Optimal Learning Outcomes Research Articles

Teachers’ experiences of school violence: Case of three rural high schools in King Cetshwayo District

In South Africa, education is recognized as an inherent entitlement for every child. However, the integrity and security of educational institutions, which are intended to serve as supports of knowledge acquisition, are frequently compromised by pervasive acts of violence. This research explores the firsthand experiences of educators contending with this prevalent issue within the South African educational sphere. A qualitative method grounded in an interpretive paradigm was used to gain insights from ecological systems theory to study the multifaceted nature of school violence. The researchers conducted semi-structured interviews and reviewed pertinent documents to capture the perspectives of educators. Specifically, the study targeted three heads of departments and three educators from rural high schools situated in the King Cetshwayo District, selected purposively to ensure a diverse range of viewpoints. Through an inductive thematic analysis, the study uncovered a myriad of factors influencing the educational milieu, with various manifestations of violence emerging as a prominent theme. Educators recounted enduring physical assaults, verbal harassment, and derogatory remarks from both students and members of the community. Furthermore, the proliferation of dangerous weapons among students exacerbates the gravity of school violence. The findings underline the pressing necessity for community development initiatives and heightened parental involvement as indispensable interventions. By advocating for such measures, educators can be better equipped to effectively confront and mitigate the scourge of school violence. This, in turn, cultivates an environment conducive to optimal teaching and learning outcomes.

Feedback Forge A Tool to Evaluate Your Answer Using AI

Feedback Forge is an innovative online platform designed to enhance users' writing skills through personalized feedback. Traditional feedback mechanisms often struggle to provide timely and relevant guidance, hindering skill development. In response, Feedback Forge leverages advanced technologies, including artificial intelligence and machine learning, to deliver tailored feedback at scale. This paper explores the landscape of feedback mechanisms, highlighting the limitations of traditional methods and the potential of technology-driven solutions. Key themes include the importance of feedback in skill development, challenges faced by traditional mechanisms, and the promise of technology-driven approaches. Moreover, Feedback Forge addresses a critical need in education and professional development by democratizing access to high-quality feedback. It offers a solution to individuals seeking to refine their writing skills independently, without the constraints of traditional feedback channels. By providing personalized feedback, Feedback Forge empowers users to identify areas for improvement, refine their writing techniques, and achieve their learning objectives effectively. In conclusion, Feedback Forge represents a significant advancement in feedback provision, bridging the gap between traditional practices and modern technology. Its implementation underscores the importance of leveraging AI-driven analysis to optimize learning outcomes in the digital age. This paper advocates for continued exploration and evaluation of technology-driven feedback mechanisms to promote skill development and lifelong learning in diverse contexts.

Evaluating the effectiveness of blended learning in learning business courses in low-income economies

PurposeThis paper evaluated the effectiveness of blended learning of business courses in higher learning institutions (HEIs) in developing economies.Design/methodology/approachA survey, involving 215 learners, was used to collect data. A stratified sampling technique was used in this study. The data were analyzed using the PROCESS macro in SPSS.FindingsIn the blended learning approach, student attitudes, social presence, IT infrastructure and flexible learning are all favorable predictors of learner satisfaction. The impact of blended learning on learner satisfaction is further mediated by IT infrastructure, social presence and learner attitude.Practical implicationsHEIs need to invest in planning and resource mobilization in order to realize several benefits derived from the use of blended learning. For optimal learning outcomes, this should be combined with training on IT infrastructure usage for both facilitators and learners. In order to assist learners in developing competencies through consistent use, institutions should also invest in tailored blended learning technologies. In addition, emphasis should be placed on training all actors in order to better manage change.Originality/valueThis paper presents and ranks several dimensions for blended learning success in low-budget universities. In addition, the study contributes to the understanding of intervening variables necessary for enhancing the potential of pedagogy in maximizing learner satisfaction.

Does Laboratory Matters in Today’s High School Learning Environment?

