Learning Achievement Research Articles

Teacher support as antecedent of students’ academic achievement in EFL learning: Mediating role of academic buoyancy

Teachers’ academic support has been empirically shown to positively influence academic performance through both case studies and quantitative research. However, the mechanisms underlying this relationship remain inadequately explored. This gap is particularly evident in the domain of teaching English as a foreign language (EFL), where the integration of positive psychology warrants investigation into how teachers’ academic support fosters students’ academic buoyancy, subsequently enhancing academic performance. To address this issue, the present study engaged 610 secondary school English learners (292 females, representing 47.5%) in a questionnaire survey. A structural equation modeling analysis was conducted, controlling for variables such as age, gender, and family resources. The findings reveal two key insights: first, both teachers’ academic support and academic buoyancy exert significant positive effects on academic performance; second, academic buoyancy serves as a partial mediator between classroom academic support and academic performance. These results underscore the importance of understanding the nuanced roles that teacher support and psychological factors play in educational outcomes. Implications, limitations and direction for further research are discussed.

A narrative inquiry of an undergraduate student in TEFL in developing her identity as an engaged reader

PurposeThis retrospective narrative inquiry explored an undergraduate student’s lived experience in negotiating her identity as an engaged reader of English as a foreign language.Design/methodology/approachNarrative inquiry was employed to gain a deeper and better understanding of the participant’s engagement in reading courses. Olif (pseudonym, female) was recruited due to her significant learning achievements and willingness to share her experiences. To collect the data, we conducted several online interviews with her. To triangulate our findings, we also asked her to share her learning artifacts from the reading courses.FindingsThe thematic analysis revealed two major findings. First, her reading engagement is driven by both personal and academic motivation. Furthermore, her involvement in collaborative reading tasks fosters a deeper comprehension of texts and enhances creativity.Research limitations/implicationsThe study has two major limitations. First, it interviewed only one student and was conducted over a relatively short period. Second, it examined the participant’s experience across three different reading courses, which potentially lacks deeper insights into how each course uniquely contributes to learning engagement.Originality/valueThe study concludes that promoting personalized and collaborative reading tasks enables undergraduate students to develop their identity as engaged readers. Despite focusing on a single participant, this study offers a unique perspective on how the participant’s voice can potentially impact teachers’ pedagogical design in reading classrooms.

The use ADDIE model to improve the competence of the higher education task force in obtaining competitive funding for the independent campus program

PurposeThis research aims to improve the competence of the task force of vocational higher education study programs in preparing a proposal for the Vocational Higher Education Strengthening Program-Private University (VHESP-PU) of the Independent Campus Program.Design/methodology/approachThis type of research is R&D by applying the ADDIE model procedures. The research subjects were 30 lecturers assigned as study program task forces from 15 private universities in North Sumatra. The techniques to collect data are tests and questionnaires. Data analysis techniques use quantitative descriptive statistics.FindingsThe application of the ADDIE Model was proven effective in achieving training objectives based on the mean comparison analysis between the pre-test and post-test, showing an increase. The maximum score achieved by participants also increased by 9.52% from 84 to 92. Participants' evaluation of the implementation of the training was also dominant in the “Good” and “Very Good” categories. The training learning achievements that participants have obtained will help prepare higher-quality VHESP-PU proposals for each fiscal year to optimize training sustainability.Research limitations/implicationsThe fact that only 15 universities participated in the training underscores the urgent need for ongoing training using the ADDIE model. This will ensure that more participants from private universities in North Sumatra can benefit from this practical approach to proposal preparation.Practical implicationsUsing the ADDIE model to prepare VHESP-PU proposals is an innovative approach that can inspire similar applications in other fields. This research demonstrates that the ADDIE model, usually associated with instructional design, curriculum or learning materials, can also effectively prepare funding proposals using a competition scheme.Originality/valueThe use of the ADDIE model in preparing VHESP-PU proposals is an innovation because ADDIE is usually more related to developing instructional design, curriculum or learning materials rather than funding proposals using a competition scheme.

