Quality Of Learning Research Articles

E-Learning and Teaching Methods: Towards New Innovative Practices

In recent years, due to the rapid development of information and communication technologies, online education has grown exponentially, opening up new perspectives in the field of education, but it faces many challenges related to learner engagement, retention and quality of learning. E-learning has become a widely adopted learning method worldwide. In this context, innovative pedagogical methods play an essential role, offering teaching methods adapted to the needs of today's learners. This study focuses on innovative pedagogical methods in the context of online education. In this study, we explore several innovative pedagogical methods using digital technologies (gamification, microlearning, personalization, machine learning, virtual reality integration, etc.). We explore how these approaches are implemented, their benefits and how they can overcome traditional barriers to online teaching. Our findings highlight the benefits of these approaches in terms of learner engagement, enhancing the overall learner experience.

Influence of teachers’ appraisal on teaching methods on students’ academic performance in public schools for Kenya certificate of secondary education

The Universal Declaration of Human Rights has declared that education is fundamental human rights to the well-being of any society. Therefore, the study was motivated by the need to improve students’ academic performance in Kenya Certificate of Secondary Education examination, a case in Laikipia County, Kenya. The study was guided by one objective. To examine how appraisal of teachers teaching methodology influences students’ performance in Kenya Certificate of Secondary Education in Laikipia County. The study targeted 94 public secondary schools which comprises of 94 principals and 1100 teachers in Laikipia County. Purposive sampling was used to select 45 principals while simple random sampling was used to select 300 teachers. Questionnaires were used to collect data from principals and teachers. The findings of the null hypothesis there is no significant relationship between teacher appraisal on teaching methods and students’ academic performance using Chi square test was = 0.9625 3.84l. The null hypothesis was rejected hence there is a significant relationship between teacher appraisal on teaching methods and students’ academic performance. The study recommends TSC to establish, amend, the current appraisal process and provide professional development growth of teachers to enable them to be motivated when preparing and planning for instruction. To teachers, there is need to have high levels of commitments in preparation and planning, use of relevant teaching /learning materials and use diverse methods which leads to quality teachings and learning process in all classes

School District Superintendents as Transformational Leaders

The educational reform movement in the United States (1983-2024) presented school district superintendents with a wide array of challenges and opportunities. Initially, state and federal policymakers’ called for draconian school and district level accountability and endorsed he notion of top-down management. However, the reality of implementing district-wide, systemic changes focused on improving student learning outcomes influenced a shift in superintendents’ role from manager to teacher-scholar. During the last decade, researchers examined the role of superintendents in Instructionally Effective School Districts (IESD) and reported that they used their managerial prerogatives to initiate and sustain district-wide instructional improvement (Bjork, 2024). Research findings suggest that their involvement hiring and supervising teachers, evaluating principals, clearly articulating instructional and curricular goals, monitoring instructional improvement and, engaging in long-term financial planning for instruction indirectly influence the quality of learning and teaching. Findings from this longitudinal case study extend our understanding of how superintendents’ enact their role as teacher-scholar help to explain their success. Key elements of Transformational Leadership including idealized influence, inspirational motivation, intellectual stimulation and, individual consideration provided considerable insight into how they enacted their role. In addition, findings suggest that over time followers at different levels of the school district’s organization (teachers, principals and central office staffs) adopted Transformational Leadership dispositions and practices suggesting that it may be viewed as being both multidimensional and multi-directional. These findings may expand our understanding of how superintendents’ transformational leadership may influence the development of professional cultures and enhance student learning.

IMPLEMENTASI SISTEM PEMBELAJARAN EFEKTIF SEBAGAI STRATEGI PENGUATAN PROFESIONALISME GURU DALAM ERA DIGITAL

This research aims to analyze teacher professionalism strengthening through the implementation of effective learning systems. Using a mixed-method approach, the study was conducted on 100 teachers selected through purposive sampling. Data collection included questionnaires, in-depth interviews with 20 teachers, learning observations, and focus group discussions. The results showed significant improvements in teacher competencies: pedagogical (25%), professional (28%), learning technology utilization (35%), and evaluation skills (30%). The implementation of effective learning systems positively impacted student learning motivation (75%) and learning outcomes (68%). Key supporting factors included policy support and availability of continuous professional development programs, while inhibiting factors included administrative burden and limited technology access. The teacher professionalism strengthening program proved effective in improving learning quality, although it still requires strengthening of the mentoring system and development of digital learning platforms..

