Student Learning Research Articles

THE ENGAGEMENT OF NON-STEM STUDENTS AND THEIR ACADEMIC PERFORMANCE IN EARTH AND LIFE SCIENCE TOWARDS A PROPOSED ACTION PLAN

This study explores the relationship between student engagement and academic performance in Earth and Life Science among Grade 11 senior high school students. It aims to assess the levels of behavioral, emotional, and cognitive engagement and examine how demographic factors such as age, sex, and strand influence these dimensions. Using a quantitative descriptive-correlational design, data were collected through a structured engagement questionnaire and academic performance records. Results indicated a high overall level of engagement, with behavioral engagement ranking the highest and cognitive engagement the lowest. Significant differences in engagement levels were found based on demographic variables. Findings revealed a high level of student engagement (mean = 0.614), suggesting that engagement behaviors are frequently observed among non-STEM students. The correlation analysis showed no significant relationship between overall engagement and academic performance, leading to the acceptance of the null hypothesis. These results highlight the importance of identifying factors that influence student engagement. As suggested by Fredricks, Blumenfeld, and Paris (2004), enhancing behavioral, emotional, and cognitive engagement can significantly shape student learning experiences. Educators and school administrators may design targeted interventions to strengthen these engagement dimensions, fostering improved academic outcomes and enriching students' educational experiences. Keywords: Behavioral Engagement, Cognitive Engagement, Earth and Life Science, Student Performance

The Impact of Integrating 3D-Printed Phantom Heads of Newborns with Cleft Lip and Palate into an Undergraduate Orthodontic Curriculum: A Comparison of Learning Outcomes and Student Perception

Background/Objectives: This prospective intervention study examined the learning effect of using 3D-printed phantom heads with cleft lip and palate (CLP) and upper jaw models with CLP and maxillary plates during a lecture for dental students in their fourth year at J. W. Goethe Frankfurt University. The primary aim was to evaluate the impact of 3D-printed models on students’ satisfaction levels along with their understanding and knowledge in dental education. Methods: Six life-sized phantom heads with removable mandibles (three with unilateral and three with bilateral CLP) were designed using ZBrush software (Pixologic Inc., Los Angeles, CA, USA) based on MRI images and printed with an Asiga Pro 4K 3D printer (Asiga, Sydney, Australia). Two groups of students (n = 81) participated in this study: the control (CTR) group (n = 39) attended a standard lecture on cleft lip and palate, while the intervention (INT) group (n = 42) participated in a hands-on seminar with the same theoretical content, supplemented by 3D-printed models. Before and after the session, students completed self-assessment questionnaires and a multiple-choice test to evaluate knowledge improvement. Data analysis was conducted using the chi-square test for individual questions and the Wilcoxon rank test for knowledge gain, with the significance level set at 0.05. Results: The study demonstrated a significant knowledge increase in both groups following the lecture (p < 0.001). Similarly, there were significant differences in students’ self-assessments before and after the session (p < 0.001). The knowledge gain in the INT group regarding the anatomical features of unilateral cleft lip and palate was significantly higher compared to that in the CTR group (p < 0.05). Conclusions: The results of this study demonstrate the measurable added value of using 3D-printed models in dental education, particularly in enhancing students’ understanding of the anatomy of cleft lip and palate.

Development of Technopreneurship-Based E-Modules for Ethnochemistry, Redox, and Science Literacy

This research is very important to improve the quality of student learning, which is supported by good knowledge and a teaching process. It uses various sources and teaching materials presented interestingly so that students get various experiences in the field of chemistry as expected. By developing an Emodule based on ethnochemistry (culture related to chemistry), this study bridges the gap in existing teaching materials that lack cultural integration, which often hinders students engagement and scientific literacy development. The novelty of this research lies in the integration of local cultural practices, such as Batak culture, into redox chemistry learning, creating an innovative approach to enhance students scientific literacy. The method used in this study is a qualitative and quantitative approach, specifically employing a 4D model (define, design, development, dissemination) to develop and validate the module. The results show that the ethnochemistry based module teaching materials on redox material are the characteristics of effective modules, achieving validation scores of 3.45 from media experts and 3.37 from material experts, categorized as "very appropriate". Additionally, student responses to the E-Module were very positive, with an average score of 3.70, indicating its effectiveness in enhancing students understanding and engagement.

