Student Outcomes Research Articles

Integrating Circular Supply Chains into Experiential Learning: Enhancing Learning Experiences in Higher Education

This work integrates the circular economy (CE) into experiential learning in higher education, focusing on industrial and systems engineering. It addresses the need for suitable learning experiences and pedagogical strategies to enhance CE and sustainability education in active learning research. Accordingly, this study proposes integrating Kolb’s experiential learning cycle with the ADDIE model into an instructional design framework for reflective and active engagement in learning activities within realistic circular supply chain scenarios. The methodology demonstrates this framework through a case study of an undergraduate module for CE problem-solving, focusing on waste reduction within small and medium enterprises in Mexico City. Based on student surveys and achievement metrics, results show positive student feedback and evaluation results, meeting module targets. This work’s main contribution offers a framework for creating novel experiential learning cases and cultivating sustainability-related and disciplinary learning outcomes. It also recognises valuable links for citizenship commitment, problem-solving, community engagement, and CE education. However, this work acknowledges limitations in complex problem-solving difficulties, a resource-demanding nature, restricted transferability, and the limited evaluation of learning effectiveness. Future research will explore this work’s relevance across Kolb’s learning styles and diverse industries, focusing on student interest and motivation, and evaluating its impact on student outcomes in various educational contexts.

College student engagement and success through inclusive learning environment and experiential learning in courses about Israel and Palestine

IntroductionThis study examines the impact of pedagogical redesign on two courses about Israel and Palestine, focusing on fostering an inclusive learning environment. The project aimed to address challenges such as student retention, attendance, participation, and academic performance by implementing innovative teaching strategies tailored to diverse student backgrounds.MethodsThe redesign incorporated several key interventions: an experiential learning-based final assignment, scaffolded into multiple steps with opportunities for feedback; group discussions to promote active learning and cooperation; and the integration of optional multimedia resources, such as YouTube videos and podcasts, to enhance engagement and time on task. Additionally, students were involved in the evaluation process by providing feedback and were offered the opportunity to publish their final projects on a public website, further incentivizing their work. To examine the effectiveness of these changes, the study employed a mixed-methods approach. This approach involved the collection and analysis of both quantitative data (such as surveys and performance metrics) and qualitative data (such as student feedback and one-way ANOVA analysis) across six undergraduate course offerings between 2019 and 2024.ResultsThe interventions were tested with students from varied backgrounds engaging in complex discussions. The initial findings revealed significant improvements in critical metrics, including reduced drop/fail/withdraw rates, increased time on task, and higher grades. Students demonstrated enhanced engagement and a more positive overall learning experience, indicating the potential for further positive outcomes.DiscussionThe preliminary results suggest that the implemented pedagogical changes effectively created a more inclusive and engaging learning environment. By integrating experiential learning, providing timely feedback, and utilizing diverse resources, the project demonstrated the potential for scalable improvements in student outcomes.

Liveworksheet-Based E-LKPD and Interest in Learning Improves Science and Social Learning Outcomes for Elementary School Students

This research was motivated by students who had difficulty understanding the learning material. This impacts low student learning outcomes due to using less creative and innovative learning media in grade IV elementary school. This study aims to analyze the influence of direct worksheet-based E-LKDP and interest in learning on social studies learning outcomes for fourth-grade elementary school students. This research design uses a quantitative type of research. The research method used in this research is the correlational research method. The population in this study was 132 students. The sampling technique used in this research is Probability Sampling with the Simple Random Sampling type. The methods used to collect data are interviews, questionnaires and documentation. The instruments used in this research are questionnaires and documentation. The techniques used to analyze data are descriptive statistical analysis, analysis prerequisite tests, and hypothesis testing. The research results show that the influence of live worksheet-based E-LKPD and interest in learning on the learning outcomes of class IV students in science subjects is significant. It was concluded that live worksheet-based E-LKPD can improve the learning outcomes of class IV students in science subjects.

