Student Learning Performance Research Articles

THE IMPLEMENTATION OF PROBLEM-BASED LEARNING IN THE TEACHING OF READING AT HIGHER EDUCATION LEVEL

Problem-Based Learning (PBL) is one of the teaching methods highly promoted in the status quo, especially in EFL classes. Regarding this, numerous studies indicate that PBL is effective in enhancing student learning performance, particularly in enhancing problem-solving abilities and self-efficacy learning. However, research on PBL's use in Indonesia, particularly in EFL reading classes, is still barely to be found. Hence, this study is aimed to investigate the implementation of PBL in EFL reading classes by means to investigate how the stages of PBL were implemented and to see what PBL principles have been achieved in the learning activity. This study is produced from qualitative research in the form of a case study, where observations were done during the learning process. The findings indicate that PBL is applicable to be implemented in higher education because the teacher’s actions cover all stages of PBL. However, there is still one principle that must be considered namely student collaboration. One of the expectations of teachers for students is that they can have critical thinking and be able to learn independently, therefore, this can be achieved by making PBL a learning method in the classroom.

Walking into a Modern Painting: The Impacts of Using Virtual Reality on Student Learning Performance and Experiences in Art Appreciation

This study reconstructed a modern painting into a fully-immersive Virtual Reality (VR) painting allowing users to walk into the painting’s 3D world and move around, and employed constructivism with a model of art appreciation to investigate the effects of applying VR techniques in appreciating the modern painting on student learning outcomes. Participants in the study included 60 undergraduates from a university in the midwestern United States. Quasi-experimental study designs and quantitative analysis methods were adopted to analyze students’ responses to the activities of modern painting appreciation through 2D and VR paintings. Results indicated that using the VR painting had significant negative impacts on students’ performance of object recognition in the painting and interpretations towards the painting, but no effects on the painting analysis and judgements. Students using the VR painting showed significantly higher interest and enjoyment than those using the 2D painting. Compared to those viewing the VR painting prior to the 2D painting appreciation, students who only viewed the 2D painting had significantly better learning performance. This study contributes to the lack of empirical VR research in art appreciation, offering insights into the application of using VR in appreciating modern paintings, and providing recommendations for future studies.

Student learning performance prediction based on online behavior: an empirical study during the COVID-19 pandemic

In the context of the COVID-19 global pandemic, highly intense and frequent online teaching has leapt to be one of the dominant learning patterns and become an ordinary situation in university teaching practices. In recent years, progress in feature engineering and machine learning has made it possible for more effective educational data mining, which in turn has enhanced the performance of intelligent learning models. However, the potential impact of increasing and varying features on online instruction in this new situation makes it unclear whether the existing related findings and results are practical for teachers. In this article, we use various state-of-the-art machine learning techniques to predict students’ performance. Based on the validation of the rationality of the built models, the importance of features under different feature selection techniques are calculated separately for the datasets of two groups and compared with the features before and at the beginning of the pandemic. The results show that in the current new state of highly intense online learning, without considering student information such as demographic information, campus attributes (administrative class and teaching class) and learning behavior (completion of online learning tasks and stage tests) these dynamic features are more likely to discriminate students’ academic performances, which deserves more attention than demographics for teachers in the guidance of students’ learning. In addition, it is suggested that further improvements and refinements should be made to the existing features, such as classifying features more precisely and expanding in these feature categories, and taking into account the statistics about students’ in-class performances as well as their subjective understanding of what they have learned. Our findings are in line with the new situation under the pandemic and provide more implications to teachers’ teaching guidance.