Assignment Type and Parental Education: Rethinking Homework Equity in Botswana

Aims: This study investigates the differential effects of homework and school-based assignments on student learning outcomes, with a focus on the moderating role of socioeconomic background, as proxied by parental education level. This study is motivated by concerns over educational inequality and a lack of empirical studies examining how different assignment types interact with students’ socioeconomic background to shape learning outcomes, particularly in sub-Saharan African contexts. Methodology: A total of 600 students from Form 2and Form 3 were randomly assigned to either homework or school-based assignments in mathematics and reading comprehension. Parental education was categorised into low (no high school diploma), medium (high school diploma), and high (college degree or higher). Learning gains were assessed through pre- and post-tests. A two-way ANOVA examined the main and interaction effects of assignment type and parental education on learning gains. Results: The analysis revealed significant main effects of assignment type, F(1, 594) = 91.36, p < .001, η² = .108, and parental education, F(2, 594) = 63.83, p < .001, η² = .152, as well as a significant interaction, F(2, 594) = 14.78, p < .001, η² = .035. School-based assignments produced consistent learning gains across all parental education levels, while homework disproportionately advantaged students from high parental education households. Conclusion: School-based assignments offer a more equitable platform for academic development and highlight the limitations of uniform homework policies. These findings have important implications for educational practice, suggesting the need for differentiated assignment strategies and policies that are sensitive to students’ home learning environments and socioeconomic backgrounds.

Supporting secondary school science teachers to teach science inquiry skills

Curricula worldwide include Science Inquiry Skills (SIS), yet teachers face challenges in teaching these skills due to vague curriculum guidelines and limited resources. With limited research and guidance for teaching SIS, this study aimed to identify and understand the factors influencing practicing teachers to determine useful approaches for support. This qualitative study of 18 teachers working in Australian schools, took place during 2023. Data collection involved a survey study with open-ended questions, and thematic analysis, determined the enablers and inhibitors for teaching SIS. Enablers include other people, past experiences and varied resources, while inhibitors were inadequate curriculum guidance, insufficient resources and time constraints. The research suggests a range of strategies for supporting teachers in developing their skills to teach SIS and enhancing student learning. These findings could help improve teacher education, professional development and school leadership support, bridging the gap between curriculum expectations and classroom practices in teaching SIS. By addressing these challenges, educators can better equip students with the critical thinking and scientific inquiry skills necessary for informed decision-making in an increasingly complex world.

Highly informative feedback using learning analytics: how feedback literacy moderates student perceptions of feedback

Abstract Quality feedback is essential for supporting student learning in higher education, yet personalized feedback at scale remains costly. Advances in learning analytics and artificial intelligence now enable the automated delivery of personalized feedback to many students simultaneously. At the same time, recent feedback research increasingly emphasizes learner-centered approaches, particularly the role of feedback literacy—students' varying capacities to engage with and benefit from feedback. Despite growing interest, few studies have quantified how feedback literacy affects students' perceptions of feedback, especially in technology-supported contexts. To address this, we examined (1) students' perceptions of personalized, detailed feedback generated via learning analytics and (2) how feedback literacy moderated these perceptions. In a randomized field experiment, teacher education students (N = 196) participated in a week-long computer-supported collaborative learning task on cognitive activation in the classroom. Both groups received automated, personalized feedback: the control group received basic feedback on task completion, while the experimental group received detailed feedback on group processes and the quality of their collaborative statement. The highly informative feedback significantly improved perceptions of feedback helpfulness, enhanced learning insights, and supported self-reflection and self-regulation. Feedback literacy partially moderated these effects, influencing perceptions of feedback helpfulness and motivational regulation.

