Student Learning Experience Research Articles

Physics Teaching with Artificial Intelligence (AI): A Personalized Approach for Accommodator-Style Learners According to Kolb

This paper focuses on the integration of artificial intelligence (AI) applications in physics education, with the aim of improving the learning experience and performance of students identified as accommodative learners according to Kolb's model. We adopt a qualitative approach to integrate AI into the teaching and learning process, with an emphasis on pedagogical methods and the exploration of new perspectives. This work presents a case study on the evaluation of a physics assignment, involving a sample of 85 high school girls in science stream. To do this, we use tools such as questionnaires and interviews to collect information on the difficulties encountered during the assignment and in learning physics in general. Our results show that AI can offer personalized learning solutions, adapted to the specific needs and preferences of learners. We formulate concrete recommendations to optimize the use of AI, aimed at facilitating learning and developing students' skills. Finally, this approach highlights the importance of personalized pedagogy in physics teaching, opening the way to new perspectives to meet the unique needs of students.

Cross-cohort analysis of how COVID has changed the online learning experience of business students

Cross-cohort analysis of how COVID has changed the online learning experience of business students

Integrating technology and tourism education with design thinking: Developing and evaluating a design-based learning environment

Design-based learning is a pedagogical approach that aims to design creative and innovative learning outcomes through collaboration on topics within the learning process. This study aims to develop a design-based learning environment utilizing information and communication technologies (ICT) and to evaluate the learning experiences of students resulting from the training. The participants in the study, which employed a qualitative research approach, consisted of students enrolled in the 'Destination Management' course within the Tourism Management Undergraduate Program. Data were collected through a needs analysis form and student diaries. As a result of the analysis, it was seen that technology-supported, creativity-encouraging, interactive, student-centered educational activities and techniques were preferred more by the students. It was also found that integrating ICT into the course content not only facilitated the course process but also increased students' motivation, collaborative work, and ability to use technology. It is believed that the research results will make significant contributions to creating learning environments that equip students with 21st-century skills.

The administration of learning resources at Amando Cope College (ACC)

The study assessed the administration of learning resources at Amando Cope College, focusing on laboratory facilities, digital learning resources, and teaching materials. It evaluated planning, staffing, and controlling processes and analyzed differences in administration between respondents. Using a descriptive-survey method, frequency counts, percentages, and statistical tests were employed to determine the significant differences in resource management. The findings revealed that Chemistry and Anatomy laboratories, along with digital platforms like Quipper and Google Classroom, were the most utilized. Teaching materials, particularly textbooks and modules, also had high usage levels, emphasizing their importance in instructional delivery. The level of administration of learning resources was generally high, with planning, staffing, and controlling aspects receiving strong ratings. Laboratory planning indicators, such as scientific research integration and hazardous materials management, showed high weighted means. Staffing was effective in fostering adaptive learning and technological integration, while controlling mechanisms ensured resource allocation efficiency. However, statistical analysis indicated no significant difference between teachers and students regarding the administration of learning resources. Challenges included shortages of functional laboratory equipment, bandwidth limitations affecting digital access, and insufficient teaching materials, impacting instructional effectiveness and student learning experiences. To address these issues, the study proposed an investment plan aimed at resource improvement. Recommendations included enhancing laboratory planning, ensuring faculty training, and developing strategic institutional policies for resource control. Immediate action on identified challenges was suggested to optimize learning resource utilization. Additionally, furnishing administrative leaders with study findings could support the development of a strategic plan, improving resource management for better educational outcomes.