The influence of social media on English language learning and academic performance at undergraduate level

This research article imparts new and current knowledge about the essential characteristics of the influence of social media especially Facebook, and YouTube on the English language learning and academic performance of BS English students. The questionnaire was used as a research instrument to collect the data from the sample students. The questionnaire was developed online using the Google drive option. The developed questionnaire was shared with sample students through WhatsApp, Email, and social media. The sample of this study was 64 students of the University of Lahore who were studying in the BS English program. A convenient sampling technique was used to collect data. The nature of this research was quantitative. The descriptive and inferential statistics were applied to the collected data to get the results. The analyzed data revealed the findings concerning grammatical and vocabulary problems, health issues, poor results, assignments, exams, and downloading of material relevant to English language structure and use. The researcher concluded that social media influences English language education permanently. Future researchers should use and implement large sample and broader area.

Improving student learning and performance through a continuous flipped anatomy teaching model.

The flipped classroom teaching model has been widely used in anatomy education to embrace a blended learning strategy. However, the impact that a continuous flipped classroom teaching model exerts on student learning of human topographic anatomy remains unclear. To address this question, student learning experience and performance were compared between third-year undergraduate students who participated in a continuous flipped anatomy classroom teaching since their first year (n = 65, experimental group) and those under the flipped anatomy teaching model only in their third year (n = 45, control group). A five-point Likert scale learning and teaching survey was conducted to evaluate students' perceptions of the flipped classroom model. Students under a continuous flipped classroom teaching model rated significantly higher on the impact of the flipped model on learning difficult anatomy concepts than the control group (*p = 0.0346). The rating on independent learning remained not statistically different between the two groups, although a trend difference was detected (p = 0.0604). Analysis of learning performance revealed that the experimental group significantly outperformed the control group when answering questions focusing on regional anatomy (*p = 0.0207). No significant difference was identified in students' marks of case-based studies between the two groups. In summary, the results of this study indicate that the flipped classroom model implemented over a long term continues to advance students' learning experience and performance in anatomy, indicating a "dose" effect on active learning. The findings of this study will assist the best practices of the flipped anatomy classroom and develop evidence-informed approaches to advance anatomy education in the future.

Penyusunan Artikel Ilmiah Bagi Pendidik Sekolah Dasar Kecamatan Kota Gajah Lampung Tengah

The field of education is very closely related to learning activities and scientific articles are very useful for educators to improve the quality of processes and learning outcomes in class. The purpose of community service is that teachers can understand and know what and how to compile scientific articles and can understand the preparation of scientific articles and be able to carry them out. Methods in community activities include; a) lecture method; b) question and answer method; c) sampling method. The results of the service in the form of outreach show that they really need knowledge, skills, and experience in Writing Educational Research Journals in the life of a teacher. Scientific articles are research journals made by educators in their own class through self-reflection with the aim of improving their performance so that student learning outcomes increase and are published in general either in direct writing or e-journals. Utilization of the implementation of scientific articles, among others; a) increasing the competence of educators in coping with learning; b) improve the professional attitude of educators; c) there is an improvement in the learning performance and competence of students; d) repair and increase the quality of the learning process in the classroom; e) repair and increase the quality of the use of media, learning aids, and other learning resources; f) improvement and improvement of the quality of procedures and evaluation tools used to measure the process and learning outcomes of students; g) improvement and personal development of students; h) improvement and improvement of the quality of curriculum implementation.

Interactive audio human organ model combined with team-based learning improves the motivation and performance of nursing students in learning anatomy and physiology.

Among the basic medical sciences, anatomy and physiology (anatomy & physiology) is a fundamental subject for students majoring in nursing. Due to its diversity and difficulty, nursing students experience stress when studying it. Previous graduates generally presented lower achievements in anatomy & physiology than in other nursing-related subjects in the National Council Licensure Examination-Registered Nurse, indicating that anatomy & physiology education requires improvement. Accordingly, we examined the impact of innovative teaching on students' motivation and performance when learning anatomy & physiology through a quasi-experimental pre-/post-test design. For innovative teaching, we used the novel interactive audio human organ model, followed by team-based learning. The participants were 200 lower-grade students in the nursing department of a junior college in Taiwan, divided into two groups receiving innovative teaching (experimental group) or traditional teaching (control group). Questionnaire surveys were administered, and the collected data were statistically analyzed. The innovative teaching in anatomy & physiology improved learning motivation, especially in terms of affect, executive volition, and learning performance. The essential components of learning motivation, such as value, expectation, affect, and executive volition, were positively correlated with the reaction levels of learning performance. Regarding the improvement in academic performance, the experimental group performed significantly better than the control group. The use of innovative teaching in class enhances students' learning motivation and learning performance when studying anatomy & physiology. Interactive teaching aids enhance the enjoyment of learning anatomy & physiology while facilitating in-depth exploration of the human organs and systems.