SOSIALISASI PENGGUNAAN SOCIAL COGNITIVE CAREER THEORY (SCCT) UNTUK MEMBANTU SISWA DALAM MENETAPKAN PILIHAN JURUSAN AKUNTANSI DI PERGURUAN TINGGI

The background of this activity focuses on the low interest of students in continuing to higher education, particularly in the field of accounting. This is due to a lack of understanding regarding the diverse and promising career prospects in accounting, such as job stability, competitive salaries, and opportunities for growth. In addition, limited outreach about accounting careers has led students to overlook this field as a potential future career choice. This activity aims to increase students’ understanding and interest in accounting careers. The community service program at SMK Negeri 1 Sungailiat aims to enhance accounting students’ understanding and interest in pursuing higher education in accounting. Using the Social Cognitive Career Theory (SCCT) approach, this program provides career guidance through workshops, interactive discussions, and SCCT-based questionnaires that measure students' self-efficacy, outcome expectations, and career goals. The results of this activity show a significant increase in students’ understanding of the importance of higher education in expanding career opportunities in accounting. Additionally, there is an increase in students’ confidence in accounting career prospects, as reflected in the questionnaire results. Students now better understand various career benefits, such as job stability and opportunities for growth. Positive feedback from students also indicates that the Social Cognitive Career Theory (SCCT) approach is effective in helping them make better career decisions. Therefore, this activity successfully motivates students to consider accounting as a career choice. In conclusion, SCCT-based career guidance helps students confidently choose accounting as their major. Recommendations are made to extend the duration of interaction and strengthen career guidance programs so that students receive continuous support in planning their education and future careers.

Exploring the Impact of Collaborative Learning on Student Motivation and Academic Achievement in Higher Education

Collaborative learning has emerged as an effective educational strategy that fosters student interaction and enhances learning outcomes. This paper examines how collaborative learning approaches, such as group projects, peer feedback, and cooperative tasks, influence student motivation and academic performance in higher education. The study reviews key theories and empirical evidence supporting the positive impact of collaborative learning on student engagement and achievement. It also highlights the challenges of implementing collaborative learning in diverse academic environments, such as issues related to group dynamics and individual accountability. The paper concludes by offering practical recommendations for educators seeking to integrate collaborative learning methods into their teaching practices to improve student outcomes.

Personalizing Learning Paths: A Study of Adaptive Learning Algorithms and Their Effects on Student Outcomes

Background. In recent years, the demand for personalized learning experiences has increased, particularly in the context of adaptive learning algorithms that cater to individual student needs. However, there is still a lack of comprehensive studies that evaluate the effectiveness of these algorithms on student outcomes. This study seeks to address this gap by examining how adaptive learning algorithms can personalize learning paths and improve academic performance. Purpose. The research aims to explore the correlation between the implementation of these algorithms and student engagement, retention, and success rates. Method. To achieve this, a quantitative research method was employed, involving the collection of data from 200 students in an online learning environment. The students were divided into two groups: one using a traditional learning model and the other exposed to adaptive learning algorithms. Student outcomes, including engagement metrics, test scores, and retention rates, were tracked over a semester. Results. The results revealed a significant improvement in student engagement and academic performance in the group that utilized adaptive learning algorithms compared to the traditional learning group. Moreover, students in the adaptive learning group demonstrated higher retention rates and greater satisfaction with their learning experiences. Conclusion. In conclusion, the study suggests that adaptive learning algorithms play a crucial role in enhancing personalized learning paths, ultimately leading to improved student outcomes. These findings highlight the importance of integrating adaptive technologies in modern educational systems to foster more effective learning environments.

Challenges and Performance of Novice Teachers: Basis for School Management Plan

Novice teachers face significant challenges, particularly in classroom and time management and adapting to diverse student needs, which can impact their effectiveness and job satisfaction. This study examined the factors influencing the performance of 400 novice teachers in Cagayan de Oro City’s Southwest I and II Districts during the 2023-2024 school year. Using a questionnaire and analyzing data through descriptive statistics, Pearson Correlation, and one-way ANOVA, the study found that many teachers entered the profession later, with a majority aged 41 or older, predominantly female, holding Teacher II positions, and having prior experience in private schools. Results highlight that strong classroom management and the ability to adapt to student diversity are key to a novice teacher’s success. Effective classroom management contributes to a positive learning environment, enhancing student engagement and achievement, while adapting to diverse needs fosters inclusivity and reduces disparities, helping teachers manage stress and avoid burnout. Recommendations urge school leaders to create supportive environments emphasizing time management, professional development, and community engagement, employing the School Management Plan to foster teacher growth. This holistic approach aims to empower novice teachers, ultimately improving their effectiveness and contributing to better student outcomes.