비교과 영어 클리닉 프로그램 변화가 학생 만족도와 학습 경험에 미치는 영향: A 대학 사례를 중심으로

This study employed a mixed-methods approach to analyze how design changes in an extracurricular English clinic program at University A affected student satisfaction and learning experiences in the first semester of 2024. The program, originally focused on writing, was expanded to include speaking, listening, and grammar activities, offering both face-to-face and online participation with unlimited sessions. Quantitative analysis showed statistically significant improvements (p < .01) across all key indicators, including overall satisfaction, instructor feedback, learning outcomes, willingness to participate, and recommendation intentions. Instructor friendliness and individualized guidance emerged as critical factors directly enhancing students' confidence and learning motivation. However, the mode of participation, face-to-face, online, or hybrid, did not significantly affect student satisfaction, indicating that operational quality and the qualitative aspects of instructor feedback were more influential. These results demonstrate that emotional support and positive instructor attitudes in extracurricular English programs effectively enhance students' affective engagement and learning outcomes.

Exploring current thematic and methodological patterns in STEAM education research

Science, Technology, Engineering, Arts, and Mathematics (STEAM) is a recent educational strategy that proposes interdisciplinary teaching, encouraging innovation and economic growth. However, at the stake of this field development, there is a lack of research exploring the recent state of STEAM education research approaches. Therefore, this study aimed to explore the thematic and methodological patterns of recent STEAM education research, and for this purpose performed an in-depth PRISMA-guided systematic literature and content analysis of 20 manuscripts published between 2019 and 2024 in the Taylor & Francis and Emerald databases. The study noticed that research on STEAM education has increased in the past two years, and the qualitative method was the most frequently utilized research design; students and teachers were the primary research participants; however, the experts’ and policymakers’ perceptions of STEAM education have received little attention. Findings also revealed three categories of themes in current STEAM education research: 1) encouraging meaningful STEAM learning experiences for students, 2) teacher education and 3) understanding STEAM education as a field that requires further in-depth study of its processes. Implications were provided to advance further studies in STEAM education research.

The Effectiveness of Language Support and Subject Teaching: A Holistic Approach to Student Success

In today's diverse educational landscape, where students from various linguistic backgrounds seek academic success, the effectiveness of language support and subject teaching emerges as a critical determinant of their educational journey. This article delves into the symbiotic relationship between these two pillars of education, highlighting how they collaboratively contribute to holistic student success. Language support programs, such as ESL or ELL, empower students with improved language proficiency, effective communication skills, and a boost in self-confidence. These foundational skills serve as prerequisites for active classroom engagement and comprehension of subject matter. Simultaneously, subject teaching, when delivered with clarity, engagement, and adaptability, nurtures in-depth understanding and critical thinking among students. It ignites their passion for learning and ensures they grasp core academic content. The article emphasizes that the synergy between language support and subject teaching creates an educational ecosystem where students can not only communicate effectively but also comprehend, analyze, and excel in their chosen subjects. This comprehensive approach fosters confidence, competence, and cultural sensitivity among students, setting them on a trajectory toward long-term academic and career success. In conclusion of this article is that, this holistic approach to education, facilitated by the collaboration between language support and subject teaching, empowers students to become well-rounded, empowered, and successful learners. Educators who recognize and harness this symbiosis play a pivotal role in shaping the future of diverse and inclusive educational environments. This article explores how the combination of language support and subject teaching can lead to a holistic and successful learning experience for students.

Unlocking the Black Box of School–Industry Partnerships: A Comparative Case Study

ABSTRACTMany schools are creating and expanding their work‐based learning (WBL) offerings to provide students access to meaningful adult–youth interactions during high school in response to increased policy focus on career readiness. Strong WBL systems depend on the success of school–industry partnerships, which, historically, have been difficult to create and sustain. This study investigates three telling cases (urban, rural and suburban) that transformed student learning experiences through industry partnerships. The analytic framework of systems dynamics makes visible the complex cross‐sector interactions that enable each case. Data were collected through semistructured interviews and publicly available data (e.g., news reports and sociodemographic data). The interviews were coded to (1) identify the elements and connections in each system and (2) distil common design features between the three systems. The systems have four common design features: explicit trust‐building, signalling institutional credibility, (striving for) robust systems and aligning instructional systems with industry needs. The findings demonstrate how very different schools enacted principles from the educational change literature to overcome documented barriers to collaboration. Retaining the complexity of educational contexts was essential to better understand the essential elements in each case. Furthermore, the common design principles can be useful to school and community leaders to design and refine local systems. Future research can build on this exploratory work to investigate the complexity of school–industry partnership designs and how they impact student outcomes over time.