Experiences of bullying among nursing students during clinical practice: a scoping review of qualitative studies.

Bullying in the clinical setting has become a significant issue for nursing students. The experience of bullying during clinical practice can negatively affect students' mental and physical health, as well as their professional development. Nursing students are often targets of verbal abuse, intimidation, and discrimination from various individuals in the clinical environment. This behavior not only harms individual students but also affects the quality of patient care. The aim of this study is to provide a deeper understanding of the phenomenon of bullying toward nursing students, identify research gaps, and offer recommendations for future research. This study employed a scoping review method, with articles sourced from four major databases: CINAHL, PubMed, Scopus, and Web of Science. The main keywords used included "bullying," "nursing students," "clinical practice," and "verbal violence." Inclusion criteria were studies with nurse participants, original research articles, and published within the last 10 years (2015-2024). Data were manually extracted using tables and analyzed through a qualitative descriptive approach. Eleven articles met the inclusion criteria. This scoping review focuses on the findings of an exploration of the experiences of bullying experienced by nursing students, identifies research gaps, and provides suggestions for future research. Findings showed that nursing students experience various forms of bullying, including verbal violence and intimidation, often triggered by power imbalances in interactions with clinical staff and mentors. The impact of bullying is not only detrimental to students' mental health, but also affects their academic performance and quality of learning. Research gaps found include a lack of studies on the direct relationship between bullying and clinical assessment outcomes, as well as a lack of understanding of effective strategies to address bullying. This study recommends the need for clearer anti-bullying policies and transparent reporting systems, as well as further research to explore the impact of bullying in the context of nursing culture and education system.

The effect of REACT model implementation on learning outcomes and critical thinking skills of students of SMAN 9 KENDARI

Quality human resources will be formed if education focuses on improving students’ skills. Of course, the foundation of education must be quality. Qualified human resources will later be responsible for making Indonesia a good country in all fields. This study aims to examine the effect of applying the REACT learning model (Relating, Experiencing, Applying, Cooperating, Transferring) on learning outcomes and critical thinking skills of students of SMAN 9 KENDARI. Quantitative research method with experimental research type. The research design used was post experimental control design. The research location was at SMAN 9 KENDARI. The instruments used include learning outcomes test and critical thinking skills test. The data obtained were explained using statistical tests to see the differences between the experimental group and the control group in chemistry subjects. The results showed that the application of REACT model significantly improved students’ learning outcomes and critical thinking skills compared to conventional learning methods in chemistry subjects. The findings indicated that the REACT model was effective in improving the quality of learning and developing critical thinking skills of students of SMAN 9 KENDARI, especially in chemistry learning.

The Use of Digital Smart Boards as a Means of Supporting TPACK-Based Interactive Learning

A new challenge in the world of education must be able to increase the attractiveness of learning by developing technology-based learning media with digital smart boards. This study aims to observe learning devices and models that use Smart Board Digital as a TPACK-based learning tool on learning quality. A type of research that uses data in the form of numbers to analyze and produce empirically measurable information. In this data collection study, the researcher used observation, questionnaire, and documentation techniques. The analysis techniques used are T-test and F-test. TPACK-based learning tools using Digital Smart Board have an effect on the quality of learning. There is a significant influence between the development of a learning model using TPACK-based Digital Smart Board on the quality of learning at SMPIT Mutiara Cendekia Lubuklinggau. Interactive Whiteboard revolutionizes the classroom experience by allowing teachers to display a variety of multimedia content such as videos, images, and interactive simulations directly on a large touch-sensitive screen that highly motivates students to learn. An innovative media that is able to attract students’ attention to be actively involved in learning so that students’ grades in learning can be better. One of them is the smart board learning media.