Exploring the relationship between digital competence proficiency and student learning performance

AbstractThe increased use of digital technology in higher education requires university students to be digitally proficient. The main objective of this study is to examine the extent to which university students' proficiency in various digital competences could be helpful towards their learning performance. This study adopted DigComp 2.2 to design a data collection instrument for an online questionnaire survey and conducted data analysis on the valid 314 responses using partial least squares structural equation modelling (PLS‐SEM). The findings indicate that, with the exception of safety, the digital competence areas of information and data literacy, communication and collaboration, digital content creation, and problem solving were significant to student learning performance. The findings also revealed that students' current semester had no significant moderating effect on the relationships between their proficiency in digital competence areas and learning performance, with the exception of a relationship between information and data literacy and learning performance, as well as a relationship between problem solving and learning performance, between respondents in semesters 3 and 4, and between respondents in semesters 5 and 6, respectively. The findings contribute to a better understanding of DigComp 2.2's applicability in higher education and can be used by educational institutions and educators to design learning activities and formative assessments that can help students improve their digital competence proficiency.

Content-Focused Formative Feedback Combining Achievement, Qualitative and Learning Analytics Data

Research that integrates Learning Analytics (LA) with formative feedback has been shown to enhance student individual learning processes and performance. Debates on LA-based feedback highlight the need to further understand what data sources are appropriate for LA, how soon the feedback should be sent to students and how different types of feedback promote learning. This study describes an empirical case of LA-based feedback in higher education and analyzes how content-focused feedback promotes student achievement. The model combines quantitative achievement indicators with qualitative data about student learning challenges to develop feedback. Data sources include student pretest results, participation in practice exercises as well as midterm and final exam grades. In addition, in-depth interviews with high-, medium- and low-performing students are conducted to understand learning challenges. Based on their performance, students receive content-focused feedback every two weeks. The results show statistically significant improvements in final grades, in addition to a higher rate of problem-solving participation among students who receive feedback compared to their peers who opt out of the study. The contributions to the area of LA-based formative feedback are the following: (a) a model that combines quantitative with qualitative data sources to predict and understand student achievement challenges, (b) templates to design pedagogical and research-based formative feedback, (c) quantitative and qualitative positive results of the experience, (d) a documented case describing the practical implementation process.

The Effect of Applying Language Picture Books in Reciprocal Teaching on Students’ Language Learning Motivations

The research nature of this study is to examine the priority of English as a foreign language in many non-English speaking countries in the context of globalization with a focus on the importance of English for cross-linguistic communication and interpersonal communication. The research purpose is to understand the effects of language picture books applied to interactive teaching methods on English language learning motivation, learning performance, and language and reading ability of elementary school students in southern Taiwan. The research method used herein is an experimental design model. In total, 192 students in eight classes in Grade Six of two elementary schools in southern Taiwan, each with four classes of 24 students, who used the same picture book materials are taken as the research subjects for an experimental study. The research method includes the application of language picture books to interactive teaching methods, combined with a variety of teaching activities, to create a fun and enjoyable learning atmosphere. The study observes students’ active participation and learning performance in the classroom and evaluates the impacts of these activities on their learning motivation, language ability, and reading ability were evaluated. The findings of this study are as follows. 1) The use of the interactive teaching method with language picture books has a significant effect on students’ motivation to learn English, by observing students’ active participation in the classroom. 2) The English picture books inspire children’s curiosity and interest in reading, increase their motivation for English learning, and make them quite interested in reading. 3) The course incorporated a variety of teaching activities to create a happy learning atmosphere, so that students can continue to work toward their English learning goals after the course is over. We also present the conclusions and discussions based on the results in the hope that language picture books can develop students’ capacity for listening and concentration and contribute to the development and improvement of their language ability and reading ability.

