Student Learning Research Articles

Pengaruh Model Pembelajaran Discovery Learning Terhadap Hasil Belajar Siswa

The problem in this research is the lack of variation in learning carried out by teachers in the classroom, due to the inappropriate selection of learning models, so that learning is less than optimal. The aim is to evaluate how effective the Discovery Learning learning model is in increasing student understanding compared to conventional learning methods. The method used is an experiment with a quasi-experimental design, namely Nonequivalent Control Group Design. In this study, there were two groups: an experimental group that was taught using Discovery Learning and a control group that was not given this treatment. The population of this study were all 5th grade students at MIN 1 Soppeng. The research hypothesis analyzed using the T test is the statement that the Discovery Learning learning model influences student learning outcomes. The sample in this study was determined by a saturated population, namely 5th grade students consisting of 45 people. The data collection techniques used in this research were multiple choice tests and observation sheets, with pre-tests and post-tests to measure students' cognitive learning outcomes. The instruments used in this research were tests and non-tests. The average pretest score in the experimental class and control class was almost the same, 71.78 and 71 respectively, but in the posttest, the experimental class increased to 88.65, while the control class only reached 77.55. Thus, the experimental class experienced a more significant increase in the average posttest score compared to the control class, indicating that the intervention or treatment applied in the experimental class was more effective in improving student learning outcomes. Hypothesis testing based on t-test analysis shows significant differences between the two groups, where the calculated t value (11.22771) is greater than the t table (2.016692), so the null hypothesis (H_0) is rejected and the alternative hypothesis (H_1) is accepted. These findings show that the Discovery Learning learning model has a greater positive impact on improving student learning outcomes compared to conventional methods, so it can be concluded that this method is effectively used in science learning at MIN 1 Soppeng.

Epistemic Emotions in Learning: Using Qualitative Inquiry to Explore Implications for Veterinary Educators in Responding to Student Emotions in Their Classrooms.

Veterinary students frequently experience heightened emotions which can stimulate or compromise learning. The impact of student emotions on educators, or the ways that educators can respond to these is less well known. This has potential impacts for educators' own emotional responses, and for educators' effectiveness in supporting learning. To better support educators in facilitating student learning, this study sought to further understand how students' epistemic emotions are experienced by educators. We explored the experiences of educators from three international veterinary schools, using iterative interpretive analysis of workshop discussions designed and implemented for the purpose of the study. Analysis revealed that veterinary educators experience a range of emotions in the course of teaching their students, arising from events, such as emotional topics or clinical situations; receipt of grades; and the experience of uncertainty, e.g., in teaching methods or open-ended tasks. The educators' responses to these included feeling overwhelmed and anxious - wanting to help facilitate student learning but lacking the tools to do so. Consequently, educators felt unable to engage effectively with students, and learning was deactivated. This could occur even when students were interested and curious. Educators' responses were particularly challenged by time and assessment pressures (needing to remain on topic and teach to learning outcomes). Strategies for responding to student emotions and to support development of educator emotional intelligence have been generated, which include a need for institutional recognition of the time resources necessary for educators to reflectively learn from complex situations experienced in their classrooms.

Examining the Role of Generative AI in Enhancing Social Work Education: An Analysis of Curriculum and Assessment Design

Generative Artificial Intelligence (GAI) holds significant potential to advance the field of social work, yet it brings forth considerable challenges and risks. Key concerns include the legal and ethical ramifications of GAI application, as well as its effects on the vital human connections inherent in social work. Nonetheless, educators in this field must ready their students for the evolving digital environment, ensuring they are adept at employing GAI thoughtfully, skillfully, and ethically. This article will explore the integration of GAI knowledge and skills within educational settings. It will feature a case study detailing the author’s redesign of community welfare and social work degree assignments to include GAI within a community welfare/social work undergraduate course in Queensland, Australia. The discussion will extend to curriculum and assessment development processes aimed at leveraging GAI to enhance student learning, knowledge retention, and confidence in applying GAI within their academic and professional pursuits. Furthermore, the article will examine the implications for curriculum and assessment design, emphasizing the importance of clear learning objectives, the creation of specific, intricate, and contextualized assessments, the necessity for students to critically evaluate GAI outputs, and the challenge of presenting GAI with tasks beyond its capabilities.