Analysis of the Effectiveness of Project-Based Seamless Learning Model on Concept Understanding

Aims: The aim of this study was to identify the effectiveness of project-based seamless learning model on concept understanding. Study Design: The research method used quantitative experimental design. Methodology: The research method used quasi experiment with research design nonequivalent pretest posttest group design, where there is an experimental group and a control group, the experimental group is given treatment and there is no treatment on the control group. The research subjects were 160 people, 80 people in the experimental group and 80 people in the control group. Data collection using tests conducted pretest and posttest. Data analysis used normality test, homogeneity test and independent sample t test. Results: The results of research and discussion, it can be concluded that there is an effective project-based seamless learning model on concept understanding. Based on the results of hypothesis testing on the posttest, the value on the posttest of the experimental group and the control group obtained a significance value of 0.002 <0.050. And also the difference in the average posttest score of the experimental group is 84.06, greater than the lower control group of 80.56. This proves that there are differences caused by the application of the learning model in the two groups. The experimental group used a project-based seamless learning model while the control group used a conventional model. Conclusion: there is the effectiveness of project-based seamless learning model on concept understanding. The hope is that the project-based seamless learning model can be applied at various levels of educational institutions or in various subject matters so that the quality of learning will be even better and continue to improve rapidly.

ANALYSIS OF STUDENT LEARNING READINESS TO FULFIL ACHIEVEMENTS INDEPENDENT CURRICULUM WITH DIFFERENTIATED LEARNING

This study explores the impact of students' learning readiness on the implementation of differentiated learning to achieve independent curriculum goals in a seventh-grade class at SMPIT Putri Al-Hanif, Cilegon, Indonesia. The theoretical framework emphasizes the dynamic nature of readiness, distinct from innate ability, highlighting the importance of aligning assignments with students' abilities and interests. Employing qualitative descriptive research, the study involves 23 participants, utilizing assessments, interviews, and observations. Results reveal diverse levels of learning readiness influenced by internal and environmental factors. The differentiated learning approach caters to individual needs, emphasizing process, product, content, and learning environment adjustments. Findings underscore the crucial role of teachers in organizing varied learning strategies to enhance students' readiness and overall learning quality within the context of the independent curriculum. This research contributes valuable insights into addressing learning gaps and optimizing educational outcomes in the Era of Revolution 5.0.

Assessing Students’ Perceptions of Moodle Usage for Teaching and Learning: A Case of College of Business Education, Dar es Salaam Campus, Tanzania

The advancement of Information Communication Technologies (ICT) has stimulated the development of new learning experiences through using software applications or platforms that deliver, manage and track educational or training programs in the universities. Through the use of blended learning, e-learning platforms like moodle have improved learning experience by integrating virtual classes, video conferencing, presentations, and testing in education delivery. This study aims to show how students perceive the use of moodle for teaching and learning at the College of Business Education (CBE) Dar es Salaam Campus in Tanzania. The study was guided by was guided by the Connectivism Theory (CT). The study adopted a case design because it used a short period of time and constructed at a single case study at College of Business Education (CBE). The target population was 11,924 students from the College of Business Education (CBE) who used moodle as their learning platform. Probability sampling specifically simple random sampling was used to attain the sample size of 374 respondents. Both qualitative and quantitative approaches were employed in the study.The quantitative data was collected through the Likert scale questionnaire was processed through coding, tabulating and analysis using MS excel. Further, the processed and analyzed results for research questions two and three were produced statistically using tables and figures. Apparently, the qualitative data were recorded and immediately transcribed, shared with the respondents for collection in case there were mistakes made, edited, summarized, tabulated and presented in the narrative. Also, the thematic-content analysis was undertaken to analyze the qualitative data obtained through the semi-structured interview and then presented using Tables of summaries and narratives. In addition, the presentation and discussion of the findings were triangulated during the presentation of the responses for each research question. The findings revealed that the integration of moodle into the learning process has enhanced the overall quality of teaching and learning and blended learning through moodle has improved understanding of the course materials. The study recommended that the curriculum designers and policymakers at the college should develop policies that promote the effective use of technology in education including guidelines for implementing moodle in blended learning environments to ensure equitable access to quality education for all students.