The study focused into the relationship between laboratory importance perceptions and academic performance in biology among private and public school students. Study sample involving 165 students from 5 private and 6 public senior high school across South Sulawesi, Indonesia. All private school only possessed an integrated science lab, while all public school owned at least 3 science labs (biology, chemistry, and physics). Evaluation on laboratory importance and biology test results proceed to reveal the importance of having designed laboratory to enhance biology learning outcome in the middle of technological advancement, where learning resource vary across platforms. Surprisingly, private schools, despite having lower scores in laboratory importance perception, achieved superior results in biology tests compared to public schools. This suggests that while laboratory experiences are valuable, they may not be the sole determinants of academic success. Other factors like teaching methods, curriculum depth, and student motivation likely contribute significantly. These findings highlight the complexity of factors influencing student performance in biology and the need for a comprehensive approach to education. Understanding these dynamics can inform educational policies including funds allocation in a school and practices to optimize learning outcomes in biology subjects.

LSTM network optimization and task network construction based on heuristic algorithm

This work aims to advance the security management of complex networks to better align with evolving societal needs. The work employs the Ant Colony Optimization algorithm in conjunction with Long Short-Term Memory neural networks to reconstruct and optimize task networks derived from time series data. Additionally, a trend-based noise smoothing scheme is introduced to mitigate data noise effectively. The approach entails a thorough analysis of historical data, followed by applying trend-based noise smoothing, rendering the processed data more scientifically robust. Subsequently, the network reconstruction problem for time series data originating from one-dimensional dynamic equations is addressed using an algorithm based on the principles of Stochastic Gradient Descent (SGD). This algorithm decomposes time series data into smaller samples and yields optimal learning outcomes in conjunction with an adaptive learning rate SGD approach. Experimental results corroborate the remarkable fidelity of the weight matrix reconstructed by this algorithm to the true weight matrix. Moreover, the algorithm exhibits efficient convergence with increasing data volume, manifesting shorter time requirements per iteration while ensuring the attainment of optimal solutions. When the sample size remains constant, the algorithm’s execution time is directly proportional to the square of the number of nodes. Conversely, as the sample size scales, the SGD algorithm capitalizes on the availability of more information, resulting in improved learning outcomes. Notably, when the noise standard deviation is 0.01, models predicated on SGD and the Least-Squares Method (LSM) demonstrate reduced errors compared to instances with a noise standard deviation of 0.1, highlighting the sensitivity of LSM to noise. The proposed methodology offers valuable insights for advancing research in complex network studies.

Investigating How Student Interest and Teacher Competence Shape Science Education

This study investigates the relationship between students' learning interest, perceptions of teacher competence, and cognitive learning outcomes in science education. Using a non-experimental quantitative approach with 90 randomly sampled students from a total population of 336, data were collected through questionnaires and analyzed using product moment correlation and multiple correlation. The results highlight significant correlations between students' learning interests, perceptions of teacher competency, and cognitive learning outcomes, emphasizing the importance of considering these factors in designing effective science education methodologies to enhance student engagement and optimize learning outcomes. Highlight: Engagement in science correlates with student interest in learning. Teacher competence impacts science learning outcomes significantly. Quantitative research informs effective science education methods. Keyword: Science Education, Student Learning Interest, Teacher Competence, Cognitive Learning Outcomes, Quantitative Research

Digital Transformation of Islamic Boarding School Education

This study investigates the integration of digital technology in Tahfidzul Qur’an education within Islamic boarding schools. While education is crucial for human development, boarding schools face challenges such as outdated infrastructure and a heavy curriculum. The research aims to fill the gap in understanding how digital technology affects learning outcomes and student development in Tahfidzul Qur’an education. Using a mixed-method approach, it analyzes quantitative data on student performance and qualitative insights from interviews with teachers, students, and parents. Results show that digital technology positively impacts Tahfidzul Qur’an education by improving memorization, understanding, and application of Qur’anic teachings. However, challenges like limited access to technology and balancing digital and traditional methods persist. Recommendations include providing digital resources and training for teachers to enhance student learning outcomes and prepare them for the digital era while preserving Islamic values. Highlight: 1. Digital integration improves Tahfidzul Qur’an in Islamic boarding schools.2. Balancing tradition and technology for optimal learning outcomes.3. Access to digital resources and teacher training enhances education. Keywords: Islamic education, Tahfidzul Qur’an, digital technology, boarding schools, student development