The relationship between physical activity and school adjustment in high school students: the chain mediating role of psychological resilience and self-control

BackgroundAdaptive elements such as learning and interpersonal interactions of high school students need to be developed in the school environment. Thus, school adjustment is an essential developmental task in the academic growth of adolescent students. Based on the developmental task theory, combined with the conservation of resources theory and the strength model of self-control, this study aims to investigate the chain-mediated roles of psychological resilience and self-control in the physical activity and school adaptation of high school students, in terms of the internal development of the individual mentality.MethodsThe study utilized whole population sampling and selected 2054 first- and second-year students from eight high schools in four regions of Jiangsu Province (M = 16.45 years, SD = 0.72 years). The questionnaires included the International Physical Activity Questionnaire Short Form (IPAQ-S), Adolescent Psychological Resilience Scale, Self-Control Scale, and School Adjustment Scale for High School Students. Descriptive and correlation analyses were conducted for each variable, and a chain mediation model was constructed after controlling for the gender and region of the participants. Data were analyzed using SPSS and Process 4.0 macros.ResultsThe direct and indirect associations of physical activity on high school students’ school adjustment were significant, and the indirect associations included three pathways: first, the separate mediating association of psychological resilience; second, the separate mediating association of self-control; and third, the chain mediating association of psychological resilience and self-control.ConclusionThe study’s results revealed the relationship and mechanism of action of physical activity on high school students’ school adjustment, which provides essential theoretical and reference value for improving their school adjustment.

Factors Analysis Influence Self-Regulated Learning of FKIP Students at Universitas Muhammadiyah Makassar Post Covid-19 Pandemic

Factors Analysis Influence Self-Regulated Learning of FKIP Students at Universitas Muhammadiyah Makassar Post Covid-19 Pandemic

Sustained impacts of the COVID-19 pandemic on medical student learning and well-being in rural Australia: findings from a repeated national multicentre survey

ObjectiveThe impact of COVID-19 on medical students has predominantly been assessed by one-off survey studies at the pandemic onset. This national study investigated the sustained impacts of the COVID-19 pandemic...

A Case Study on the Data Mining-Based Prediction of Students’ Performance for Effective and Sustainable E-Learning

The study explores the application of data analytics and machine learning to forecast academic outcomes, with the aim of ensuring effective and sustainable e-learning. Technological study programs in universities often experience high dropout rates, which makes it essential to analyze and predict potential risks to reduce dropout percentages. Student performance prediction (SPP) offers potential benefits, including personalized learning and early interventions. However, challenges such as (1) data quality and availability and (2) incomplete and inconsistent data complicate this process. Moreover, to support the fourth Sustainable Development Goal (SDG), we focus on the quality of education. A case study approach is used using data mining techniques, particularly classification, regression, and clustering, to predict student performance. The case presented aims to predict risks and ensure academic success and quality. The cross-industry standard process for data mining (CRISP-DM) methodology is used to structure and guide the prediction process. The study shows that using data from student learning processes within an academic success prediction model and data mining can identify at-risk students.

How institutional resources affect university students’ learning outcomes: evidence from the 2023 university student learning experience survey in China

ABSTRACT Evidence shows that students’ learning outcomes are associated with institutional resources. Whether this phenomenon is universal needs to be tested, as there are cultural differences between countries. We analyse the relationship between resources in higher education institutions and students’ learning outcomes using data from a national survey of 1,142 Chinese undergraduate students. The results indicate that institutional resources can predict students’ learning outcomes, with facilities and support being the strongest predictors, followed by student engagement and teaching quality. Surprisingly, despite the prevailing belief that teachers and teaching have an important role in educational effectiveness, path analysis shows that when factors such as facilities and support are considered, teachers and teaching explains little of the variation in students’ learning outcomes. One possible explanation could be over-emphasis on research outputs in China in an effort by Chinese universities to establish world ranking status, which marginalises the role of teachers and teaching. This may come at the expense of students’ learning outcomes.