The Perceived Impact of Leadership Practices of Academic Leaders on Student Success in a Higher Education Institution in South Africa

The research reported on in this paper was motivated by the need to investigate student complaints in the higher education sector in South Africa regarding the poor quality of teaching and learning which has resulted in low student success rates in many institutions in the country. To mitigate poor student success rates, higher educational institutions in South Africa need to consider implementing effective leadership practices of academic leaders to support students in their academic journey. This study identified how academic leaders leadership practices are perceived by students in a higher education institution in South Africa, and to identify which leadership practices are more impactful in supporting student success. According to Hoadley, Christie and Ward (2009) and Hallinger (2011), leadership practices are indeed aligned to academic performance. Grajfoner (2024) suggests that effective academic leadership is a key contributor to attaining academic excellence. However, Bryman (2007: 14) asserts that “one of the key problems in Higher Education is that not enough is known about exactly what makes an effective leader and what, in turn, may make them ineffective”. The theoretical framework upon which the study is based was developed by Mukan, Hawryluk and Stolyarchuk (2015: 42), who suggest that “leadership is a derivative quality of people collaborating, co-operating and supporting each other. It is characterized by openness and is a dynamic, inclusive, collegial process that occurs in a particular context”. In this research, a quantitative study was conducted using a purposeful sample selected from the target population of students at a higher education institution in South Africa. The final sample included 78 undergraduate students from the selected institution. The analysis undertaken in the study revealed that perceived leadership practices of academic leaders do have an impact on student success and that student success is not based on any one element of leadership practice alone; instead there are various perceived dimensions of leadership practices that play a role in promoting student performance. The findings of the study highlighted three key leadership practices that impact on student success, namely engagement, support and communication.

Cracking the code of teacher burnout: the chain mediation of GPT integration degree through behavioral engagement and classroom atmosphere in a cross-level chain mediation model

Chat GPT technology plays a pivotal role in global educational innovation and the enhancement of the quality of teaching and learning. In the field of education research, numerous studies have been conducted to investigate the effectiveness of GPT technology, teacher acceptance, and student engagement in depth. To date, few studies have considered the compounding effects of these factors on teacher burnout from the perspectives of psychology and behavioral sciences in conjunction with the dichotomous and complex relationship between teachers and students. Consequently, based on the findings of previous scholars, this study constructed a cross-layer chain mediation model based on the SOR and EASI models. This model was used to explore how different motivators affect the alleviation of teacher burnout through psychological and behavioral mechanisms. The study involved 47 teachers and 506 students from 10 universities. The findings of the study indicated that (1) the direct effect of GPT integration degree on teacher burnout was not statistically significant, and (2) the classroom atmosphere played a pivotal mediating role in the relationship between GPT integration degree and teacher burnout. (3) The degree of GPT integration degree exerts an indirect and orderly negative influence on teacher burnout through behavioral engagement and classroom atmosphere. The objective of this study is to further enhance our comprehension of the utilization of GPT technology in education and to provide strategic recommendations for its advancement in educational practice.

Envisioning doctoral education as research hubs in Latin America (2011–2021): waves of evolution

ABSTRACT This study analyses 70 scholarly articles on doctoral education in Latin America from 2011 to 2021, using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model. The research identifies key trends, themes, and defining characteristics within the literature. We propose a three-wave evolution model for doctoral education in Latin America based on the findings. The results show the consolidation of doctoral education in several countries, the ‘second wave’, with themes such as quality assurance policy, program development, learning, curriculum, and advising. The study also highlights the emergence of research hubs as a ‘third wave’, in which doctoral programs attract individuals from different backgrounds and locations who mobilise knowledge and ideas within and across regions. Our three-wave model of evolution for doctoral education offers a way to articulate research and policy around doctoral education in Latin America, a critical step towards significant research hubs and pertinent programs.