Optimizing Arabic Language Assessment through Anates Analysis

This study evaluates the quality of Arabic Language questions in a Mid-Semester Summative Assessment using the Anates V4.0.9 program. Employing a descriptive quantitative approach, 20 multiple-choice questions were administered to 30 class 10 students at SMA Muhammadiyah 2 Sidoarjo. Results indicate an 80% validity rate, with a reliability coefficient of 0.87, suggesting consistency. The questions demonstrate a medium level of difficulty and an 80% discriminating power, effectively distinguishing between students' understanding levels. These findings underscore the importance of rigorous assessment practices in Arabic Language education, aiding educators in enhancing assessment quality and improving student learning outcomes. Highligh: Assessment: Anates V4.0.9 Program for Arabic Language Questions Analysis. Student Understanding: 80% Question Discrimination Highlights Assessment Precision. Educational Insights: Enhancing Arabic Language Assessment for Optimal Learning Outcomes. keywoard: Arabic Language Assessment, Validity, Reliability, Difficulty Level, Distinguishing Power

Influence of cognitive styles on students� research activities

Relevance. Understanding how cognitive styles affect students' research activities is essential for optimizing educational strategies and improving academic performance. Purpose. This study assesses the impact of cognitive styles on students� research activities by identifying how behavioural patterns influenced by cognitive styles affect the quality and quantity of scientific papers produced. Methodology. The study employed a survey of respondents to gather versatile data on students� cognitive styles and research activities. Methods included system analysis, logical analysis, comparison, synthesis, deduction, and classification. Results. The findings highlight significant variations in research productivity based on cognitive styles. Students with intuitive and reflective cognitive styles demonstrated higher levels of research output, characterized by innovative problem-solving and thorough analysis. In contrast, students with impulsive or strongly visual cognitive styles faced challenges in structuring and synthesizing research findings effectively. Conclusions. This research confirms that different cognitive styles significantly influence students� academic performance and research productivity. Educational strategies should be tailored to accommodate diverse cognitive preferences to optimize learning outcomes. Keywords: educational strategies; student performance; research productivity; educational programs adaptation; behavioural patterns

KONDISI PENDUKUNG SISWA BELAJAR

Student conditions are students' circumstances or situations that can influence the learning process and outcomes. These conditions are divided into two, namely internal conditions (which exist within the student) and external conditions (which exist outside the student). The student's condition influences the presence of student motivation in learning or the presence of learning difficulties. The aim of this research is to describe the conditions that support students' learning. To achieve research objectives, this research uses library and documentary research methods. Some conditions that support students' learning are learning in a pleasant atmosphere; paying attention to students' emotions; determining teaching materials and curriculum that suit student needs; teacher as a support system; conducive learning environment; as well as learning facilities and infrastructure. With these various supporting conditions, students will obtain maximum and optimal learning outcomes.

The influence of flipbook learning media, learning interest, and learning motivation on learning outcomes

The aim of this research is to investigate the influence of flipbook learning media, learning interest, and learning motivation on junior high school students' learning outcomes. The method used is the regression method with a quantitative approach. This research was conducted at Junior High School 1 Yogyakarta with a sample of 64 class VIII social studies students. Data collection consists of interviews, observations, and documentation. Prerequisite test analysis consists of tests for normality, multicollinearity, and heteroscedasticity. Hypothesis testing using simple regression, and multiple regression. The research results show that there is an influence: i) flipbook learning media on learning outcomes with a tcount of 73.33, a significance value of 0.000 0.005, ii) interest in learning on learning outcomes with a tcount of 33.678, a significance value of 0.000 0.005, iii) learning motivation on learning outcomes with a tcount of 30.678, a significance value of 0.000 0.005, and iv) flipbook learning media, learning interest, and learning motivation together on learning outcomes with Fcount 47.879 Ftable 2.77 with a significance of 0.000 0.005. The conclusion is that the use of flipbook learning media, increasing interest in learning, and strengthening learning motivation can support each other to achieve optimal learning outcomes for students.

