specific (P=0.002), self-identified learning needs of students (P= 0.000). The results of the focus group discussion showed that knowing how to learn, having high expectations in problem solving, applying competencies to case tasks, collaborating with others, and being creative are all signs of a capable practitioner. There are important characteristics that determine the effectiveness of interprofessional education ethics courses, including faculty and students who consider their roles important to the team, open communication, autonomy, and equality of resources so that interprofessional education has a positive impact on the development of holistic care to improve the quality of patient care.

Optimizing Quality Approaches and Investigating Lecturers' Perception for Course Quality Assurance in Higher Education

Courses are the fundamental building blocks of educational programs, serving as a tangible representation of student attainment and the desired learning outcomes of the program. Despite their pivotal role in education, however, a standardized framework for the development, implementation, and enhancement of course specifications remains elusive. Given that different programs may employ varying formats with differing levels of detail, it is critical to establish a universal framework that enables instructors to adhere to quality standards at the program level. To this end, leveraging the ASEAN University Network – Quality Assurance (AUN-QA) and Quality Matters Rubric, this study seeks to optimize course quality assurance requirements and assess lecturers' perception of these proposed guidelines. Drawing on document analysis, semi-structured interviews, and importance-level measurement, the findings of this study underscore the significance of eight criteria, comprising a total of 25 quality requirements, in ensuring course quality. These criteria include learning outcomes, structure and content, instructional approaches, learning assessment, learner support, staff, and output. Notably, these criteria align with the Plan-Do-Check-Act (PDCA) cycle theory, thereby promoting continuous improvement in education.

Peningkatan Keterampilan Menulis Surat Pribadi Dengan Pendekatan CTL Pada Siswa Kelas VII SMPN 1 Beringin

This research is a type of classroom action research (PTK) which uses a qualitative approach. The CTL (Contextual Teaching and Learning) approach is the approach used in this research. The research subjects were students in class VII-2 of Beringin 1 State Junior High School in the 2023/2024 academic year, consisting of 32 students, namely 13 boys and 19 girls. Data collection techniques include objective tests, observation, direct question and answer, documentation, and field notes. The instruments used include learning outcomes tests, assessment of students' attitudes and emotions, assessment of writing skills based on assignments, as well as observation sheets from the research process. The results of reflection and data analysis during cycles I and II of the learning process show that the implementation of CTL has gone well. Students are very involved in learning activities and most have completed assignments. The indicators for implementing learning using the CTL method in cycle II entered the very good category or 90.

More personal, but not better: The personalization effect in learning neutral and aversive health information

AbstractBackgroundAccording to the personalization effect in multimedia learning, the use of personal and possessive pronouns in instructional materials (e.g., ‘you’ and ‘your’) is beneficial. However, current research suggests that the personalization effect is inverted for emotionally aversive content (e.g., illnesses).ObjectiveThis study investigates whether a beneficial personalization effect can be observed for emotionally neutral health‐related content whereas the effect may be reversed for emotionally aversive health‐related content.MethodsIn this study, 139 university students learned both emotionally aversive learning content on type 1 diabetes (within‐factor) that was presented in either personalized or non‐personalized language (between‐factor). The presentation order of the content (neutral first vs. aversive first) was controlled (between‐factor), resulting in a 2 × 2 × 2 mixed design. The dependent variables measured include learning outcomes (regarding retention and transfer), state anxiety, extraneous cognitive load, motivation and learning time.Results and ConclusionsIn the transfer test, learners generally performed better when learning with non‐personalized instructional materials than with personalized instructional materials, regardless of whether the content was emotionally neutral or aversive. The results raise questions regarding the robustness of the personalization effect and the underlying mechanisms of the inverted personalization effect. An alternative explanation to be investigated is whether the direct reference to a disease that the participants do not have (here: ‘your type 1 diabetes’) leads to schema interference, which could be responsible for poorer learning performance—even if the learning content about the disease can be considered emotionally neutral.