Penerapan Direct Method dalam Meningkatkan Prestasi Belajar Peserta Didik pada Mata Pelajaran Bahasa Arab Kelas 1C MTs di Pondok Pesantren Daarul Rahman Jakarta

This research is motivated by the problem of low grades in Arabic language learning subjects in class 1C MTs Daarul Rahman Islamic Boarding School, South Jakarta. The research method used is Classroom Action Research (PTK), data collection techniques with observation, oral and written tests, documentation. In this study, the subjects were students of class 1C MTs Daarul Rahman Islamic Boarding School, South Jakarta in the 2022/2023 school year consisting of 40 students. The object in this study is the improvement of students' learning achievement in Arabic language subjects using the direct method of class 1C MTs Daarul Rahman Islamic Boarding School, South Jakarta. The increase in students' learning achievement in Arabic language subjects has increased, it can be seen from each cycle that changes have occurred. In the pre-cycle the results were 62%, increased in cycle 1 with a result of 66%, and in cycle 2 increased with a result of 73%. From the learning activities that have been carried out, the learning achievement of students' Arabic language has increased and has reached the predetermined success criteria, it shows that the direct method is successful in improving students' Arabic language in class 1C MTs Daarul Rahman Islamic Boarding School, South Jakarta.

From recorded to AI‐generated instructional videos: A comparison of learning performance and experience

AbstractGenerative AI (GAI) and AI‐generated content (AIGC) have been increasingly involved in our work and daily life, providing a new learning experience for students. This study examines whether AI‐generated instructional videos (AIIV) can facilitate learning as effectively as traditional recorded videos (RV). We propose an instructional video generation pipeline that includes customized GPT (Generative Pre‐trained Transformer), text‐to‐speech and lip synthesis techniques to generate videos from slides and a clip or a photo of a human instructor. Seventy‐six students were randomly assigned to learn English words using either AIIV or RV, with performance assessed by retention, transfer and subjective measures from cognitive, emotional, motivational and social perspectives. The findings indicate that the AIIV group performed as well as the RV group in facilitating learning, with AIIV showing higher retention but no significant differences in transfer. RV was found to offer a stronger sense of social presence. Although other subjective measures were similar between the two groups, AIIV was perceived as slightly less favourable. However, the AIIV was still found to be moderately to highly attractive, addressing concerns related to the uncanny valley effect. This research demonstrates that AIGC can be an effective tool for learning, offering valuable implications for the use of GAI in educational settings. Practitioner notesWhat is already known about this topic Instructional videos, especially those featuring a teacher's presence, have been widely used in second language learning to facilitate learning. Producing instructional videos is costly and burdensome. Generative AI has great potential for generating educational content. What this paper adds An AI‐generated instructional video (including generated lecture text, voice and appearance) demonstrated greater improvement in students' retention performance in English word learning than a traditional recorded video. Students perceived no significant differences between the AI‐generated instructional video and recorded video in satisfaction, motivation, trust, cognitive load, emotions and parasocial interaction dimensions, although the AI‐generated instructional video group reported slightly lower values. Despite AI‐generated instructional video eliciting a significantly lower value of social presence than recorded video, it led to a reduction in cognitive load and better performance. Implications for practice and/or policy We recommend using the AI‐generated instructional video in both physical and online classes for its positive effects on both learning achievement and learning experience. The findings indicate the equivalence principle in AI‐generated content, highlighting that the appearance, voice and lecture text generated by current AI technology have reached a certain level of quality.

HSK TEST ANXIETY OF CHINESE LANGUAGE LEARNERS IN UNIVERSITY STUDENTS

Anxiety can affect the foreign language learning process negatively. Chinese language as one of the developed foreign languages in Indonesia faces this problem too. In the Chinese language, there is language testing called HSK or Hanyu Shuping Kaoshi. Test Anxiety is one of the students’ problems. Test anxiety in the Chinese language influence in student's learning process and achievement. This research aims to find and analyze students’ Chinese language test anxiety of HSK. The research method is descriptive quantitative and the procedure will be using a questionnaire that gives to the students—the anxiety measurement using Sarason TAS (Test Anxiety Scale). The result is anxiety level belongs to TAS moderate level with data mean 20, 43 points.

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.