ANALYSIS OF HIGH SCHOOL STUDENTS' CREATIVITY ABILITY IN SOLVING PHYSICS PROBLEMS

teaching and learning process is an activity that involves various elements that interact with each other to achieve a goal, for example student creativity. This research aims to analyze the influence of students' creative abilities on their ability to solve physics problems. This research is qualitative research with a type of literature study. The data analyzed is secondary data obtained through research documents in reputable journals. The results of research data analysis show that there is a positive influence between student creativity on the ability to solve physics problems on the subject of physical optics in class XI-A Senior high school 3 Jombang students. This creative ability is one of the important abilities for students to have in order to achieve optimal learning outcomes. Novelty in this research is information regarding the influence of creativity on problem-solving abilities in physics subjects.

Effective Teaching Strategies for Multilevel Classes: A Focus on Alternating Instructional Modes

This paper explores a teaching strategy in multilevel classes (MLCs) to tackle learning time loss and teacher strain. Focused on Moroccan primary education, the strategy involves alternating traditional and virtual teaching methods. Expanding previous research, this work 3rd year primary Arabic language and 4th year primary Islamic Education double-level classing. Using NetSupport School software, lessons were conducted with real and virtual teachers’ presences, analyzing impacts on lesson duration, teacher effort, and learners’ time on task. Results demonstrate the strategy significantly increased effective lesson duration in experimental groups, reducing teacher intervention time and increasing learner task duration compared to controls. Virtual teacher presence showed promise in managing time-out and enhancing student engagement, particularly with the learners' permanent teacher. Challenges emerged when learners interacted with alternative virtual teachers, highlighting the significance of the teacher's perceived status on student engagement and non-adaptation of the learners to a new virtual teacher. For a deep interpretation of this non-adaptation, the importance of the perceived "status" of the teacher has been developed. This study underscores strategic teaching's importance in MLCs to optimize learning outcomes and mitigate time constraints. It emphasizes the pivotal role of the teacher's perceived status in student engagement dynamics.

Design and Application of Intelligent Assisted Learning System for Higher Education Students

The Intelligent Assisted Learning System for Higher Education Students is an innovative educational platform designed to enhance the learning experience for college and university students. Leveraging artificial intelligence, machine learning, and data analytics, this system provides personalized learning pathways, adaptive tutoring, and real-time feedback to students based on their learning styles, preferences, and performance. By analyzing student interactions, engagement levels, and academic progress, the system dynamically adjusts course materials, assignments, and assessments to optimize learning outcomes. This paper explores the integration of Cooperative User Knowledge Modelling (CUKN) into Intelligent Assisted Learning Systems (IALS) tailored for higher education. Through a systematic investigation of CUKN's role within IALS, we elucidate its potential to enhance personalized learning experiences for students. By leveraging user data, collaborative filtering techniques, and adaptive learning strategies, CUKN empowers IALS to dynamically tailor content recommendations, learning paths, and collaborative tools to individual student needs, preferences, and proficiency levels. Simulation results suggest significant improvements in student engagement and performance, with metrics such as a 30% increase in learning efficacy and an 85% satisfaction rate with feedback mechanisms. While promising, challenges remain in refining algorithms and ensuring seamless integration into educational practices.