Core Competences of School Nurses for the Development of Anti-Bullying Strategies: Protocol for a Scoping Review

Background/Objectives: School nurses are capable of fostering safe and healthy school environments that are favorable to quality learning and social interactions. To this end, it is essential that they acquire a set of skills needed to implement bullying intervention programs. This article describes the protocol for a scoping review to identify and map the core competences for school nurses to develop anti-bullying strategies. Methods: The review will be conducted according to the JBI methodology for scoping reviews. The review will include primary, secondary, and gray literature, including theses and reports, found through comprehensive research in several databases: Scopus, WoS, APA PsycINFO, Embase, ScienceDirect, MEDLINE/PubMed, CINAHL (EBSCOhost), ERIC, LILACS, BDENF, IBECS, Cochrane Library, CAPES Dissertations and Theses Portal, RCAAP, Theses Canada, ProQuest Dissertations and Theses, and Google Scholar, as well as reference tracking. No geographical restrictions will be applied. The studies must include investigations into actions and interventions conducted by or involving nurses for the prevention of bullying in the school context. Two reviewers will act independently in screening the studies and extracting data using an extraction tool developed by the research team. Results: The results will be presented in a tabular format, supported by a narrative synthesis. The details of the scoping review will be reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Conclusions: We anticipate that our scoping review will to strengthen a field of nursing that is still little explored, showing the school nurses’ role in prevent bullying episodes.

Analisis Persepsi Pengguna Media Sosial Tentang Pembelajaran Online dan Offline Sebagai Kajian Desain Pembelajaran Blended yang Efektif dan Berkualitas

This research was conducted with the aim of examining the perception of twitter or X users about online and offline learning as a basis for considering blended learning design. The research was carried out using the Atlas.ti rocky thematic analysis approach. The stages of thematic analysis are data collection, category construction, sorting categories and data, naming categories, and finding meaning in each stage of analysis. The results of the study show that there are four groups of perceptions among students regarding the learning method they want: (1) students who prefer online learning, (2) students who prefer face-to-face learning, (3) students who are neutral, and (4) students who want a combination of online and face-to-face learning. Some of the factors that affect this perception include physical, psychological, and convenience factors offered by each learning method. This study also found a tendency to change perceptions among students. In order for online learning to provide optimal results, several important conditions are needed, namely guaranteed learning quality, student readiness to participate in learning independently and responsibly, and adequate online learning facility support

Pengaruh Model Pembelajaran Discovery Learning dan Keterampilan Berpikir Kreatif Terhadap Pemahaman Konsep Biologi Siswa SMA Bunda Hati Kudus

In the era of globalization marked by the presence of Society 5.0, education faces new challenges. One of the essential skills that students need to have is critical thinking. The discovery learning learning model is considered effective in fostering students' critical thinking skills, so that it can improve their understanding of concepts. This study aims to determine the influence of the discovery learning model and creative thinking skills on the understanding of biology concepts of SMA Bunda Hati Kudus students. The research method used is a quantitative method. The population of this study used 160 students in class XI science of Bunda Hati Kudus High School for the 2022/2023 school year. The sample used was 64 people. Hypothesis testing using MANOVA and ANOVA techniques with a significance level of 0.05. The results of the study show that the application of the discovery learning learning model significantly improves the understanding of concepts, critical thinking skills, and creative thinking skills of SMA Bunda Hati Kudus students. Statistical analysis with the F test showed a very significant difference (p < 0.05) between the group of students who used the discovery learning model and the group that used the direct learning model. These findings indicate that the discovery learning model can be an effective alternative to improve the quality of student learning

A deep learning based method for left ventricular strain measurements: repeatability and accuracy compared to experienced echocardiographers.