Analysis of Integrating Local Potential in Science Learning and its Effect on 21st Century Skills and Student Cultural Awareness: Literature Review

Integrating local potential in science learning is an effort to introduce culture to the younger generation by linking indigenous knowledge into scientific knowledge. This study focuses on examining research conducted in the past five years, specifically those published in SINTA 2 to 4, that delve into the integration of local potential in science learning. The research employs a qualitative approach, utilizing a literature review of 30 articles chosen based on their classification, which explores the fusion of local potential and the unique culinary traditions of a region in science education. The results of the papers are in the form of classification for educational research in the fields of science, physics, chemistry, and biology. The results of the analysis show that the integration of local potential in science learning is combined with learning models and methods such as STEAM, Inkuriri, Discovery Learning, using PBL and PJBL models. Integration of local potential in science learning can improve 21st century skills including learning outcomes, concept understanding, critical thinking skills, problem solving skills, environmental literacy and students' love for local culture and problem-solving skills. The most significant results are learning outcomes and understanding of student concepts.

Validasi Pengembangan Modul Ajar Virus Berbasis Problem Based Learning (PBL) Untuk Mata Pelajaran Biologi Fase E SMA/MA

In the Merdeka Curriculum, teachers are required to develop learning tools that include Learning Outcomes (CP), Learning Objective Flow (ATP), and teaching modules as a mandatory task for teachers. The implementation of the Independent Curriculum is still faced with a number of obstacles. Teachers experience difficulties in implementing learning based on the Independent Curriculum, mainly due to a lack of adequate socialization. Teachers need time to learn to adapt to new curriculum changes. One of the demands of the Independent Curriculum is the preparation of learning tools in the form of teaching modules. However, observation results show that teachers still do not have complete teaching modules, especially for phase E. This teaching module is a learning plan in the Independent Curriculum which contains worksheets for students and teaching materials. This research uses a type of development research with a 4D model, which consists of the Define, Design, Develop and Disseminate stages. However, due to time constraints, the Disseminate stage was not carried out in this study. The research subjects included two lecturers from the Biology department, FMIPA UNP and five Biology teachers. Based on the research results, the virus teaching module developed based on problem based learning is considered very valid with a validation value of 91%, and has a readability level with very readable criteria, with a readability value reaching 94%.

Instructor Reflections from a Graduate-level Course on STEM Education Research and Practice

The University of Guelph has piloted a graduate-level course on STEM Education. The course sought to balance research and practice lenses, including learning outcomes and activities related to learning theories, epistemologies, research methodologies, and an embedded Instructional Skills Workshop. The course was intentionally designed to target affective learning domains, challenging learner beliefs and values about teaching and research. The aim is to share critical reflections from the co-instructors following the first offering of the course, with a focus on philosophical approaches, expectations, student perceptions, threshold concepts, and the negotiation of meaning. Key themes identified in both reflections included: exploration, transformation, climate & community and logistics & operations. These themes illustrate learning as a process, depending on the openness of learners to question pre-existing beliefs, and re-build existing mental models. The resulting transformation is aided by collaboratively learning with others, where different perspectives and values help students uncover their own.

Revisiting Basic School Social Studies and Human Value Education Curriculum in Nepal

Social studies were already taught in schools in Nepal, and the contents of human values education have recently been incorporated into social studies. In the context of Nepal, this subject is completely new and it is necessary to study whether the implementation of the Basic School social studies and human value education curriculum including learning outcomes, content, teaching methods, and assessment procedures of this subject is effective. For this purpose, a mixed method has been used in this study. First of all, data and information were collected using a survey questionnaire. Thus, this study can be termed as a descriptive survey method. Secondly, an in-depth interview was also conducted to explore the perceptions of the respondents. Thus, this study may be termed a general qualitative method. Convenient sampling was used as a sampling procedure. Thirty social studies and human value education teachers from Basic Schools were selected as samples in this study. The findings of the present study reveal that there is a big gap between the philosophy of social studies and human values education curriculum and the social norms, values, and culture of Nepali society. Therefore, it is challenging to implement this curriculum effectively. Similarly, in the dissemination of the curriculum, the concept of the new curriculum has not been reached to all the teachers across the country. The findings of the present study further indicated that the learning outcomes, contents, and pedagogical practices of the curriculum should be improved. Last but not least, the role of parents, stakeholders, and students is crucial in the implementation of the Basic School social studies and human value education curriculum.

Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education: A Scoping Review

Background: Experiential learning environments are beneficial for the development of generic learning outcomes, such as critical thinking, communication, and self-regulation. However, research about the variation in experiential learning activities and their benefits is scattered across several bodies of discipline-specific literature. Purpose: The aim is to map the design elements of experiential learning environments across domains and to uncover their relation with generic learning outcomes. Methodology/Approach: Using a scoping review study, 22 studies were subjected to qualitative analysis. Findings/Conclusions: The design elements were related to authenticity, structure, and agency, and learning outcomes in the cognitive, affective, metacognitive, and socio-communicative domain. Confidence and communication skills were the most often included learning outcomes, followed by teamwork and problem-solving. The design elements that were most prominently present across learning outcomes were related to individual agency within group work during the activity and authenticity represented in interactions with peers. Further, we identified seven patterns about how design elements relate to generic learning outcomes. Implications: Addressing the design of experiential learning environments on a more fine-grained level is needed to increase insights of which generic learning outcomes are being fostered, and to enhance comparability of research findings within and between types of experiential learning environments.

Gamification Intensity in Web-Based Virtual Training Environments and Its Effect on Learning

Gamification approaches to learning use game-inspired design elements to improve learning. Given manifold design options to implement gamification in virtual environments, an important but underexplored research area is how the composition of gamification elements affects learning. To advance research in this area, we systematically identified key design elements that have shown promise in leading to positive learning results. We then conducted an experiment in which we varied gamification intensity in web-based virtual training environments for a procedural industrial task. 355 participants were divided into a baseline group without gamification, a basic, and an advanced gamification group. Analysis of participants' learning included learning outcomes (time-to-completion and number of mistakes), affective learning factors (motivation, self-efficacy, satisfaction), learning system usability, and perceived cognitive load throughout the learning process. The results did not show any statistically significant differences between the lower and higher levels of gamification intensity. Conversely, we found that participants’ computer gaming habits and technical equipment (display size and computer pointing device) significantly influenced learning.

MANAJEMEN KURIKULUM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

Implementation of Islamic Religious Education (PAI) curriculum management is an effort to make the PAI learning process a success. When the PAI curriculum is managed well, PAI learning objectives will be easily achieved. The research aims to describe PAI learning curriculum management. This research uses a qualitative research approach with the type of library research. The results of the research show that: 1) PAI learning planning is a decision-making process about what must be done to achieve PAI learning objectives are determining effective time and week allocations; Prepare Prota, Promissory Note, Syllabus and RPP; 2) the implementation of the PAI learning curriculum is the ongoing process of teaching and learning in the classroom which is the core of activities in educational institutions. 3) The implementation of the PAI learning curriculum includes three learning stages, namely the introductory or pre-learning stage, the core of learning and the conclusion of PAI learning; 4) evaluation of the PAI learning curriculum is a process for monitoring and assessing the learning process that has been carried out and the abilities of students who have carried out PAI learning activities, both assessing the knowledge, attitudes or behavior and skills of students. Evaluation of the PAI learning curriculum includes two aspects, namely evaluation of learning outcomes and evaluation of the learning process. The PAI learning curriculum evaluation tools include learning outcomes tests, test criteria and types of tests