Comparative Analysis of Learning-by-Doing in the Development of an Internet of Things Intelligent Parking System Between Those Carried out Individually and Collectively

The Internet of Things (IoT) has become necessary in higher education, so unsurprisingly, IoT learning research has received significant attention from academic researchers. In the meantime, classroom education is essential for facilitating learning by doing things such as engineering lessons. The question remains: what about the learning outcomes of IoT development and the impact on student learning by doing? This research reveals it; therefore, this study aims to compare the effects of students' learning by doing in building an IoT-based automatic intelligent parking system carried out individually and collectively. The research of this study is a combination of experiment and survey methods. The research results show that students who learn collectively by building IoT intelligent parking systems are more successful than students who learn individually. Meanwhile, regarding the level of satisfaction with learning by doing, no differences were found between students who studied individually and collectively.

Effectiveness of social media-based collaborative learning on student engagement and learning outcomes: a field study

This study aims to analyze how social media-based collaborative learning affects learning outcomes and student involvement in higher education in Odisha, India. Using a mixed-methods approach, 200 undergraduate students from four different colleges were selected randomly. Over the course of a semester, participants used well-known social media platforms for collaborative learning activities. Semi-structured interviews, academic performance records, social media activity logs, and pre- and post-intervention questionnaires were used to collect data. The findings revealed a strong positive association (r = 0.68, p < 0.001) between student engagement and social media-based collaborative learning. In addition, compared to a control group, students who engaged in social media-based collaborative learning shown a 15% increase in their academic performance. Qualitative data showed that students were more motivated, had better digital literacy, and engaged with social media activity. Challenges including possible distractions and privacy issues were also noted by the research. These results imply that, with the right policies and support systems in place, incorporating social media-based collaborative learning into Odisha's higher education might enhance student engagement and learning outcomes.

Comparing different types of instructional videos in a flipped proof-based classroom

BackgroundProofs are a key component in undergraduate mathematics, but understanding presented proofs and constructing proofs is a challenge for many students. Flipped undergraduate mathematics classrooms often employ instructional videos, yet little is known about their potential to help students understand and construct proofs.ObjectiveThis study investigates the potential of video-based proof presentations on student learning. We compared a video that presented the proof construction process (proof video); a video that heuristically presented the proof construction process, which modeled key decisions and named the phases of proof construction and activities (heuristic proof video); and a video that offered prompts during the proof construction process, where self-explanation prompts guided students through these phases and activities (prompted proof video).MethodsA between-subjects design was employed, involving 177 mathematics (teacher) students in a first-semester proof-based linear algebra course. Data were collected on students’ comprehension of the presented proof, their knowledge for proof construction, and their evaluative perceptions. Statistical analyses were performed using ANOVA (proof comprehension) and MANOVA (evaluative perceptions) to compare the groups. Qualitative content analysis was employed to identify different facets of knowledge for proof construction and the groups were contrasted using χ2-tests.ResultsWe found that independent of the video they watched, students achieved a rather local comprehension of the presented proof. The heuristic proof video showed potential for offering meta-knowledge of how to approach proof construction and knowledge on process-related activities that support individual phases of proof construction but required more time. Yet, while students perceived all videos positively, they liked the heuristic proof video best.ConclusionThe results provide insights into the design of instructional videos, suggesting that, in the early stages of learning about proofs, a heuristic proof video may help address the challenges students face.

The Mediating Role of Generative AI Self-Regulation on Students’ Critical Thinking and Problem-Solving

Within the rapid integration of AI into educational settings, understanding its impact on essential cognitive skills is crucial for developing effective teaching strategies and improving student outcomes. This study examines the influence of generative artificial intelligence (GenAI) on students’ critical thinking and problem-solving skills in higher education. Our research specifically investigates how the perceived ease of use, usefulness, and learning value of GenAI tools might influence students’ critical thinking and problem-solving skills, and whether self-regulation serves as a mediator in this relationship. Utilising a quantitative approach, we surveyed 223 students and analysed their responses using a structural equation modelling method. The results reveal that the ease of use of GenAI significantly enhances self-regulation, which in turn positively impacts both the critical thinking and problem-solving abilities of students. However, the perceived usefulness and learning value of GenAI were not found to significantly influence these skills through self-regulation. These findings suggest that, while AI tools can offer an environment conducive to developing higher-order cognitive skills, this might not necessarily translate to the enhancement of students’ skills. This research contributes to the ongoing literature on the role of technology in education by highlighting the importance of designing GenAI tools that support self-regulated learning. Furthermore, it calls for educators and developers to focus not just on the functionality of AI, but also on how these tools can be integrated into curricula to effectively support critical thinking and problem-solving. The practical implications of our research highlight the need for AI tools that are user-friendly and aligned with educational goals, enhancing their adoption and effectiveness in improving student outcomes. It is crucial for educators to integrate strategies that promote self-regulation within AI-enhanced learning environments to maximise their impact on student learning.