A study on the measurement and standardized assessment model of student learning outcomes in vocational institutions

Abstract As society requires a deeper understanding and demand for the actual abilities of students in higher education institutions, traditional assessment tests no longer meet the current needs. This paper first divides assessment techniques into two main categories from an application perspective: assessment of student learning performance and in-depth cognitive diagnosis. Students are automatically provided with appropriate learning content based on their ability level and learning style, providing them with accurate and timely feedback. Secondly, a new fuzzy inference model is proposed to determine students’ student outcomes by addressing the obvious shortcomings of the fuzzy sets usually used for student outcome assessment. Finally, the validity and usefulness of its assessment model are verified by the student learning performance on a real data set. The results show that the fuzzy inference assessment model designed in this paper can obtain an assessment accuracy of 85.8% for the learner’s learning outcomes, which has a good assessment effect. And the fuzzy inference assessment model also retains the greatest advantage of linear fitting regression, which reflects the correlation between the parameters of students’ learning behaviors and the final learning outcomes. The assessment method based on the fuzzy inference model predicts learners’ learning risks and provides learning interventions in advance for smart learning, and also provides new ideas for deepening education reform.

Prediksi Performansi Mahasiswa dengan Mempertimbangkan Motivasi Intrinsik Menggunakan Machine Learning

One of the factors that influence the success of an undergraduate student is learning motivation. Students are required to learn and develop themselves independently and actively find the source of knowledge, not just getting knowledge from the lecturers alone. One type of motivation is intrinsic motivation. Intrinsic motivation can be in the form of satisfaction in undergoing learning and gaining knowledge, the existence of appreciation of the achievements achieved, and the existence of life goals to be achieved. Thus it is necessary to do research to predict student learning performance by considering the intrinsic motivation of students. Primary data was obtained from the motivational questionnaire of 100 students, while secondary data includes attendance data, quiz data, assignments, mid-term exam, and final exam. Furthermore, the two types of data are combined. The first stage uses the Logistics Regression Algorithm, Support Vector Classifier, Decision Tree, Random Forest, Gaussian Naïve Bayes, and K-Nearest Neighbors. The quality of the algorithm is measured using the level of accuracy. Cross validation test with 5 K-Fold was carried out, and the Decision Tree algorithm was obtained with the highest yield of 0.898051. The second stage is to do a tuning hyperparameter using a Grid Search and obtained a value of 0.927206. The third stage is to predict data test as much as 21 data and obtained accuracy of 0.904761.

The Influence of Humanities on Art and Design Learning Performance: An Empirical Study

AbstractTheoretical studies and perspectives have argued that humanities positively influence art and design learning performance, yet little study has tested this argument empirically. Further than testing the impact of humanities on art and design learning performance, the present study explores how humanities influence art and design learning performance. The present study investigates the influence of humanistic knowledge (e.g., history and literature) and skills, capabilities (e.g., innovation and narrative) and spirits on art and design learning performance (e.g., professional course marks) empirically via a survey. The moderations of age and gender are also tested. The results showed that humanistic knowledge and skills and humanistic spirits increase the art and design learning performance of visual communication and industrial design students, respectively. Humanistic capabilities increase art and design learning performance for all subjects. Besides, we found the individual difference that the effects of humanistic capabilities and humanistic spirits are stronger in male visual communication students than in female visual communication students. The pedagogical strategy of humanistic education for improving art and design learning is discussed based on the results.