Experiential Teaching Method Enhance Surgical Nursing Learning Achievements and Learning Attitude of Five-Year Higher Vocational Nursing Students

China’s higher vocational nursing education continues to develop. Teaching methods based on classroom lectures are difficult to achieve high-quality teaching results. Nowadays, clinical nursing has an increasing demand for all aspects of higher vocational nursing students. “Surgical Nursing” is a required course for nursing students and the key content of the nurse professional qualification examination. Experiential teaching was introduced as an innovative teaching method. The research aims to achieve several goals: 1) To compare the surgical nursing learning achievement of students between using experiential teaching and traditional teaching methods. 2) To investigate student attitudes toward learning surgical nursing course after using experiential teaching activities. Participants were five-year vocational nursing students studying nursing at a university in Sichuan, China. A control group of 46 students and an experimental group of 46 students were selected through cluster random sampling. This study used the learning achievements and learning attitudes of surgical nursing as research tools. The results of the study showed that participants’ learning achievements and learning attitudes in surgical nursing were significantly improved in experiential teaching methods. These findings highlight the effectiveness and practicality of experiential teaching in higher vocational nursing education. It is recommended that further research be carried out to Experiential teaching methods are used in the teaching of other majors to promote the sustainable development of teaching.

The Effect of Students' Engagement on Their Learning Achievement in EFL Online Courses

Engagement is an essential aspect of students' success in learning. Even though students' engagement with learning has been widely investigated, the level of learners' online engagement and the relationship between learners' online engagement and their achievement, especially in the English as a foreign language (EFL) context, using a learning management system (i.e. Blackboard), remains unexplored. To fill that gap, this study examines the effects of learner engagement, using its three dimensions (behavioural, emotional, and cognitive), on students' achievement in learning EFL in online courses. In total, 189 college students participated in the study. Data was analysed using the second-generation analysis technique structural equation modelling (SEM) to examine the relationships among constructs and test the hypothesis. Results revealed that students' engagement significantly affected their achievement in learning EFL in an online environment.

Relationship Between Breakfast Habits and Learning Achievement in Student of Senior High School 1 Kertosono Nganjuk Regency

Breakfast is an actual meal that is had between 6:00 and 9:00 in the morning and contribute provide 15 to 30 percent of the daily energy intake. Breakfast in the morning is very important for school children because it will have an impact on their learning achievement. This study aimed to examine the correlation between breakfast habits and learning achievement in students of SMA Negeri 1 Kertosono Nganjuk Regency. This study uses a cross-sectional design and is an analytical observational study. Simple random sampling was the sample method employed, with a sample size of 58 students. The data collection method was carried out by interviewing breakfast habits and taking data on the value of the 2nd Midterm Exam in the 2023/2024 academic year. The results of statistical tests utilizing the Spearman Rank Correlation test appear that there's no relationship between breakfast habits and learning achievement in students of SMA Negeri 1 Kertosono Nganjuk Regency. Nevertheless, students are expected to always have breakfast every day with a diverse menu and portions in accordance with balanced nutrition guidelines before carrying out learning activities at school.

Harnessing Leadership Styles to Enhance the Effectiveness of Secondary School Dynamics in the Vhembe District

The study aimed to explore the relationship between leadership styles and their effectiveness in enhancing the culture of secondary schools in the Vhembe District, South Africa. The study aimed to identify how different leadership approaches impact educator performance, learner achievement, and overall school dynamics. It also sought to provide recommendations for fostering leadership practices that positively influence these domains. A qualitative research approach was used, using purposive sampling to select 20 participants with substantial experience and knowledge of leadership dynamics within secondary schools in the Vhembe East District. The study collected in-depth insights into the various leadership styles practised and their effects on the school environment through interviews and observations. Key findings revealed a variety of leadership styles, from democratic to authoritarian, and their differing impacts on educators and learners. While collaborative and culturally responsive leadership practices enhanced school culture and performance, inconsistent or overly authoritative leadership led to challenges such as low educator morale and poor learner outcomes. The power and influence theory and Leadership trait theory provided a framework for understanding the dynamics of power and the traits that contribute to effective leadership. The study indicated that enhancing collaborative leadership, promoting culturally responsive practices, and maintaining consistency in leadership approaches are crucial to improving leadership quality in secondary schools. These findings contribute to the scholarship by offering practical insights that can guide the development of leadership training programs and inform policy-making in educational leadership, ultimately aiming to cultivate positive and supportive school dynamics. Keywords: Leadership, Leadership Style, School Ecosystem, Leadership Effectiveness, Leadership Trait.

