Learning Outcomes Research Articles

The Evolution of Teaching Resources in South African Schools : A Quest for Adaptive Teaching Strategies

This study aims to examine teachers’ usage and perceived value of 40 technology tools in order to enhance student learning outcomes. The study seeks to propose feasible approaches concerning the transition from traditional methods of teaching, towards technology-enhanced teaching in the classroom. This study employed the mixed method approach with embedded mixed methods research design. The data collection techniques were questionnaire, and open-ended questions. Face and content validity was assessed before the administration of the questionnaire. Descriptive statistics were used for quantitative variables. Quantitative data were analyzed by thematic analysis. The results of this study show that only 11% of the teachers are utilizing technology tools in the classroom with learners to support their instructional practices. This study provides valuable insights that will help teachers, principals, and policy makers move toward more technology-enhanced teaching and learning.

Model Implementation Problem-Based Learning with a Differentiated Learning Approach to Improve Abilities, Computational Thinking Student

Based on the results of the non-cognitive diagnostic assessment conducted by the author in class X PPLG 1 SMK Negeri 11 Bandung, the computational thinking abilities possessed by students still need to improve. In addition, based on the results of observations, teachers have not implemented differentiated learning optimally. This study aims to improve students' computational thinking abilities by applying problem-based and product-differentiated learning models. The research method used is Classroom Action Research (CAR), carried out in 3 cycles. The subjects of this study were 20 students of class X PPLG 1. The results of this study show that applying the PBL model and product-differentiated learning can improve student learning outcomes in the DPLG subject, with the achievement of completeness in cycle I at 45%, cycle II at 70%, and cycle III at 45%. Students' computational thinking abilities also increased from achieving completeness of 10% to 75%. The effectiveness of learning carried out in cycles I and II are included in the reasonably practical category, as evidenced by the N-gain of 60% and cycle III of 41%, which can improve students' computational thinking skills.

Multimodal Feedback to Improve Performance of Order Picker Truck Drivers Using a Virtual Reality Simulator

VR technology presents exciting prospects for immersive forklift training environments. VR facilitates hands-on learning without the risks of real world errors. Real-time multimodal feedback (such as visual and haptic) is an effective way to enhance learning outcomes and skill acquisition. However, the efficacy and usability of real-time multimodal feedback provided for VR-based forklift driving needs to be investigated, as its impact on training outcomes remains unexplored. We aim to understand how various feedback modalities influence task performance, perceived workload, and user preferences. Fifteen (3 female, 12 male) individuals participated and completed VR-based forklift driving tasks with four feedback conditions (No feedback, visual, haptic, combined visual and haptic). A significant main effect of Feedback was found for completion time. Mental demand and frustration were affected by the Sex and Feedback interaction. These differences in the perception of feedback modalities underscore the importance of considering diverse user demographics when designing feedback systems.

Pengaruh Pemanfaatan Multimedia Berbasis Autoplay Terhadap Hasil Belajar Siswa Pada Mata Pelajaran IPS Kelas VIII di SMP 29 Padang

The purpose of this study is to reveal the effect of the use of multimedia autoplay on student learning outcomes in social studies class VIII at SMPN 29 Padang. The research method used in this study is quantitative research using the experimental method, which is to present the phenomenon as it is with its appearance, in accordance with the research frame of reference. The population in this study is all grade VIII students for the 2023/2024 Academic Year. The sample was taken using the purposive sampling technique consisting of class VIII 8 as many as 30 students as an experimental class and class VIII 9 as many as 32 students as a control class. The technique used in collecting data is the learning outcome in social studies subjects in the form of multiple choice with 30 questions. The data analysis technique of this study uses a t-test. The results showed that the average score of the experimental class that utilized autoplay-based multimedia was 78.7, which was higher than the average score of the control class that used textbooks and teaching materials, which was 60.06. Based on the results of the t-test calculation, it can be concluded that the use of autoplay-based multimedia is effective and efficient on the learning outcomes of grade VIII students in social studies subjects at SMPN 29 Padang

The Impact of Learning Experiences on Meeting Teacher Accreditation Standards: A Mixed-Methods Study