The Use of Quizizz: Classroom Action Research on Financial Transaction Materials

In this study, researchers want to prove whether the use of Quizizz and Learning Videos and Zoom Meetings which are equipped with Online Assessments Using Google Form can improve the learning outcomes of Recording Financial Transactions for Students of eleventh-grade Automation and Office Management Program of Vocational High School 1 Surabaya. Research on Financial Transaction Recording is equipped with Online Assessment using Google Form for students in the eleventh-grade Automation and Office Management Program of Vocational High School 1 Surabaya. After applying the use of Quizizz, learning outcomes increased by more than 65% of students have completed learning and the average overall score of students reached more than 65. In each lesson, the researcher explains the learning material using Quizizz and learning video media through Zoom meetings which are equipped with online assessments using Google Form. Various instruments used in this study include learning outcomes test sheets in the form of student respondent questionnaires, pre-tests and post-tests, observation sheets, interview sheets, student response questionnaires, and student worksheets. After the class action research was conducted there was a significant increase. Cycle 1 was 70% and cycle 2 was 94.00%. The average score obtained has increased from cycle 1 of 76 (quite good), and cycle 2 of 87 (good).

Capaian Pembelajaran Seni Musik Pada Kurikulum Merdeka Sebagai Wujud Merdeka Belajar

Purpose: Curriculum development in Indonesia has become a polemic with the existence of the Kurikulum Merdeka, which discusses learning outcomes that should be one of the answers to overcome learning objectives that have not been achieved in the previous curriculum. This article seeks to provide an overview of learning outcomes, especially in music subjects in the Kurikulum Merdeka, as a form of independent learning in schools, which is expected to be an understanding that educators can internalize about the importance of learning outcomes in music subjects. Method: The literature study is used in this research by collecting data through online media, articles, and books related to music learning outcomes in the Merdeka Curriculum in schools. Result and Discussion: This research describes the learning outcomes of music as a form of independent learning. The discussion reviewed includes learning outcomes, objectives, and characteristics of music learning in the Merdeka Curriculum. Music teaching in the Merdeka Curriculum is divided into phases A to F, and there are five elements included in music learning, including experiencing, reflecting, thinking and working artistically, creating, and impacting students and others. Music art subjects aim for students to be able to express, be sensitive, develop a sense of musicality, and be aware of their musicality.

The Preparation and Implementation of School Improvement Plans (SIPs): Its Implication in Improving Learning Outcomes

In the last two decades, Nepal’s community (public) schools have been preparing, Implementing and reviewing School Improvement Plans (SIPs) periodically. Schools submit SIPs to the Local Government (LG) to get disbursed school funds annually. One of the components of SIP includes learning outcomes (MoE, 2017).In this context, there is a general lack of research on the process of making Sips and its effects on learning outcomes. To fill the existing lack of knowledge in this field, this research aims to answer two interrelated questions. First, what is the policy process of preparing SIP and how it is practiced? Second, what are the effects of teaching and learning process as envisioned in the SIPs on students ‘learning outcomes?
 This research applies qualitative methods, analysing content of selected Sips of three community schools of Kailali district from the far western region, especially focusing on the plans to improve learning outcomes. Building on these findings, case studies are conducted in the schools using semi – structured interviews by taking into consideration experiences of teachers, students, parents, SMC/PTA Chairs and members, resource persons and LG authorities (ten interviews in total) in July 2019, exploring how SIP has been understood and realized in practice on the ground. It is generally observed that the process of preparing and implementing SIPs has positive correlation with learning outcomes even if it is minimal over the time. In fact, the will – power on the part of school stakeholders is the key for the quality SIP, and the policy as envisioned at the centre has partially been implemented at grassroots.

Outcome-Based Education Pyramid: A Comprehensive Framework for Enhancing Educational Outcomes

Outcome-Based Education (OBE) is a student-centered approach that focuses on defining clear and measurable learning outcomes. It provides a structured framework to design curricula, deliver instruction, and assess student performance based on these outcomes. This research article aims to explore the concept of the Outcome-Based Education Pyramid, a comprehensive framework that supports the implementation of OBE. The article discusses the key components of the pyramid, including learning outcomes, instructional strategies, assessment methods, and continuous improvement. Furthermore, it examines the benefits and challenges of implementing the Outcome-Based Education Pyramid in educational institutions.