Developing Islamic Character and Understanding of the Islamic Religion Through the MABIT-Based Pondok Syawal Activity Program

This research aims to analyze the Pondok Syawal activity program based on Malam Bina Iman dan Taqwa (MABIT) in cultivating Islamic character and understanding of the Islamic religion in students at MAN 2 Malang City. This activity program was carried out at the Al-Hayatul Islamiyah Islamic Boarding School, Malang City. This research uses a mixed method (quantitative-qualitative) sequential exploratory design. Data collection was carried out through surveys, in-depth interviews, and participant observation. The research subjects were students at MAN 2 Malang City who took part in the Pondok Syawal program in 1445 H, totaling 20 participants. The research results show that program is effective in cultivating Islamic character and understanding of the Islamic religion in students. This program contributed to the Islamic character of 92.8% (very good) and understanding of the Islamic religion of 78.4% (good). This program provides meaningful and contextual learning experiences for students, so they can understand and practice Islamic teachings better. Then students become more disciplined, have good morals, and understand Islamic teachings better. The findings of this research provide important implications for the implementation of Islamic education programs in madrasas. The MABIT-based Pondok Syawal program can be an alternative Islamic education program that is effective and beneficial for students.

Navigating the digital shift: investigating the viability of digital assessments for electrical and electronic engineering students

ABSTRACT The shift toward digital assessments in higher education, particularly in engineering, represents a major evolution in student evaluation methods. This paper investigates the viability of replacing traditional print-based exams with digital assessments in Electrical and Electronic Engineering education. Over the past six years, our department has adopted digital assessments to reduce marking loads and provide more frequent feedback. This mixed-methods study draws on semi-structured, 30-min interviews with academic staff and a detailed analysis of both quantitative and qualitative student survey responses. Lecturer interviews offer insights into how digital assessments influence teaching practices, while student data provides a complementary perspective, revealing both shared and contrasting views. The findings suggest that digital assessments offer clear advantages, including improved efficiency, scalability, and faster feedback. However, they also pose notable challenges, particularly in maintaining academic integrity, ensuring technical reliability, and effectively assessing complex problem-solving skills. These issues highlight the need for ongoing refinement in digital assessment design, especially in developing more robust platforms and feedback mechanisms that support meaningful learning. While focussed on a single departmental case study, the results carry broader implications for engineering education and other technical disciplines adopting digital assessment models. The paper concludes with practical recommendations for improving digital assessment strategies, ensuring they not only meet administrative goals but also enhance the student learning experience and support academic rigour in engineering education.

ANGLE (ANALYZE, NOTE, GET, LOGIC, EVALUATE) APPROACH IN IMPROVING SOLVING SKILLS IN ANGLE OF ELEVATION AND DEPRESSION AMONG GRADE 9 STUDENTS

This study examined the effectiveness of the ANGLE Approach in improving Grade 9 students skills in solving problems related to angles of elevation and depression. Using a pre-experimental one-group pretest-posttest design, data were collected from 42 purposively selected students through both pre/post assessments and in-depth interviews. The ANGLE Approach consisted of structured lessons, a step-by-step process, and contextualized instruction aimed at developing a deeper understanding of trigonometric concepts. Results revealed a significant improvement from a mean pre-test score of 1.43% (poor) to a post-test score of 33.02% (needs improvement), confirmed by a paired t-test, t(41) = 11.03, p < .001. Qualitative findings supported these results, highlighting five themes: (1) encountering difficulties in solving trigonometry prior to the ANGLE Approach; (2) enhancing problem-solving skills through step-by-step methods and continuous practice; (3) enhancing conceptual understanding to improve accuracy and visualization in problem-solving; (4) enhancing learning through real-world application; and (5) believing that interactive activities enhance learning. Overall, the ANGLE Approach proved to be an effective intervention for improving both the performance and learning experiences of students tackling problems involving angles of elevation and depression. Keywords: ANGLE Approach, intervention, problem-solving skills, step by step, Philippines