Developing the Learning Achievement of Motion and Force and Analytical Thinking of Grade 8 Students Using Integrated STEM Education and Inquiry-Based Learning

This Study aim to investigate the effects of integrated inquiry-based and STEM education learning management on Thai grade 8 students’ analytical thinking and learning achievement. The research employed a one-group experimental design with 37 grade 8 students from a public school in Khon Kaen Province, Thailand, selected through purposive sampling. The instruments used in this study included an inquiry-based STEM education integrated learning management plan, a learning achievement test on motion and force, and an analytical thinking test. Data were collected through pretests and posttests on learning achievement and analytical thinking, and ongoing assessments during the learning activities. The data were analyzed using percentage, mean score, standard deviation, effectiveness index (E1/E2), and a paired samples t-test. The results indicated that the overall effectiveness of the learning management, calculated as the E1/E2 ratio, was 77.20/77.57, meeting the predetermined criteria of 75/75. Furthermore, significant increases in analytical thinking and learning achievement were observed at the statistical level of 0.5. These findings support the effectiveness of integrating inquiry-based learning with STEM education in enhancing students’ analytical thinking and learning achievement, contributing valuable insights to educational practices in science education.

Analysis of the Learning Achievement Gap Between Courses Adapted to Virtual Modality and Courses for a LMS in Undergraduate Studies

The purpose of this research was to determine if there is a gap between a course adapted from a face-to-face to a virtual format and a course specifically designed to be taught in a virtual environment through an LMS. The results showed a gap of more than 10%, with the experimental group obtaining an average final grade 23% higher than the control group. A 24% improvement in grades was observed with the increase in supervisory activities in one unit of the course. The tutor-teacher's expertise and willingness to help students were key elements to the success of undergraduate students.

The Influence of Internet-Based Learning Media and Learning Facilities on the Learning Achievement of MA Mambaul Ulum Students

This study aims to find out how student learning achievement at MA Mambaul Ulum is influenced by learning resources and online learning environment. This study uses a sample of 104 respondents and is quantitative. The Likert scale is included in the data collection questionnaire. Multiple linear regression analysis is a technique used for analysis. The results showed that although the Learning Facilities variable (0.018 < 0.05) affected learning achievement, the Internet-Based Learning Media variable did not affect (significance value = 0.247 > 0.05). The findings of the simultaneous test show that, with significance values of less than 0.001 and less than 0.05, Internet-Based Learning Media and Learning Facilities have a simultaneous impact on Learning Achievement.

Homework - Necessity or Myth?

Throughout generations a question has been posed: do students benefit from writing homework and does homework fulfill its purpose? The debate about the usefulness of homework causes many doubts in the educational public. Learning outcomes and the importance of homework are different today than twenty or more years ago. Contemporary students are not very interested in this type of activity, showing a high degree of non-independence in performing tasks outside the school environment. The author discusses the expediency of writing homework and its impact on students' learning achievements in class. Accordingly, the author examines the positive and negative sides of this extracurricular activity. This article was created based on the analysis of previous research and knowledge about this subject. Some Croatian and Slovenian didacticists believe that homework should not be abolished, but it should be functional, comprising of various exercises aimed at encouraging students to be active. Tasks are justified if they expand the possibility of learning and serve to develop students' abilities and skills. The author states that homework is necessary in the mother tongue teaching, especially at the initial level of primary school education. The teacher must control the quality and quantity of the homework, taking into account the time the student needs to complete it and the type of goals he wants to achieve in relation to the linguistic and literary material. The article offers the examples of homework in the fields of mother tongue, literature, written expression, reading and media culture. Modern technology offers numerous possibilities for creating creative homework.

Analysis of the Discipline of Grade V Students in the Learning Process at SD Negeri 2 Ngampel Blora Regency Central Java

<span>The problem of student discipline is an important thing that must be considered. It is known that in the learning process there are various discipline problems committed by students such as skipping school, arriving late, disobeying school rules and regulations, not doing the assigned tasks, not focusing on learning, etc. often occur. If these various problems are left unchecked, they will interfere with the student learning process and have an impact on their learning achievement. This research aims to find out the problems of student discipline in class V of SD Negeri 2 Ngampel and its impact on learning achievement, as well as the efforts given by teachers in instilling the value of discipline towards students. This research was aimed at teachers and fifth grade students at SD Negeri 2 Ngampel. This research uses a qualitative approach with data collection techniques obtained from interviews, observations, questionnaires and documentation. Based on the results of the analysis, it can be concluded that the discipline of fifth grade students at SD Negeri 2 Ngampel is quite good. However, it needs to be improved again when viewed from several existing discipline problems. Therefore, a teacher plays an important role in striving to instill the value of discipline to students so that the learning process can run effectively.</span>