Menganalisis dan Mengidentifikasi Kesulitan Belajar Siswa ADHD di SMA Islam SHAFTA Surabaya

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects children's learning patterns, characterized by inattention, hyperactivity and impulsivity. These symptoms can cause significant learning difficulties, impacting academic performance and social relationships. Understanding the challenges that students with ADHD experience is crucial for Educators and policy makers to create effective strategies. This research analyzes the learning difficulties of students with ADHD at SHAFTA Islamic High School, aiming to identify the challenges in the classroom and provide insights for appropriate educational tactics and provide motivation for everyone that providing the right support to ADHD students who experience learning difficulties can help these students to get the potential they have. The method used is qualitative data obtained through interviews with educators. This study emphasizes the importance of implementing tailored educational strategies and creating an inclusive learning environment, so that the population can improve the experience and academic outcomes of students with ADHD.

Upaya Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran IPAS Menggunakan Media Ular Tangga Berbasis Digital di Kelas V SDN 101766 Bandar Setia

This study aims to determine the learning outcomes of students in Magnet material using digital-based snake and ladder media in grade V of SD Negeri 101766 Bandar Setia. The method used is Classroom Action Research (PTK) which consists of 4 stages of activities in each cycle consisting of action planning, implementation of actions, observation/data collection and finally reflection. The subjects in this study are 24 students in class V of SD Negeri 101766 Bandar Setia. The instruments used in this study are multiple-choice test questions as many as 10 questions and an assessment rubric. The data collection technique uses direct observation techniques and uses quantitative data analysis techniques. The results of the research from the implementation of two cycles, where in the pre-cycle stage obtained student learning outcomes with an average of 65.83, then carried out the first cycle obtained a learning outcome score with an average of 75.42 which increased from pre-cycle to cycle I of 9.59. Finally, conducting cycle II obtained a learning outcome score of 82.08 which increased from cycle I to cycle II of 6.66. It can be concluded that the use of digital-based snake and ladder media can improve students' social science learning outcomes

Bagaimanakah Dampak Analisis Kebutuhan Dasar Siswa Terhadap Hasil Belajar Siswa di SMA Islam NU Pujon pada Mata Pelajaran Kimia?

A safe and comfortable school is a school that is able to foster students' intrinsic motivation through a positive culture, namely by meeting the basic needs of students as the basis for determining an appropriate learning model to get learning outcomes that meet the KKM. This study aims to determine the impact of the analysis of students' basic needs on the achievement of learning outcomes, especially in chemistry subjects at SMA Islam NU Pujon. The sample of the basic needs analysis research is 398 students of NU Pujon Islamic High School for the 2024/2025 school year and the research sample for student learning outcomes for chemistry subjects is classes XI-4 and XII-2 with a mixed method explanatory design research method. The results of the study were obtained that the results of the analysis of the basic needs of NU Pujon Islamic High School students for the 2024/2025 school year with the need for pleasure 25.7%, the need for affection and acceptance 25.4%, the need for freedom 23.5%, and the need for power 25.4%. The average student learning outcomes for chemistry subjects were obtained in class Xl-4 of 77.9 and XII-2 of 79.22. The findings showed that the learning outcomes of students for Chemistry in the two classes were above the school KKM

Transforming assessment policy: improving student outcomes through an immersive block model

ABSTRACT This paper describes how one Australian university achieved deep assessment reform through transition to the Southern Cross Model: a 6-week, immersive block learning approach. There are few studies that explicitly discuss the governance, policy and people changes required to effect whole-of-institution shift. Addressing this gap, this case study draws on a mixed-method investigation of policy reform and student achievement data. It outlines the tenets underpinning the university’s new assessment approach, and how these were translated into practice. A principles-based approach was developed, providing the foundation for pedagogical change. Analysis of the quantitative data demonstrates a significant increase in student pass rates and, over time, student satisfaction with assessment, workload and skills development. The findings underscore how essential whole-of-institution assessment reform is in transitioning to an immersive block model. Implications and recommendations are offered for other institutions seeking to transform assessment and drive enhanced learning and teaching outcomes through institution-wide change.