Multimedia Instructional Materials for an Improved Cognitive and Technical Skills in Food and Beverage Services

This study explores the effectiveness of multimedia teaching resources in improving the cognitive and technical skills of Grade 11 students enrolled in the Food and Beverage Services (FBS) strand at General Mariano Alvarez Technical High School. Anchored in Richard Mayer’s Multimedia Learning Theory, the research connects theoretical insights with classroom application through the use of videos and interactive instructional materials. It evaluates instructional videos in enhancing student learning and examines the relationship between cognitive and technical competencies. Using a pre-experimental design, the study involved two groups from the same specialization and schedule. Cognitive skills were assessed using pre-tests and post-tests based on Bloom’s Taxonomy, while technical skills were evaluated using performance rubrics in tasks like food service and customer assistance. A pre-test was administered to gauge prior knowledge. Instructional videos were shared via group chat, allowing students to learn at their own pace. A post-test followed to measure learning outcomes. The findings revealed notable improvement in both cognitive and technical skills among students who received multimedia-enhanced instruction. There was also a correlation between students’ perceptions of multimedia instructional materials and academic performance. These results underscore the value of multimedia as an effective educational tool for improving Technical Vocational Livelihood instruction.

Exploring technological knowledge as a pre-requisite for e-tutorship: a case in open distance e-learning

This paper aims to explore technological knowledge as a prerequisite for effective e-tutorship in an Open Distance e-Learning (ODeL) institution. In this paper, it is also aimed to examine how e-tutors' technological proficiency influences their engagement with students through the Learning Management System (LMS). A quantitative research approach was employed to address the research question with data collected through an observation technique tool conceptualized by the researcher. This tool tracked e-tutor engagement in the Learning Management System (LMS), specifically focusing on the frequency and types of interactions with students. The observation examined how technological proficiency affects online educational engagement by counting e-tutor postings and student reactions. The quantity of postings on each e-tutor's dashboard and student reactions were the main contextual factors analyzed. The study found that tutor engagement levels depend on technological competence, which affects e-tutors' capacity to conduct discussions and encourage student learning. The LMS data demonstrated that tutors with advanced technological competencies exhibited higher interaction rates, fostering an active and collaborative learning environment. Conversely, limited technological proficiency among tutors correlated with reduced engagement, potentially affecting students’ learning experiences. These findings point to the importance of technological knowledge in enhancing e-tutorship effectiveness within ODeL institutions. The study recommends targeted professional development programs to strengthen e-tutors’ digital competencies, ultimately improving student support and learning outcomes in online education settings.

Student Learning Outcomes in Science and Engineering Integrated Instruction

We examined the impact of engineering design integrated science (EDIS) instruction, aligned with the Opportunity to Learn (OTL) framework, on students’ learning in science and engineering design, and their perceptions of engineering design process. The study also sought to identify how instruction varying along teacher level factors in the OTL framework enhanced student learning outcomes. Participants were 460 high school students who received EDIS instruction from nine pre-service science teachers (PSTs). PSTs learned about engineering EDIS teaching, planned, and taught EDIS units in high schools during their student teaching. Participant students completed three pre-post assessments to measure their science content knowledge, understanding of engineering design, and perceptions of engineering design process. Data was also collected through the EDIS units. Results show that after instruction students demonstrated significant increase in science content knowledge, understanding of the engineering design process, and perceptions of the engineering design process. Multi-level modeling suggests that EDIS instruction in a high OTL environment result in greater student learning gains than in a low OTL environment. Results have implications for teaching and learning engineering and science in schools. Keywords: Engineering; Learning; Pre-service teachers; Science; Students

Implementation of Learning Management by Teachers for Students with Special Needs at SMK Negeri 1 Rantau Prapat Labuhan Batu