Professional Accreditation for teacher education programs is a quality assurance measure for normal universities. To clarify the factors affecting student teachers' learning and their mechanisms, a mixed-methods study was conducted on government-funded student teachers. The study found that learning experiences in areas such as clear goals, student support, appropriate assessment, teaching quality, and course organisation have varying degrees of influence on learning outcomes. The mechanisms of influence include: the combined effect of misaligned learning goals and simplified exam content hinders the improvement of learning quality; gaps in subject systems and structural shortages of teacher resources undermine the distinctive features of teacher education; and an imbalance between increasing learning challenges and insufficient student support obstructs the development of professional competencies. Therefore, universities should leverage participation in professional accreditation as an opportunity to reform teacher education curricula, build high-quality teaching teams, optimize the structure of teacher resources, and improve student support services to create an excellent training environment

Bridging Theory and Practice : An Integrated Approach to Blockchain and Data Analytics Education

This article presents a comprehensive framework for building a strong foundation in blockchain technology and data analytics, two rapidly evolving fields that are increasingly intertwined in today's digital landscape. We propose a structured approach that combines theoretical knowledge acquisition with practical skill development, designed to equip aspiring professionals with the necessary tools to succeed in this dynamic sector. The framework encompasses key areas such as blockchain fundamentals, smart contracts, cryptography, data analysis techniques, and advanced machine learning concepts including neural networks, deep learning, and artificial intelligence. We emphasize the importance of leveraging diverse educational resources while highlighting the critical role of hands-on projects in reinforcing learning outcomes. By detailing strategies for developing blockchain applications and conducting advanced data analytics, this article bridges the gap between academic understanding and practical application. We explore real-world use cases demonstrating the synergy between blockchain and AI in areas such as financial crime prevention, supply chain management, and healthcare. Our findings suggest that this integrated approach not only enhances technical proficiency but also cultivates the problem-solving and analytical skills essential for advancing towards professional roles in blockchain and data analytics. This research contributes to the growing body of literature on technology education and provides a roadmap for individuals seeking to establish a robust foundation in these interconnected fields.

Innovative Approaches to Foreign Language Learning: A Study of Methods Including Duolingo and Beyond

This article examines the effectiveness of various methods of foreign language learning, including digital tools like Duolingo, traditional grammar-focused approaches, immersive learning environments, and the role of music in language acquisition. Through a comparative analysis, the study highlights the strengths and limitations of each method and advocates for a blended approach that integrates these techniques to maximize learning outcomes. The findings suggest that combining digital platforms, traditional methods, immersive experiences, and supplementary tools such as music provides the most comprehensive path to language proficiency. The article calls for further research into the integration of these methods in formal education systems.

Optimalisasi Pemanfaatan Media Pembelajaran Berbasis TikTok sebagai Upaya Meningkatkan Hasil Belajar Siswa

As technology evolves, social media platforms like TikTok have started to be utilized in education as interactive and engaging tools. The aim of this research is to explore the potential of TikTok as a learning medium to improve student learning outcomes. This study uses a literature review method to analyze various sources related to the use of TikTok in education. Data were collected from five academic journal articles and literature reviews that discuss the use of TikTok in different educational contexts. The data analysis technique used in this study is content analysis, which identifies key themes from the related articles and examines the relationship between TikTok usage and student learning outcomes. The research results show that TikTok can enhance student engagement and motivation in learning and have a positive impact on their learning outcomes. TikTok has the ability to present educational material innovatively and effectively by utilizing an appealing visual format. If used correctly, TikTok can become a valuable learning medium. Thus, TikTok offers teachers the opportunity to create more creative and engaging lessons.

Self-determination and perceived learning in online learning communities

This study explores the interplay between Self-Determination (SDT), relatedness, and teaching presence and CoI’s presence (teaching, cognitive, and social) in the context of online educational settings within China. Specifically, the study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) to investigate the interaction between SDT (Self-Determination, relatedness, and competence) and the perceived learning outcomes (autonomy, competence, and perceived learning). The underlying structure of the study’s conceptual framework was analyzed through the measurement model and the discriminant validity assessment. The results show that cognitive presence, social presence, and teaching presence are significantly associated with autonomy, competence, relevance, and perceived learning. Moreover, cognitive presence and social presence can potentially augment cognitive processes, amplifying the mediating role of relatedness between cognitive presence and learning outcomes.