ENHANCING MATHEMATICAL LITERACY THROUGH PROBLEM-BASED LEARNING: A MIXED-METHODS ANALYSIS OF STUDENT PERFORMANCE

This study is a descriptive research using a qualitative and quantitative approach (mixed method) aimed at analyzing the mathematical literacy skills of students in Problem-Based Learning (PBL) instruction. The subjects of this study are students who participated in the research. The research instrument is the researcher themselves. Additionally, supporting instruments used in this study include: 1) a mathematical literacy skills test, 2) an observation sheet for the implementation of Problem-Based Learning, and 3) an observation sheet for student activity during learning. The data collected were analyzed using quantitative analysis, where the researcher calculated the mean and standard deviation from the motivation and interest in learning questionnaires. Further, qualitative analysis was conducted by the researcher through data reduction, presenting the data, and drawing conclusions. The results of the study indicate that students' mathematical literacy skills in PBL instruction are excellent.

Development of Augmented Reality Atlas Volcano Series Media in Social Sciences Learning

The purpose of this research is to determine 1) the development of Augmented Reality Atlas Volcano Series media (ARAVS) that is suitable for use; 2) increasing student learning outcomes from the cognitive aspect; and 3) find out students' responses to interest after using the ARAVS media. This research and development (R&D) process refers to design model of Dick and Carey. The trial of the developed product was carried out at Model Terpadu Bojonegoro State High School with a field trial sample of 120 class X students. Data were analyzed using descriptive statistics, paired sample t-test, and discriminant test. The results of the product development validation test from social studies learning developer experts and learning media experts are in the very feasible category. The results of small group trials are in the feasible category, and field trials are in the very feasible category. The results of the t-test on cognitive aspects showed that there was an increase in student learning outcomes on volcanism in social studies subjects after using AR media. Students have a positive interest in using the ARAVS because the media (ARAVS) is considered concrete, innovative, and interactive. Media (ARAVS) is not boring and is not difficult to adapt to social studies learning. In general, the formative evaluation shows that the product resulting from this development is very suitable for use as an alternative to virtual and digital-based media in social studies learning on Volcanism material.

How and Why Teachers Use Technology: Distinct Integration Practices in K-12 Education

This study investigates the integration of digital technology in K-12 education by examining the practices of Estonian primary and lower secondary school teachers. Through latent profile analysis, we identified six distinct profiles of teachers’ digital technology integration practices, each characterised by unique patterns of how and why technology is integrated. These profiles—Motivating Facilitators, Depth Facilitators, Efficiency Engineers, Engaging Innovators, Depth Divers, and Motivating Traditionalists—highlight the necessity for context-specific professional development that addresses teachers’ diverse needs and motivations. The study contributes to the growing literature on technology-enhanced learning by providing valuable insights into designing effective professional development programs and promoting the strategic use of digital technologies to enhance student learning.

Successful Models of Virtual Experiential Education Initiatives in Global Health for International Students.

Background: Experiential learning activities help students prepare for their future careers by providing opportunities for hands‑on practice experiencing real‑world scenarios. Innovations in technology can facilitate experiential learning and cross‑cultural connections for large groups of students in multiple global settings through a virtual platform. However, designing these opportunities with diverse groups of students for a virtual environment can be challenging. Objective: The purpose of this paper is to highlight three examples of innovative virtual experiential learning initiatives that were developed and implemented by the Global Health Program of the Association of Pacific Rim Universities (APRU), a non‑profit network of 60+ leading research universities in the Asia‑Pacific. Findings: We have leveraged the expertise of our wide network to enhance student learning through the purposeful design of virtual educational experiences centered around pedagogical approaches that emphasize active learning, self‑reflection, and knowledge exchange with people from other cultures and disciplines. The annual global health joint virtual courses, the annual APRU Virtual Global Health Case Competition, and the APRU Mini Certificate foster meaningful engagement with other students and experts in the field, expanding the lens of students to foster an increased awareness and appreciation of the diversity of perspectives represented in an international network such as APRU. These allow students to practice real‑world application of knowledge gained in a traditional didactic classroom setting. Conclusions: The benefits of virtual experiential learning to students greatly outweigh the challenges in the design and implementation of such programs. While relatively short‑term, these virtual initiatives have had a demonstrable impact on student participants. Such programs can enhance student learning and provide cost‑effective ways to allow large international cohorts to experience global experiential learning.