Optimizing learning outcomes in aesthetic education through technological integration: AR/VR applications in hospitality aesthetics course

Optimizing learning outcomes in aesthetic education through technological integration: AR/VR applications in hospitality aesthetics course

The Impact of Technology-Enhanced Language Learning on Bilingual Education

Bilingual education stands as a pivotal approach in contemporary educational landscapes, aiming to cultivate bilingualism and enhance academic achievement among students. In recent years, technology-enhanced language learning (TELL) has emerged as a promising avenue to augment bilingual education efforts. This paper presents a thorough examination of the impact of TELL on bilingual education, synthesizing theoretical frameworks, exploring various technologies utilized, assessing effectiveness, and addressing challenges and future directions. The theoretical underpinnings of TELL encompass constructivism, sociocultural theory, and cognitive load theory. Drawing from constructivist principles, TELL engages learners actively in constructing knowledge through meaningful interactions with technology-mediated learning environments. Sociocultural theory accentuates the socio-cultural context of language learning, underscoring TELL's potential to foster collaboration and cultural exchange among bilingual learners. Cognitive load theory informs the design of TELL materials to optimize learning outcomes by managing cognitive resources effectively. Technologies employed in bilingual education span diverse platforms, including computer-assisted language learning (CALL), mobile applications, virtual reality (VR), augmented reality (AR), and online collaboration tools. CALL platforms offer interactive exercises and personalized feedback, while mobile applications afford ubiquitous access to language learning resources. VR and AR technologies provide immersive experiences, enriching cultural understanding and language proficiency. Online collaboration tools facilitate synchronous and asynchronous communication, fostering peer interaction and collaboration. Research findings underscore the effectiveness of TELL in enhancing language proficiency, cultural understanding, and overall learning outcomes in bilingual education settings. TELL interventions have demonstrated significant improvements across language skills, motivating learners and fostering positive attitudes toward language learning. However, challenges such as limited access to technology, digital literacy skills, and the need for teacher training persist, hindering widespread implementation. Addressing these challenges requires concerted efforts to promote equitable access to technology, enhance digital literacy skills, and provide ongoing professional development for educators. Collaborative endeavors among stakeholders are essential to develop inclusive strategies for leveraging technology to support bilingual learners effectively. Future research should focus on innovative TELL approaches, long-term impact evaluation, and best practices for technology integration in bilingual education. TELL holds immense promise in enriching bilingual education by providing interactive, engaging, and culturally relevant learning experiences. By leveraging theoretical frameworks and diverse technologies, TELL has the potential to transform language learning practices and cultivate global citizens proficient in multiple languages. However, concerted efforts are needed to overcome challenges and maximize the benefits of TELL for all bilingual learners, emphasizing the importance of collaboration, research, and advocacy in advancing bilingual education in the digital age.

Application of Virtual Reality (VR) in Facility Management Competency-based Training (CBT) in the Era of Industrie 5.0

This case study investigates the implementation of Virtual Reality (VR) technology in facilities management Competency-Based Training (CBT) within one of Singapore’s leading facilities and township management companies. Traditionally, workplace training in facility management has relied heavily on lecture-based methods, often resulting in insufficient preparation and a high turnover rate among newly onboarded staff. To address this challenge, this study explores the conversion of training materials into VR-based courseware, enabling immersive and interactive learning experiences. Two groups of newly onboarded staff underwent either traditional lecture-based or VR training sessions. Results indicate that those trained using VR exhibited a better comprehension of the material and higher levels of motivation compared to their counterparts in the traditional lecture-based group. However, it was noted that VR training carries the risk of cybersickness, with some participants reporting symptoms such as dizziness. To mitigate this issue, insights from existing literature on cybersickness are incorporated to enhance future VR training materials. This paper studies the application of VR in Facilities Management Competency-based training within the discourse of Industrie 5.0, the latest evolution of industrial technology that emphasizes human-machine collaboration and smart technologies such as VR. By leveraging VR technology for training purposes, this initiative aligns with the principles of Industrie 5.0, fostering innovation and efficiency in facility management practices. Overall, this research underscores the potential of VR in revolutionizing training methodologies within the practices of facilities management while addressing associated challenges to ensure optimal learning outcomes.