INTRINSIC, EXTRINSIC AND MNEMONIC FACTORS OF METACOGNITIVE MONITORING ACCURACY

The paper reports upon an investigation of metacognitive monitoring accuracy factors in learning tasks of university students. The experiment explores the contribution of some intrinsic, extrinsic and mnemonic factors such as type of learning material, task type, task complexity, and ease / difficulty of performing to metacognitive monitoring accuracy. The study was conducted among 233 university students. The empirical results show the predominance of metacognitive monitoring accuracy, while underconfidence is a downward trend. MMA (+ +) rates of metacognitive monitoring accuracy can be found in the easiest tasks on recollecting pairs of words and MMA (– –) rates – in general knowledge questions of medium difficulty. Overconfidence appears in the most difficult tasks on the deduction inferences and on the logical analogies. The results confirm the dependence of metacognitive monitoring accuracy on the level of ease / complexity of tasks and ease / difficulty of performing; the level of task complexity affects higher rates of metacognitive judgments’ inaccuracies, in particular, in the form of overconfidence. In open-answer questions there is a predominance of MMA (+ +) and MMA (– –) rates of metacognitive monitoring accuracy; underconfidence and overconfidence rates are also higher in openanswer questions. The more complex the task is, the greater is the confidence in the difficulty of performing. The results can be significant in the process of understanding the relationship between metacognitive monitoring accuracy and learning performance of university students.

Application value of an artificial intelligence-based diagnosis and recognition system in gastroscopy training for graduate students in gastroenterology: apreliminary study.

This study aimed to discuss the application value of an artificial intelligence-based diagnosis and recognition system (AIDRS) in the teaching activities for Bachelor of Medicine and Bachelor of Surgery (MBBS) in China. The learning performance of graduate students in gastroenterology during gastroscopy training with and without AIDRS was assessed. The study recruited 32graduate students of the gastroenterology program at Jiangsu province hospital of Chinese medicine and Xiangyang No. 1 People's Hospital from March 2018 to March 2022 and randomly divided them into AIDRS (n = 16) and non-AIDRS (n = 16) groups. The AIDRS software was used for real-time monitoring of blind spots of gastroscopy to aid in lesion diagnosis and recognition in the AIDRS group. Only aconventional gastroscopic procedure was implemented in the non-AIDRS group. The final performance score, success rate of gastroscopy, lesion detection rate, and pain score of patients were compared between the two groups during gastroscopy. Aself-prepared teaching and learning satisfaction questionnaire was administered to the two groups of students. The AIDRS group had ahigher final performance score (92.60 ± 2.83 vs. 89.21 ± 3.57, t = 2.98, P < 0.05), ahigher success rate of gastroscopy (448/480 vs. 417/480, χ2 = 11.23, P < 0.05), and ahigher detection rate of lesions (51/52 vs. 41/53, χ2 = 8.56, P < 0.05) compared with the non-AIDRS group. The pain scores of patients were lower in the AIDRS group than in the non-AIDRS group (3.40 [2.23, 3.98] vs. 4.45 [3.72, 4.75], Z = 3.04, P < 0.05). Besides, the average time for gastroscopy was lower in the AIDRS group than in the non-AIDRS group (7.15 ± 1.24 vs. 8.21 ± 1.26, t = 2.38, P = 0.02). The overall satisfaction level with the teaching program was higher in the AIDRS group (43.51 ± 2.29 vs. 40.93 ± 2.07, t = 3.33, P < 0.05). In the context of medicine-education cooperation, AIDRS offered valuable assistance in gastroscopy training and increased the success rate of gastroscopy and teaching and learning satisfaction. AIDRS is worthy of wider-scale promotion.