Inclusive education in vocational schools faces significant challenges, particularly in how teachers manage learning for students with special needs. This study aims to explore and describe: (1) teachers' ability in planning learning for students with special needs, (2) the implementation of learning in inclusive classrooms, (3) assessment practices applied to students with special needs, and (4) the extent to which teachers can adapt learning materials and evaluations to meet diverse needs. This research employs a qualitative descriptive approach, with data collected through interviews, observations, and documentation. The research subjects included the school principal, guidance counsellors, homeroom teachers, students with special needs, and regular students. The findings reveal that while teachers show initiative and commitment to inclusive practices, they face major obstacles due to the lack of differentiated curricula, formal assessment tools, and specific training on handling students with special needs. Positive practices include regular parent-teacher communication, informal assessments, and peer-group integration strategies. However, systemic policies or institutional resources do not support these efforts. These findings indicate the urgent need for structured training programs, adaptive instructional materials, and policy-level support to optimise inclusive education practices in vocational schools.

Promoting values and ethics in collaborative health care training: A student‐led interprofessional education initiative addressing opioid use disorder

Abstract IntroductionPrevious institutional interprofessional education (IPE) efforts at the University of Mississippi Medical Center were primarily focused on only three of the four Interprofessional Education Collaborative (IPEC) core competencies: Roles and Responsibilities, Teams and Teamwork, and Communication. Recognizing the need to also address Values and Ethics, the IPE faculty team responsible for designing interprofessional student experiential learning created and implemented a new IPE event. In addition, the suggestion for more student‐led interactions with reduced faculty facilitation was considered when developing the new event.MethodsA third IPE event was integrated into an existing patient case series involving students from medicine (2nd year), nursing (4th year Bachelor of Science in Nursing (BSN)program), occupational therapy (2nd year), pharmacy (3rd year), and physical therapy (2nd year) programs. This event focused on a patient who had previously been treated for acute pain (first event), then chronic pain (second event), and now presents with an opioid use disorder (OUD) as a progression. The scenario was designed to facilitate meaningful discussions on values and ethics. The new event included four phases: (i) naloxone administration training, (ii) identification of OUD red flags through a patient case study, (iii) Journey to Recovery board game, and (iv) a group debriefing session. The naloxone training and board game instruction were facilitated by the pharmacy student team members to improve student team interactions and learning experiences.ResultsOverall, 95.4% of student respondents agreed or strongly agreed that the event met IPE Values and Ethics sub‐competencies. Additionally, 413 of the 414 (99.8%) total student attendees received naloxone administration training and earned digital credentials. Post‐event surveys, including open‐ended responses, provided valuable insights into student perceptions.ConclusionsThe event effectively achieved its educational objectives, with students particularly valuing the naloxone training and the Journey to Recovery board game. However, student feedback identified areas for improvement. Future iterations will incorporate these suggestions to enhance learning outcomes and interprofessional collaboration.

The Use of Artificial Intelligence Chatbots on Student Learning, Information, and Communication in Higher Education

The research in this article aims to investigate how students use ChatBot Chat GPT 3.5, Gemini AI, and Microsoft Bing as information platforms for providing verified, trustworthy information for academic use. It focuses on the validity and dependability of the data offered by these three AI platforms, as well as the type and frequency of chatbot use, which is important for students’ academic success. It uses a literature review method and a questionnaire survey to collect data from students about their use of ChatBots. The findings provide insights into the use of AI technologies through ChatBot features among students, emphasizing their integration into academic activities and the effectiveness of these tools. Additionally, the research addresses key issues such as the accuracy and reliability of the information provided by these platforms, raising concerns about the level of trust and reliance students place on this information for academic purposes. Furthermore, the frequency and nature of use of each chatbot are analyzed to determine the level of dependency and its impact on student learning processes. Although the specific conclusion is not detailed in the excerpts, the research suggests that AI ChatBots significantly enhance communication and information access for students in higher education.