An Innovative Model of English Teaching Based on Particle Swarm Algorithm Construction

English teaching in construction plays a vital role in facilitating effective communication and collaboration within the industry. By equipping construction professionals with proficiency in English, they can navigate global markets, engage with multinational clients, and access a wealth of resources and knowledge available in the English language. English instruction tailored to the construction sector emphasizes industry-specific terminology, communication skills for project management, and comprehension of technical documents and specifications. Additionally, English language proficiency enables construction workers to comply with safety protocols, understand complex engineering plans, and participate in international conferences and training programs. This paper introduces an innovative model of English teaching tailored for construction professionals, utilizing a Particle Swarm Algorithm Construction with Weighted Particle Swarm Classification (W-PSO). Acknowledging the significance of effective communication in the construction industry, especially in multinational contexts, this research endeavors to optimize English language instruction through advanced computational techniques. The proposed model combines traditional teaching methodologies with the W-PSO algorithm, a metaheuristic optimization technique inspired by the behavior of particles in a swarm. W-PSO dynamically adjusts the weightings assigned to various instructional components, such as vocabulary acquisition, grammar instruction, and communication skills development, to optimize learning outcomes for construction professionals. Simulation results a cohort of 100 construction professionals participating in the English teaching program, the average improvement in English language proficiency is measured at 25% after completing the W-PSO-enhanced curriculum. Furthermore, specific language skills exhibit notable enhancements, with vocabulary acquisition increasing by 30%, grammar comprehension by 20%, and communication skills by 35%. The W-PSO algorithm dynamically adjusts the weightings assigned to various instructional components, optimizing the learning process. For instance, vocabulary acquisition receives a weighting of 0.4, grammar comprehension 0.3, and communication skills 0.3, resulting in a balanced and comprehensive approach to English language instruction.

Longitudinal Investigation: Impact of Production-Oriented Approach on Chinese University Students’ English Writing and Speaking Proficiency

This paper presents preliminary findings of a quantitative investigation of the effects of the Production-oriented Approach (POA) on the English writing and speaking proficiency of Chinese university students. Involving an experiment group instructed by the POA and a control group receiving regular instruction focusing on linguistic forms, the study organized reliable tests before, during and after the study, the data of which was analyzed from the perspectives of complexity, accuracy and fluency indices. Between-group and within-group analysis revealed that the experiment group exhibited a significant and sustained improvement in English writing and speaking fluency. However, notable progress in language production complexity and accuracy was lacking. Conversely, the control group demonstrated significant enhancements in both writing and speaking complexity and accuracy, with no observable improvement in fluency. The results underscore a cautious assessment of the effectiveness of the POA, suggesting its limited impact on students’ overall English proficiency in the context of this study. Educators and curriculum planners are encouraged to reconsider the comprehensive development of language proficiency within the POA. Striking a balance between a focus on form, which is prevalent in China’s English language education, and a focus on meaning is recommended for optimal language learning outcomes.

BEHAVIORISTIC LEARNING THEORY AND STUDENT MOTIVATION: IMPLICATIONS FOR ONLINE LEARNING DURING THE COVID-19 PANDEMIC

The Covid-19 pandemic has profoundly impacted education in Indonesia, necessitating the adoption of distance learning strategies. This shift, initially prompted by the pandemic's spread, introduced challenges such as decreased student motivation, technical hurdles, and digital disparities. Drawing upon Behavioristic Learning Theory, which emphasizes stimulus-response dynamics and reinforcement, it becomes evident that student motivation is pivotal in the learning process. During the pandemic, online learning witnessed fluctuations in student motivation, initially marked by heightened interest but later dampened by challenges like poor internet connectivity. Moreover, the transition from face-to-face to online learning underscored the significance of external factors, including the learning environment and support systems, in shaping student motivation. Government initiatives to address these challenges included providing online platforms, internet quotas, and adjusting learning policies. While online learning proved effective during the pandemic, it also highlighted the need for innovative approaches to sustain student engagement and motivation. Factors like parental involvement, teacher creativity, and student interest emerged as crucial determinants of motivation. As education continues to evolve, there is a pressing need to adapt learning strategies to meet diverse student needs, whether through online, offline, or hybrid approaches. Fostering intrinsic motivation and creating supportive learning environments remain paramount for ensuring optimal learning outcomes amidst the challenges posed by the pandemic and beyond.