Research on the Teaching Reform of Visualization in the course of Ancient Literary History under the background of "Digital Humanities"

In recent years, the "digital humanities" technology has developed vigorously, and the corresponding research results have emerged one after another. In this context, the scientific research of classical literature is developing in a more effective, accurate and comprehensive direction, both in terms of research methods and conclusions. Starting from the perspective of "visualization", this paper deeply discusses the teaching design issues related to the teaching reform of Ancient literature, mainly from the integration of the reality and academic nature of teaching content, the diversification of teaching methods with students as the main body, the integration of innovation and operability of the assessment mechanism, and tries to solve the problems of "obscure content", "time-space separation" and other problems in the course of Ancient literature, Explore a new path of teaching reform.The data comparison results showed that the new method can significantly improved the learning enthusiasm and performance of liberal arts students, and had certain application and practical value.

Investigating the Influence of social factors on learning performance in collaborative learning environments

Developing classrooms for active learning is a more popular component about higher education institutions' instructional efforts to interest and engage students in their academics. Social elements have been determined to impact student learning performance and participation in collaborative learning. This research examined social factors' capacity to encourage collaboration and participation and whether these concepts mediate in connecting social factors and student learning outcomes. The student's academic conduct has been observed using the constructivism theory. Students at universities completed surveys to provide that data. Results assessed using Structural Equation Modelling (SEM) show that societal factors, including connection, social connection, and usage of social media, improve active learning with peers also teachers, collaboration in Education, and participation of students, impacting educational performance. The results support this study's use of two-fold mediation. Online learning should be encouraged because it affects students' academic development in higher education institutions' teaching and learning. Collaborative learning and social component involvement have been found to enhance student learning activities.

The Role of Teachers in Improving Students’ Cognitive Competency in Islamic Education Subjects Through Recitation Method

This study discusses the role of teachers in improving students' cognitive competency in Islamic education lessons through the recitation method. This study uses qualitative methods, and the data was gathered through field observation, in-depth interviews, and written document analysis. Direct observation was conducted during the teaching and learning process, while in-depth interviews were carried out with teachers and students. Document analysis was conducted to see teaching material preparation and student learning performance scores. The results of this study show that the teacher's role in improving students' cognitive abilities in Islamic religious education subjects through the recitation method has been well implemented in every meeting. The teacher's role includes the use of the recitation method in every meeting of Islamic religious lessons. The impact of using the recitation method can improve students' cognitive abilities in mastering Islamic religious subject matter. Besides that, students' motivation and interest in studying Islam are also improving because the recitation method gives them the freedom to master Islamic religious education material. In conclusion, the recitation method is very suitable for learning Islamic religion because it is related to mastering the verses of the Koran and hadith. For this reason, teachers and Islamic education institutions need to think about applying the recitation method in Islamic religious learning when the material is mostly related to the Al-Quran and hadith.

Elevating Economic Education: Implementing ChatGPT Prompt Responses and Using a Proven Conceptual Framework in Macroeconomics, to Enhance Collegiate Student Learning and Academic Performance

Elevating Economic Education: Implementing ChatGPT Prompt Responses and Using a Proven Conceptual Framework in Macroeconomics, to Enhance Collegiate Student Learning and Academic Performance

Empowering human anatomy education through gamification and artificial intelligence: An innovative approach to knowledge appropriation.

Gamification has appeared as an alternative educational methodology to traditional tools. Specifically, in anatomy teaching, multiple technological applications have emerged in response to the difficulties of accessing cadaveric material; however, there is insufficient information about the effects of these applications on the performance achieved by students, or about to the best way to adapt learning to meet their educational needs. In this study, we investigated how teaching human anatomy through a mobile gamified technological tool containing recommendation systems can be combined with a virtual assistant to improve the learning and academic performance of medical students in the Anatomy Department at the Universidad de La Frontera in Temuco, Chile and the Anatomy Department at the Pontificia Universidad Católica de Chile. In total, 131 students participated in the experiment, which was divided into two case studies. The main findings led to the conclusion that gamified components support students in learning anatomy. In addition, the predictions and recommendations provided by the virtual assistant enabled the academic aspects that the students needed to improve to be extracted adequately. Future work is expected to support adaptive learning by incorporating new artificial intelligence in education elements that can generate personalized scenarios for studying anatomy based on the application.