Beyond Books: Student Perspectives on Emerging Technologies, Usability, and Ethics in the Library of the Future

This research aims to understand the evolving role of academic libraries, focusing on student perceptions of current services and their vision for the future. Data was collected using a survey at a midwestern research university in the United States. The survey contained both quantitative and qualitative questions. The objective of the survey was to understand the current utilization of library services and students’ future visions for academic libraries. Qualitative and quantitative analysis techniques were utilized as part of the study. Thematic analysis was employed as part of the qualitative analysis, while descriptive and inferential analysis techniques were utilized in the quantitative analysis. The findings reveal that many students use libraries for traditional functions such as studying and accessing resources. There is also an inclination toward digitalization due to convenience, accessibility, and environmental sustainability; however, print materials remain relevant as well. Another finding was a lack of awareness among some students regarding available library services, indicating a need for better marketing and communication strategies. Students envision future libraries as technology-driven spaces integrating artificial intelligence (AI), augmented reality (AR), virtual reality (VR), and innovative collaborative environments. Ethical considerations surrounding AI, including privacy, bias, and transparency, are crucial factors that must be addressed. Some of the actionable recommendations include integrating ethical AI, implementing digital literacy initiatives, conducting ongoing usability and user experience (UX) research within the library, and fostering cross-functional collaboration to enhance library services and student learning.

Effects of visual, auditory, and kinesthetic learning styles on biology achievement in a Kerinci-based religious school

The Society 5.0 era demands inclusive and effective education, yet diverse student needs remain unmet due to limited personalised approaches. The visual, auditory, and kinesthetic (VAK) model offers a promising solution to improve engagement and achievement, especially in biology learning at MAN 1 Kerinci, Jambi, Indonesia. This study aimed to examine the effect of VAK (Visual, Auditory, and Kinesthetic) learning styles on students’ learning achievement in biology subjects in Madrasah Aliyah Negeri 1 Kerinci. Using a quantitative approach with a correlational design, 60 students in class VIII were selected as samples through a purposive sampling technique. Research instruments in the form of learning style questionnaires and student learning achievement data were analysed using descriptive statistics, one-way ANOVA, and Tukey’s HSD post hoc tests. The results showed that learning styles had a significant influence on student learning achievement (p < 0.05), with the auditory learning style producing the highest average achievement compared to the Visual and Kinesthetic learning styles. These findings support the importance of customising learning strategies based on students' learning styles to improve learning outcomes. Recommendations from this study emphasise the need for varied, adaptive, and inclusive learning approaches to optimise students' academic potential.

Augmented Reality in Primary Education: Exploring Teachers’ Readiness and Needs for Innovative Learning Media

The rapid advancement of modern technology has had a significant impact on various sectors, including education. This study aims to analyze the teacher readiness and needs to find the inovative augmented reality (AR)-based learning media in elementary schools. Using a qualitative approach, data was collected through classroom observations, In-depth interviews with 57 teachers., and needs assessment questionnaires from 684 fifth grader students who currently use conventional teaching media. The data was analysed using thematic analysis to identify patterns and themes that emerged from students and teachers’ needs and preferences regarding learning media. The findings show that there is a need for more interactive and immersive learning media, which can help students understand abstract concepts more effectively. Students' preference for dynamic learning media, such as videos, animations, and interactive simulations, was identified as a solution to improve material understanding. These results suggest that AR has the potential to be a powerful tool to improve student participation and learning outcomes, making the learning process more adaptive and responsive to individual needs.

Beyond the classroom walls: Leveraging virtual platform to enhance student engagement and learning

ABSTRACT This study evaluated the effectiveness of incorporating a virtual learning platform into active learning strategies in two fashion merchandising courses. We explored virtual learning through the lens of three theoretical frameworks: Embodied Social Presence Theory, Self-Determination Theory, and Technology Acceptance Theory. Of the 83 students, a total of 71 responses were included in the analysis, excluding those who did not complete the survey. Our study identified several key themes regarding students’ experiences with the virtual platform. These include comfort and lowered anxiety, enhanced engagement and interaction, an innovative and enlightening learning experience, and convenience and time efficiency. The results indicated that students who engaged with a virtual platform for classroom instruction perceived a strong social presence, fulfillment of psychological needs, and acceptance of the technology. Challenges of using virtual platforms include technical issues and reduced personal connections, suggesting a need for improved support and possibly a hybrid approach.