Virtual Physics’ Programs & Students’ Improvements

The research article examines the effect of virtual Physics’ programs on students' achievement in the subject within public secondary schools in the Kakamega South sub-county. Quasi-experimental research design was adopted, quantitative data from a sample of form two students was collected using physics achievement test. The data was analyzed using Difference in Difference model. Findings showed a statistically significant difference in achievement between students taught using Physics virtual programs and those taught using face to face. The results of the analysis also showed that students’ achievement in physics was increasing by 1.34 point over time and the increase was statistically significant The findings are in agreement with those of Smith (2013) in a study comparing in-person learning and blended learning in secondary schools within New Zealand who reported a significant difference between students' achievement in blended and face-to-face classes. The findings would provide widespread benefits that extend to individual student by enhancing their understanding hence improved learning achievement. Its overall argument is that the government through KICD rolls out full integration of virtual physics programs in secondary education curriculum, incorporating teacher professional development and blended teaching and learning.

The Effect of an Inclusive School Environment on The Learning Achievement of Children With ADHD In Class III of Primary School

The background to this research is that ADHD (Attetention Defic Hyperactifity Disorder) children are very dependent on their environment, because they have difficulty focusing and are hyperactive. This will relate to the social and achievement of ADHD children. The aim of this research is to explain the influence of an inclusive school environment on the learning achievement of ADHD children in third grade of elementary school. The method used in this research is descriptive qualitative, which allows researchers to clearly explain social reality through observations and interviews at the research site. A qualitative approach is useful for explaining the influence of an inclusive school environment on the achievement of ADHD children in third grade of elementary school. Qualitative research is an inquiry strategy that plays a role in searching for meaning, understanding, concepts, characteristics, symptoms, symbols and descriptions of an event; focused and multimethod, natural and holistic; prioritizes quality, uses several methods, and is presented narratively. An inclusive school environment has an important role in forming social relationships between students who have obstacles and those who do not have obstacles, so that educational goals can be realized optimally. All school members must be able to carry out their respective obligations, as well as students who have obstacles.

Reading Engagement and the Reader in the Foreign Language Classroom: Students' Perceptions on Assessment Methods

Despite the fact that Foreign Language (FL) literature is considered to be an important element in English as a Foreign Language (EFL) lessons, it is not part of the majority of classrooms (Bloemert et al. 2016). In most Spanish high-schools, FL literature is introduced by means of mandatory readers: these are often not worked on in the lessons and students are asked to read them on their own and take an exam. Taking into account that assessment methods have a direct influence on students’ level of engagement, reading motivation and learning achievement (Guthrie & Wigfield, 2000; Gujbels & Dochy, 2006; van der Watering et al. 2008), this study analyses the perceptions of 52 students in their first year of upper-secondary education on two different assessment methods during two different terms. In the first term, the reader was used in the classroom and students were asked to do an individual assignment at the end. In the second term, students read the reader on their own and took an exam. The data were gathered by means of a students’ questionnaire and systematic classroom observation. Overall, results show a preference towards the individual assignment in terms of reading engagement and a ‘deep learning’ approach to the reading experience.

A Study of the Application of Educational Psychology to Educational Practice

The application of educational psychology in educational practices aims at enhancing the process of education through integrating psychological concepts with the teaching environment. Such a stance holds the practical relevance of improving the quality of instruction and learning as essential and timely. When these elements are understood, educational strategies can be designed to take into account these different learning profiles and hence enhance the chances of the learning achievement for overall students ability and for the presence of Inclusive Education. These research themes are important as they serve as a guideline in an effort to determine the nature of students learning, the conditions that prompt these changes in learning, and how technology can be incorporated into the learning process. Altogether, in pursuance of the present paper, a literature review and search have been performed, and the focus is on offering realistic recommendations for educators. The study provides a theoretical and empirical foundation for educational practice to help teachers to carry out conclusive teaching strategies. Therefore, sustaining and building this scholarship bridges theory and practice toward achieving progressive educational strategies that are supportive for all students and enhance the overall quality of education. Based on the findings, this study can provide useful recommendations for a range of issues, including the strategies for creating individual learning profiles for learners, the possible ways for dealing with the learning styles, and the guidelines for employing technologies to enhance learning. Furthermore, the paper also underlines the need to effectively update teachers professional experience and knowledge in the sphere of educational psychology.