Comparing the effects of blended learning and traditional instruction on “Medical Genetics and Embryonic Development” in undergraduate medical students: a randomized controlled trial

Abstract Objectives The Shanghai Jiao Tong University School of Medicine is at the forefront of educational innovation to enhance student learning outcomes. Herein, this study aims to evaluate the effectiveness of blended learning compared to traditional on-site instruction in the “Medical Genetics and Embryonic Development” curriculum. Methods A randomized trial was conducted involving 338 second-year clinical medicine students during the 2023–2024 academic year. The students were divided into two groups: one received blended learning and the other, on-site instruction. Students’ performance was evaluated using ongoing assessments together with mid-term and final exams. Results Blended learning led to higher overall final grades, with no significant difference in quiz performance, but better exam scores compared to traditional learning. At the level of higher-order learning skills, students in the blended learning group performed better in karyotyping. However, the traditional on-site group slightly outperformed the blended learning group in case-based learning scores. Ultimately, approximately 92 % of students were satisfied with the blended learning course. Conclusions Blended learning does show promise in improving the self-learning skill and overall learning outcomes of medical students. Future studies should focus on optimizing blended learning strategies and assessing their long-term impacts on clinical competencies.

The Impact of Cultural and Socioeconomic Background on University Student Learning Autonomy in Morocco

The Impact of Cultural and Socioeconomic Background on University Student Learning Autonomy in Morocco

Evaluating students' learning achievements using the formative assessment technique: a retrospective study.

Formative assessment promotes positive learning outcomes and evaluates students over time. We aimed to evaluate students' learning achievements after implementing a formative assessment technique by using a normalised gain method. This retrospective observational study was conducted at the School of Medicine and Health Science, Faculty of Medicine, Prince of Songkla University, Thailand. There were 118 fifth-year medical students who attended a general pediatric course in the 2021-2022 academic year. In the summative assessment, the post-test scores were significantly greater than the pretest scores (mean difference 20.53, 95% CI (18.63-22.44), P < 0.001). The median value of the overall student learning gain (g) was 0.34 (0.23, 0.45). Students with medium gains had significantly higher scores than those with low gains (P < 0.001). Students' learning gains had a positive correlation with post-test scores. (R = 0.6, P = 0.01). The formative assessment technique is a valuable method for enhancing students' learning outcomes by offering timely and effective feedback through mentoring systems. It is essential to integrate formative assessments into standard assessment strategies in undergraduate medical education.

Efektivitas Strategi Pembelajaran REACT (Relating, Experiencing, Applying, Cooperating, Transfering) terhadap Hasil Belajar Matematika pada Mahasiswa Pendidikan Matematika

Background: The 2022 PISA report reveals that the average mathematics score of Indonesian students was 366, significantly below the OECD average of 472. In addressing the global demand for critical thinking, collaboration, and practical application skills, traditional teaching approaches that focus solely on information dissemination are no longer sufficient. Consequently, new learning strategies, such as the REACT (Relating, Experiencing, Applying, Cooperating) approach, are necessary to bridge theory and practice. Method: The researchers employed a quantitative approach with a quasi-experimental design. The study sample consisted of Class A students, selected using a cluster sampling technique. Data collection methods included tests and observation sheets. The test instrument assessed problem-solving abilities through pre-tests and post-tests, while observation sheets monitored mathematics learning activities. The instruments were analysed descriptively (student activity sheets and learning outcomes) and inferentially (examining differences between pre-test and post-test scores). Results: Descriptive statistics showed that the mean pre-test score was 72.28, which increased to 87.08 in the post-test. Furthermore, the gain classification indicated that most students (23 individuals) fell into the moderate category, with two students in the low category. The Wilcoxon statistical test confirmed a significant difference in average mathematics learning outcomes. Conclusion: The analysis results indicated a significant improvement in student learning outcomes with the REACT learning strategy. The students’ average post-test scores increased significantly compared to their pre-test scores, supported by statistical tests demonstrating meaningful differences through both descriptive and inferential analyses.