Student and teacher learning as a result of developing peer assessment criteria for mathematical tasks

The idea of involving students in the assessment process has recently taken a prominent place in education. Research suggests that peer assessment in which the students define assessment criteria and assign value enhances learning. The study presented herein is part of an ongoing research project being conducted at a pre-academic course at a technological university in which students are tasked with developing and applying criteria for grading mathematical exercises. The aim of the study is to explore the potential of incorporating such peer assessment into learning mathematics. We also investigate the teacher’s reflections regarding such a peer assessment activity. The findings suggest that when students are actively involved in developing criteria and use them to grade other students’ work, they see ‘behind the scenes’ of the mathematical problem, which improves their understanding. The findings also suggest that the teacher’s reflection on the process helps better refocus on lesson plans.

Pengembangan Media Pembelajaran Pendidikan Pancasila Berbasis Android (Studi Pada Fase F di SMA Negeri 1 Surakarta)

The aim of this research is to develop media and determine the level of feasibility of Android-based Pancasila Education learning media products. This type of research is included in research and development. The development model used in this research is the Sukmadinata model. The Sukmadinata model consists of three steps, namely preliminary study, development and testing. This research data was obtained from media expert validation questionnaires, materials and student pre-test and post-test results. The Android-based learning media that was developed was then validated by material expert validators and media experts to provide an assessment regarding the suitability of the learning media. Next, it is tested on students. The purpose of the trial was to determine the difference in use of classes that were treated and classes that were not treated. The research results showed that Android-based learning media was declared very feasible at 87.7% for material validation and 81.4% for media validation. This study highlights how the integration of digital applications can increase the effectiveness of the teaching and learning process, both in terms of student involvement and learning outcomes.

Internal motivation vs. learning environment support in EFL: evidence from students with diverse learning needs across four European countries

This mixed-methods study explores the relationship between internal motivation and learning environment support in English as a Foreign Language (EFL) classrooms among students with diverse learning needs across four European contexts. Ninety-five students with visual, hearing, mobility impairments, or specific learning difficulties participated. Drawing on quantitative data from the Foreign Language Enjoyment Scale and qualitative interviews, the study examines how teacher support, peer collaboration, and technological tools shape learners’ experiences. While both teacher and peer support significantly predict internal motivation, the strength and nature of this relationship vary depending on the type of learning need. In particular, teacher support was most influential for students with visual impairments and learning difficulties, while peer support played a greater role for students with hearing and mobility support needs. Notably, students’ motivation often appeared to be independent of classroom-based support, with family encouragement emerging as a key informal driver. The study also identifies critical gaps in assistive technology training and access, with many students reporting limited instruction and inconsistent technical support. Students emphasized the need for accessible digital materials, flexible assessment strategies, and better-prepared teachers. Qualitative findings highlight preferences for structured environments, multimodal learning, and varied collaboration formats—individual, pair, or group—depending on students’ specific support needs and classroom contexts. These results point to the need for targeted teacher education, inclusive pedagogical design, and sustained systemic efforts to ensure equity in language learning for students with diverse profiles.

Application of Powtoon Learning Media to Improve Student Learning Outcomes in Social Studies Grade IV Subjects

Social Science subjects are very important to equip students to understand human interaction with their environment. This study aims to improve student learning outcomes in grade IV social studies subjects at Al Giva Nature School Bogor using powtoon learning media. The method of this research is Classroom Action Research with the Kurt Lewin model. The results of the study show that there is an increase in student learning outcomes in social studies subjects in grade IV at the Al Giva Nature School Bogor, which can be seen from the percentage of student completeness. In the pre-cycle student completeness was 45%, in the first cycle the student completeness reached 72.5%, in the second cycle it increased to 75%. In addition, the results of observation of student activities have also increased in each aspect from 84% in the first cycle to 94% in the second cycle. Thus, it can be concluded that the application of powtoon learning media can improve student learning outcomes in grade IV social studies subjects at Al Giva nature school Bogor.