Transnational resilience: exploring international students’ agency in response to systemic racism in U.S. higher education

This phenomenological inquiry explored how 19 international students in U.S. higher education developed a sense of agency in response to systemic racism. The findings revealed three main factors associated with participants’ sense of agency: (1) transnational role models, (2) the community and social network established in the United States and (3) personal beliefs, values, and morality. By focusing on how international students draw on their transnational experiences and knowledge to develop agency in response to systemic racism, this study contributes to scholarships on learning outcomes associated with international student mobility and their experiences with race and racism. It also adds to the increasing body of research that challenges deficit paradigms toward international students prevalent in scholarly discourse by highlighting their agency and assets. Implications for future research and practice are also discussed.

Understanding Medical Students' Perceptions of E-Learning: A Study at the Faculty of Medicine and Pharmacy in Casablanca

Introduction: E-learning is essential in today's medical education, since it enhances the learning outcomes through easy access to resource materials and interactivity. Nonetheless, obstacles like technological aspects and the limited interaction of the student-teacher can impact its effectiveness. The purpose of this study was to understand how medical students perceive e-learning. Methods: A cross sectional study was conducted at the Faculty of Medicine and Pharmacy in Casablanca in 2023. A stratified cluster sampling method was adopted to select the participants. A self administrated questionnaire was distributed. We asked students about their demographic data, previous experience with online learning, learning formats preference and perception of e-learning. Results: A total of 373 students participated in the survey, with a mean age of 20.4 years and 61.4% being female. Just over half supported implementing e-learning (55.8%), about 63% of students had prior experience with the university's platform, and 59.8% found it easy to use. Most students preferred blended learning (74.8%) and asynchronous online learning (79.9%), additionally 72% favored live streaming with recordings as an e-learning resource. The primary advantage cited was flexibility (93.6%), whereas challenges included technical issues (71.5%) and limited interaction (54.8%). Prior experience significantly influenced students' positive perceptions of e-learning (p<0.001). Conclusion: Overall, medical students have a positive perception regarding e-learning, valuing its flexibility and convenience. However, technological difficulties must be resolved. These insights can help policymakers put effective e-learning infrastructure and strategies into place.

Assessment and learning outcomes for generative AI in higher education: A scoping review on current research status and trends

Generative artificial intelligence (GenAI) impacts higher education assessment and learning outcomes, which are closely related and intertwined. Literature suggests that educators and researchers have many varied concerns regarding student assessment in the higher education GenAI context, such as how to assess students’ learning and the new (refocused) learning outcomes that emerged in GenAI-facilitated learning environments. To provide evidence-based insights into and answers to these concerns, we conducted a scoping review by collating literature in relevant research areas. Following a five-stage scoping review framework, we collaboratively collected and coded 34 studies. The three assessment approaches identified in the review were traditional assessment, innovative and refocused assessment and GenAI-incorporated assessment. The new, refocused learning outcomes identified were career-driven competencies and lifelong learning skills. The review also revealed that most research designs were qualitatively oriented (e.g., with exploratory design, descriptive research, ethnographic research and phenomenological research). This study proposes a holistic diagram showing the current research status and trends. It suggests five future research directions: innovative assessment designs, collaborations among assessment approaches, new learning outcomes, relationships between assessment approaches and learning outcomes, and quantitative or mixed research studies. Implications for practice or policy: Traditional assessment methods in higher education do not operate effectively in the GenAI era. Innovative and refocused assessment and GenAI-incorporated assessment are promising strategies to assess student learning. Career-driven competencies and lifelong learning skills are new focused learning outcomes evolved from the use of GenAI. More quantitative and mixed research studies should be conducted to provide additional empirical evidence on the impact of GenAI on student assessment and learning outcomes.