Speckle tracking echocardiography (STE) provides quantification of left ventricular (LV) deformation and is useful in the assessment of LV function. STE is increasingly being used clinically, and every effort to simplify and standardize STE is important. Manual outlining of regions of interest (ROIs) is labor intensive and may influence assessment of strain values. We hypothesized that a deep learning (DL) model, trained on clinical echocardiographic exams, can be combined with a readily available echocardiographic analysis software, to automate strain calculation with comparable fidelity to trained cardiologists. Data consisted of still frame echocardiographic images with cardiologist-defined ROIs from 672 clinical echocardiographic exams from a university hospital outpatient clinic. Exams included patients with ischemic heart disease, heart failure, valvular disease, and conduction abnormalities, and some healthy subjects. An EfficientNetB1-based architecture was employed, and different techniques and properties including data set size, data quality, augmentations, and transfer learning were evaluated. DL predicted ROIs were reintroduced into commercially available echocardiographic analysis software to automatically calculate strain values. DL-automated strain calculations had an average absolute difference of 0.75 (95% CI 0.58-0.92) for global longitudinal strain (GLS), and 1.16 (95% CI 1.03-1.29) for single-projection longitudinal strain (LS), compared to operators. A Bland-Altman plot revealed no obvious bias, though there were fewer outliers in the lower average LS ranges. Techniques and data properties yielded no significant increase/decrease in performance. The study demonstrates that DL-assisted, automated strain measurements are feasible, and provide results within interobserver variation. Employing DL in echocardiographic analyses could further facilitate adoption of STE parameters in clinical practice and research, and improve reproducibility.

Analysis of the Current Situation and Optimization Paths of Teaching Quality in Rural Primary Schools in Ganzi Prefecture under the Background of “Double Reduction”

To further implement the fundamental task of strengthening moral education and cultivating people, the country issued the “double reduction” policy in 2021. Nowadays, the whole country is reducing the academic burden on students with unprecedented policy intensity. Although the development speed of education in ethnic regions is relatively slow, this policy has also been gradually promoted and implemented in the basic education stage. This article takes “double reduction” as the background and observes the current situation of teaching quality in rural primary schools in Ganzi Prefecture through questionnaires and interviews. It analyzes the objective factors in three aspects: learning quality, teaching quality, and management quality, and proposes optimization paths for teaching quality.

Adapting to a New Normal: Peruvian University Faculty’s Experiences with Techno-Stress Post-COVID-19

Background Technology enhances teaching and learning quality, yet when educators lack tech proficiency, it hinders effective education and leads to frustration, lower confidence, and self-doubt. This study aims to investigate the experiences of university faculty members in relation to the impact of technology on their mental well-being. Methods Using a qualitative approach (grounded theory), ten university faculty members were selected for in-depth interviews based on criteria such as teaching experience, tenure, specific courses or subjects taught, and active engagement during the research period. The guiding research question, “What are the experiences and perceptions of university faculty members concerning techno-stress?” directed the study’s focus. The instrument (interview guide) that measured techno-stress consisted of 12 items and was administered virtually. Data were analyzed thematically to uncover common stressors, adaptive strategies, and institutional challenges faced by faculty in adapting to technology’s demands and work overload. Additionally, the study identified four subcategories: work overload, social and emotional interaction, adaption to new technologies, and expectations and teaching quality. Results Techno-stress is a composite of emotional and physical reactions triggered by the improper use of technology. Faculty members’ encounters with techno-stress have substantial implications for their quality of life. Conclusions This research highlights technology’s positive impact on higher education but notes faculty struggles with techno-stress, emphasizing the need for training, support, and boundaries to maintain work-life balance and enhance educational quality.

HOTS-Based Formative Assessment: The Key to Improving The Quality of Learning

This study aims to explain Higher Order Thinking Skills (HOTS)-based formative assessment in learning and reveal the principle of constructivism in comprehensively building students' high-level thinking skills. Literature studies are used as a research method. Relevant literature derived from books and articles in scientific e-journals was collected through documentation techniques. Furthermore, the data obtained was analyzed for content. The results show that HOTS-based formative assessment is the key to improving the quality of learning. This assessment trains students to think critically, analyze, and solve problems independently. In addition, teachers can also get more accurate feedback on student learning development so that they can provide appropriate interventions. The theory of constructivism provides a solid foundation for developing HOTS-based formative assessments. These assessments measure students' learning achievements but also encourage students to think critically, creatively, and independently. By consistently implementing HOTS-based formative assessments, it can create graduates with the competencies needed to face the challenges of the 21st century.