One Health clinic challenges and evolution: increasing access to care for people and pets in a rural community in Northern California

A student-run, free One Health clinic (OHC) improves access to care for people and pets while providing increased training opportunities for interprofessional students in the areas of spectrum of care, contextualized care, cultural humility, ethical community engagement, and relationship-centered communication when clinical instruction is provided. The coordination and implementation of a community-based student-run free clinic (SRFC) that is also an OHC is complex. Programmatic challenges can include coordination with the leaders of multiple training programs, seasonal variation of student and clinical instructor schedules, and the need to balance student experiential learning with positive client and patient outcomes. Internal evaluations of the clinic's scope of care, patient and provider safety, and student preparedness has led to the development of policies and procedures that consider both student training and the client-patient experience. Widening the OHC provider and student partnership to include human nursing was a novel and effective method to enhance care for the bonded family and create opportunities for interprofessional education (IPE) for students from multiple training programs at a single clinical site.

Developing E-Comic Learning Media for Indonesian Language to Enhance Fifth-Grade Students' Learning Interest

This study aims to develop e-comic learning media for teaching imperative sentences in fifth-grade Indonesian language classes. Employing the Research and Development (R&D) method based on the ADDIE model, the development process includes stages such as analysis, design, development, implementation, and evaluation. The resulting product underwent expert validation, receiving feasibility scores of 89.23% from media experts and 92.30% from language experts, both of which were categorised as “very feasible.” A limited trial was conducted with 29 fifth-grade students, yielding a positive response rate of 81.10%. The e-comic media integrates visual, interactive, and narrative elements tailored to the characteristics of the digital native generation, thereby increasing students’ learning interest and engagement. The findings indicate that e-comic media is not only highly feasible but also effective in enhancing learning motivation and participation in Indonesian language lessons. This media provides a practical and innovative solution for addressing the need for engaging instructional tools in primary education, supporting educators in optimising the learning experience for young students.

Experimenting With Generative AI to Create Personalized Learning Experiences for Twice-Exceptional and Multi-Exceptional Neurodivergent Students

In many general education classrooms across the world, educators struggle to meet the educational needs of twice-exceptional and multi-exceptional neurodivergent learners, with their confluence of exceptional strengths and exceptional challenges. This article reports the process, findings, and implications of research that implemented a series of small-scale experiments conducted by two neurodivergent researchers and one neurotypical researcher in collaboration with generative artificial intelligence (GenAI) large language models (LLM). These experiments explored and developed human-centered, GenAI-informed approaches for teachers to rehearse pedagogy for these students. Using evidence-informed fictional, synthetic learner profiles (synthetic research participants), the researchers explored how GenAI could support educators in rehearsing pedagogy for multi-exceptional students through targeted prompting and design of personalized learning approaches. Findings reveal some potentially promising implications for GenAI application in generating adaptive, personalized educational approaches. The findings demonstrate the possibility for using GenAIs to understand and address the complex needs of these learners, offering potentially innovative solutions for educators. However, the study also identified challenges in ensuring consistent, context-appropriate, and unbiased outputs, underscoring the necessity of human oversight. The study contributes to the discourse on the potential applications of GenAI in the field of gifted education and advanced academics, advocating for a nuanced integration of expert knowledge and GenAI capabilities to meet the unique educational requirements of twice-exceptional and multi-exceptional students.