The Effect Of Using Kahoot Media On Chemistry Material On Student Interest And Learning Outcomes

The purpose of this study was to determine the effect of using kahoot media on chemistry material on interest and learning outcomes. This study used a quantitative quasi-experimental approach with a pretest and posttest control group design research design. The study population was class X IPA learners consisting of 5 classes totalling 154 people and the sample in the study of class X IPA totalling 30 people as an experimental class and 30 people as a control class. The data collection techniques used were questionnaires and questions. The research shows that there are differences in learning outcomes before and after treatment. Before the t-test was carried out, the normality and homogeneity tests were first carried out and the data was found to be normally distributed and homogeneous. The results of hypothesis testing using the t-test with a significance value of 0.000 means that the sig value <0.05. So that H0 is rejected and H1 is accepted. So it can be concluded that there is an effect of Kahoot users as learning media on learning interest and learning outcomes of learners in chemistry material and there is a correlation between interest and learning outcomes in chemistry subjects.

Early career academics’ professional learning in a PBL-focused pedagogical development program

ABSTRACT This study explores early career academics’ (ECAs) professional learning in a Danish university’s Professional Learning (PL) program, based on problem- and project-based learning (PBL) principles. Using a complexity theory lens, professional learning is viewed as a dynamic process involving intrapersonal, behavioral, relational, and contextual sources. Data from 38 written reflections via a questionnaire and six in-depth interviews were analyzed to assess ECAs’ learning outcomes and challenges during and after the PL program. The findings indicate that the program advanced participants’ PBL and pedagogical knowledge, changed their pedagogical beliefs and teaching practices, and improved their collaborative skills and interactions with students and colleagues. Several challenges ECAs confronted are reported at individual and organizational levels, namely, time management, the learning process, the actual teaching and supervision process, institutional culture, and resource allocation. The study suggests ways for ECAs, program designers and organizers, and university management in promoting more effective professional development processes.

The Research on the Application of Deep Learning in Education

With the in-depth reform of education, deep learning is gradually being applied to education, which can stimulate students’ initiative in learning and improve their learning efficiency. This article explores some specific applications of deep learning in education, uses the deep learning model LSTM to predict students’ learning abilities and outcomes, and obtains high accuracy. Through deep learning models, we have abstracted the characteristics of students’ learning states and made relatively accurate predictions on their learning outcomes. This paper provides some useful explorations on the application of artificial intelligence and deep learning in education, which can provide valuable references for better research in the future.

<b>Insights From the Frontlines: Students' Perceptions of Teaching Methods in a Nigerian Medical School </b>

Background The teaching skills of the teachers impact the learning outcomes, and it is expected that learning can be enhanced through appropriate instructional strategies that will optimally help the students. An understanding of student’s perception of the available teaching methods will provide insight into what the challenges are, and how this information can be used to further optimize learning outcomes. Methods A qualitative phenomenology study using focus group discussions among 41 clinical medical students in a developing Nigerian medical school. An inductive thematic analysis was performed on the transcribed recorded data from the group discussions. Results Six themes emerged: participation, clarity and applicability, encouragement and feedback, teaching aids, students-teachers relationship, and learning environment. Students preferred problem-based learning and small group teaching, perceiving didactic lectures as lengthy and boring. They emphasized the need for teachers to use real-world examples, provide feedback, and adopt student-centered approaches. The majority of students preferred visual learning aids but noted inadequate infrastructure and resources for their preferences. Conclusions This study highlights the importance of student-centered teaching methods, incorporating visual aids and problem-based learning, to enhance engagement and retention. Teachers should adapt their instructional strategies to cater to diverse learning styles and promote interactive learning. The study suggests retraining clinical teachers to adopt student-centered approaches and utilize available resources effectively. By prioritizing student feedback and adopting inclusive teaching methods, medical educators can optimize learning outcomes and prepare students for the demands of healthcare practice. Keywords: medical, students, perceptions, teaching, methods.