Accounting students’ perceived importance of faculty attributes: a cross-country cross-campus comparison between Malaysia and Australia

ABSTRACT This study explores accounting students’ perceptions of faculty attributes at a university with campuses in Malaysia and Australia. Drawing on Khayati and Ariail’s (2020. Business students’ perceptions of faculty attributes: A two-country cross-cultural comparison. Accounting Education, 29(2), 153–176. doi:10.1080/09639284.2020.1719424) framework, which emphasizes the faculty attributes’ influence on student learning experience, five core attributes are assessed: teaching, research, industry experience, service, and degree affiliation. A survey instrument aligned with AACSB standards, developed by Ariail et al. (2009. Professor attributes: An exploratory study of business student perceptions. International Journal of Education Research, 4(1), 22–31), was administered to 198 students, capturing cross-campus similarities and differences. The findings reveal that teaching attributes are the most valued overall, with notable cross-campus differences. Malaysian students prioritise instructors’ subject matter knowledge, whereas Australian students place greater importance on instructors’ communication effectiveness. These differences reflect varied student expectations, highlighting the need for contextualized faculty development and teaching strategies. These insights can inform targeted curriculum development and faculty training strategies to better align with diverse student needs, thereby supporting student retention and university goals. Additionally, findings may help overseas faculty better understand and meet students’ preferences, promoting a culturally responsive learning environment across campuses.

A Comparative Evaluation of Machine Learning Methods for Predicting Student Outcomes in Coding Courses

Artificial intelligence (AI) has found applications across diverse sectors in recent years, significantly enhancing operational efficiencies and user experiences. Educational data mining (EDM) has emerged as a pivotal AI application to transform educational environments by optimizing learning processes and identifying at-risk students. This study leverages EDM within a Moroccan university (Hassan First, University Settat, Morocco) context to augment educational quality and improve learning. We introduce a novel “Hybrid approach” that synthesizes students’ historical academic records and their in-class behavioral data, provided by instructors, to predict student performance in initial coding courses. Utilizing a range of machine learning (ML) algorithms, our research applies multi-classification, data augmentation, and binary classification techniques to evaluate student outcomes effectively. The key performance metrics, accuracy, precision, recall, and F1-score, are calculated to assess the efficacy of classification. Our results highlight the long short-term memory (LSTM) algorithm’s robustness achieving the highest accuracy of 94% and an F1-score of 0.87 along with a support vector machine (SVM), indicating high efficacy in predicting student success at the onset of learning coding. Furthermore, the study proposes a comprehensive framework that can be integrated into learning management systems (LMSs) to accommodate generational shifts in student populations, evolving university pedagogies, and varied teaching methodologies. This framework aims to support educational institutions in adapting to changing educational dynamics while ensuring high-quality, tailored learning experiences for students.

Designing Creative Music Education Materials for School Children in Malaysia: Implication for Policy and Teaching Practices

Music learning is crucial for developing physic along with creativity in children. Nevertheless, many students do not have the privilege of engaging themselves in creative learning due to the traditional methods of teaching that exist in Malaysia. This study dealt with the creative process of designing and creating music education resources materials for Malaysian school children and how it contributes to the policy and practice. This study employed qualitative design and was conducted through structured interviews with five experts in music education on the use of creative materials in learning materials geared toward bettering the learning experience of students. Research supports the idea that when teachers include interactive and culturally relevant content, students can achieve greater engagement, understanding, and impact. The research points to the fact that policy must change to incorporate creative approaches to music education and recommends teacher training programs to facilitate this shift.

Agile Social Software Engineer: An Empirical Approach to Mitigate and Manage Social Debts in Agile Environments