Assessment on the Basketball Teaching Approach: Basis for the Development of Basketball Curriculum in College Department

This study investigates the effectiveness of various teaching approaches in basketball education on student learning outcomes. A total of 150 students participated in the research, which utilized pre-tests, post-tests, and Likert-scale surveys to evaluate the impact of instructional methods such as sports science integration, technology use, mental skills training, and evidence-based practices. Significant positive correlations were found between sports science integration and learning in basketball theory and tactics, as well as between technology use and skill development. However, no significant correlations were identified in areas related to physical conditioning and competition readiness. The findings suggest that while sports science and technology are effective for specific learning outcomes, further improvements are needed in other areas to fully enhance basketball education.

The impact of mindfulness on academic achievement of students with the mediating role of adaptability: a structural equation modeling approach

IntroductionExamining the factors influencing students’ academic achievement can lead to improved educational planning and enhanced teaching and learning outcomes. The aim of this study was to investigate the impact of mindfulness on academic achievement with the mediating role of adaptability among students at Jiroft University of Medical Sciences in southern Iran in 2024.MethodsThis descriptive-analytical cross-sectional study was conducted on 290 students from various fields at Jiroft University of Medical Sciences in southern Iran from January to April 2024. To select these 290 individuals, a stratified sampling proportional to size was first carried out based on the year of university entry and field of study. After the sample size was determined for each entry year and field of study, students were randomly selected using their student numbers and a random number table. The data collection instruments were the standard mindfulness, academic achievement, and adaptability questionnaires. Descriptive tests and structural equation modeling using the Partial Least Squares (PLS) method were employed for data analysis, utilizing Smart PLS3 and SPSS26 software.ResultsThe findings indicate that students’ mindfulness positively affects their academic achievement (p < 0.001, β = 0.59). Additionally, mindfulness positively influences students’ adaptability (p < 0.001, β = 0.65). The results also show adaptability positively impacts students’ academic achievement (p = 0.001, β = 0.57). Finally, students’ mindfulness has a significant positive effect on their academic achievement through the mediating role of adaptability (p < 0.001).DiscussionAccording to the results, a favorable state of mindfulness and adaptability among students can improve academic achievement. Therefore, it is recommended that university administrators facilitate the enhancement of students’ mindfulness and adaptability by organizing relevant courses and workshops. This approach can contribute to their academic progress.

A META-ANALYSIS APPROACH TO MEASURE THE IMPACT OF PROJECT BASED LEARNING OUTCOME

The importance of a thorough analysis of previous research regarding the influence of the project based learning model on students' learning outcomes over the last ten years in order to have a clearer picture of what learning abilities are suitable to be applied in science lessons. The aim of this research is to find out how much influence the project based learning model has on student learning outcomes. The ES studied is the result of several studies that have been carried out. This research uses meta-analysis, namely reviewing similar research, which is summarized from various research results quantitatively by looking for EF values. The study journals used were international journals indexed by Scopus in the last 10 years, totaling 10 journals. Data obtained from the research instrument was analyzed using the effect size formula. The average ES value obtained was 0.78 which is in the medium category. This shows that the use of the project based learning model in the learning process can improve student learning outcomes.

Training for transformation: examining food systems courses at US land-grant universities

Higher education institutions can play an essential role in preparing students to participate in movements for just and sustainable food systems change. For the past two decades, many United States land-grant universities (LGUs) have developed food systems education (FSE) courses. This study examined the extent to which FSE courses employ four capacities deemed crucial by the FSE literature: multidimensional approaches, interdisciplinarity, centering equity, and training students to take action in food systems. The syllabi of 171 undergraduate courses at 20 LGUs were obtained by contacting instructors, and their course descriptions and learning outcomes were analyzed. This subset of LGUs were identified from the membership list of the Menus of Change University Research Collaborative (MCURC), a nationwide network of colleges using campus dining halls and classrooms as living laboratories for food systems change. Most course descriptions and learning outcomes exhibited multidimensional approaches and interdisciplinarity. However, many failed to incorporate teaching content and practices that help students critically examine equity and social justice issues in food systems, or engage in transformative change. LGUs have both the resources and urgent responsibility to empower students to be part of movements to transform unjust, unsustainable food systems. The findings of this study, and an accompanying open-access syllabus website, aim to accelerate the development of FSE curricula that prepare students to change food systems.