Background: In agile software engineering team projects, effective collaboration and communication between members are essential for promoting agility and lean software development. Agile methodologies, which emphasize iterative development, collaboration, and adaptability, are well-suited to dynamic educational environments. However, agile teams in educational contexts often face non-technical challenges known as ”social debts” that can impede productivity and limit agility. These challenges, including miscommunication, cultural barriers, and team conflicts, are particularly significant in team-based learning setups where diverse teams must work together under tight deadlines. Objectives: This research aims to identify the root causes of ”community smells” that can lead to social debts within agile teaming environments and to introduce the concept of the ”Agile Social Software Engineer” role. Specifically, we define the ”Agile Social Guardian” remit as one of the main responsibilities of this role, dedicated to managing and mitigating social debts within educational and professional agile environments. The broader goal is to customize welfare services for large and compulsory courses to improve the student experience and enhance learning effectiveness. Study Methods: We present empirical evidence on the positive impact of the Agile Social Guardian, based on a comprehensive study involving 88 agile teams and over 700 team members, as part of an extensive investigation within an educational context. Our research methodology encompasses two key phases: empirical evaluation and practical implementation of the proposed Agile Social Guardian approach within educational setup. Findings: The study introduces a novel approach to improving team collaboration and project performance in agile education, filling a gap in the existing research and offering recommendations that extend beyond classroom and training setups. We propose a taxonomy of common causes that could lead to community smells within agile teams, which may result in social debts. Furthermore, we identify the key characteristics of the Agile Social Guardian role, which are critical in both educational and professional agile environments, and provide implementation guidelines and best practices. Conclusions: This work demonstrates the significant benefits of addressing human-centric challenges, including social debts, in credit-bearing agile training. It also underscores the need for customized welfare support in educational setups, especially for large and diverse classrooms. Our findings suggest that the Agile Social Guardian has the potential to enhance both student learning experiences and team productivity in various agile contexts. Furthermore, this framework can be adapted to other team-based learning environments, offering a path toward more effective and inclusive educational practices.

Attitudes and Perceptions to the Online Education of the Architecture Students

This study examines the online learning experiences of architecture students in Isabela State University, City of Ilagan Campus, highlighting their diverse preferences, engagement levels, and challenges. While the majority of students show a positive attitude toward online learning, key concerns arise regarding the reliance on smartphones for learning, suggesting the need for mobile-friendly platforms. Despite Google Meet's dominance as the primary platform, there is a call for exploring alternative technologies to enrich the learning experience. Gender differences also emerge, with male students showing higher levels of excitement, participation, and satisfaction with self-regulated learning compared to their female counterparts, who exhibit greater variability in their responses. This discrepancy underscores the need for tailored online learning strategies to foster inclusivity. Additionally, while many students appreciate the flexibility of self-regulated learning, a significant portion expresses dissatisfaction, pointing to the necessity of incorporating more structured and interactive elements. The study further emphasizes the importance of creating more opportunities for discussion and participation, as nearly a quarter of students feel restricted in engaging meaningfully during online sessions. Overall, this research provides valuable insights into the challenges and opportunities within online architecture education, offering a foundation for developing more inclusive, engaging, and effective learning environments in the future.

UTILIZATION OF GOOGLE CLASSROOM AND STUDENT ENGAGEMENT AMONG ENGLISH MAJORS IN KOLEHIYO NG PANTUKAN

This research investigated the utilization of Google classroom and student engagement among English majors in Kolehiyo ng Pantukan. The study employed a descriptive-correlational design which examined the relationship between the two variables. Participants included 350 BSED-English students from Kolehiyo ng Pantukan, spanning from first year to fourth-year levels. The study utilized an adapted survey questionnaire to gather relevant data and analyzed using various statistical tools, including mean, pearson-r, and probability which determined the relationships and significance of the variables included in the study. Findings revealed that the level of utilization of Google Classroom among Bachelor of Secondary Education English majors is high. Similarly, the level of student engagement is also high. Furthermore, the statistical analysis indicated a significant correlation between these variables, suggesting that an increase in Google classroom utilization led to higher student engagement in academic activities. Google classroom fostered a positive connection with student engagement, particularly regarding ease of use, the intention to utilize, attitudes toward Google classroom, social interaction, and collaboration. These findings suggest that the integration of Google classroom in teaching English majors is a valuable and effective approach in enhancing student participation, academic performance, and learning experiences at Kolehiyo ng Pantukan. Keywords: Language Education, Google Classroom, Student Engagement, Descriptive-Quantitative, English Majors, Philippines