Making the Data Visible: A Systematic Review of Systems-Level Data Dashboards for Leadership and Policy in Education

Systems-level data dashboards, those that provide education data aggregated to or used by leaders from school to state to federal levels, have become increasingly prevalent in the field of education both in the United States and in many education systems worldwide. This study provides a systematic review of the literature on systems-level data dashboards in K–12 schooling. The review demonstrates that research on systems-level dashboards lags that of student and teacher-focused learning analytics dashboards; that academic achievement remains the primary focus of dashboards, but contextual and non-test-score outcomes are now included in many dashboards and that use of dashboards by educators and the public is lower than desired but may be improved through alternative dissemination methods. It also demonstrates that research on the impacts of dashboards is particularly limited, a concern given the potential for unintended negative consequences. The article discusses the need to further incorporate systems-level dashboards into the organizational structures of education systems in order to enhance their utility for improving outcomes. The findings provide insights for stakeholders designing and using dashboards and hold the potential to improve dashboard use and student outcomes.

Comparison of traditional face-to-face teaching with synchronous distance education in medical theory courses teaching to medical undergraduates: A case-controlled study in China.

Synchronous distance education (SDE) has recently been widely used for medical students. The purpose of this study was to compare the effects of SDE with traditional face-to-face education (TE) on the learning outcomes of undergraduate medical students. Participants were class enrolled in 2015 and class enrolled in 2016. The entire 2 classes (n = 148), when they were a 6th-year grade at a medical college, were invited to participate in the case-controlled study. The 6th-grade curriculum includes 5 courses in ophthalmology, otorhinolaryngology, dentistry, traditional Chinese medicine, and dermatology. Outcomes included postintervention exams evaluating the knowledge gained from the 5 courses, a self-assessment of learning based on examinable learning objectives, student satisfaction, learning behavior, and teacher-student communication. Sixty-nine students (SDE n = 39, TE n = 30) participated in the outcome assessments. The mean score of the otolaryngology course and the dermatology course in the SDE group was higher than the TE group (P < .05). Other courses and combined grades for the 5 courses were without statistical differences between the 2 groups. Of the 12 self-assessment learning objectives, 10 were significantly more positive in the SDE group than in the TE group. There was no statistical difference between the 2 groups regarding student satisfaction. The SDE group was more engaged than the TE group in the corresponding department apprenticeship after the theory class. The attendance rate and concentration in the class of the SDE group were comparable to the TE group. Students in the SDE group spoke more often in class and had a higher level of student-teacher communication than the TE group. The SDE is a teaching tool that can replace TE in the theoretical teaching of medical courses.

Quality Teaching in Ekiti State Secondary Schools: An Application of Ordinal Logistic Regression

This study investigates the quality of teaching in secondary schools in Ekiti State, Nigeria, using ordinal logistic regression to examine the impact of teacher demographics and teaching practices on student performance. The research focuses on teachers from six selected secondary schools within Ado-Ekiti, comprising a sample of 295 educators. Data were collected through a structured questionnaire administered via Google Forms and shared on WhatsApp platforms of the respondents. The study analyzes factors such as age, gender, educational background, teaching experience, lesson planning, technology integration, teaching methods, assessment practices, feedback provision, and professional development. Descriptive statistics and ordinal logistic regression were employed to assess the significance of these variables on student performance outcomes. Results indicate that older teachers and female educators positively influence student performance, while frequent integration of technology and rigid lesson planning negatively impact outcomes. The study also finds that regular feedback and active student participation significantly enhance performance. However, attending professional development workshops and the availability of teaching resources showed unexpected negative associations with student performance, suggesting potential issues with the applicability or effectiveness of these resources and training. The study highlights the importance of adaptive teaching methods, supportive administrative practices, and active student engagement in improving educational quality. These findings provide valuable insights for policy makers and educators aiming to enhance teaching effectiveness and student learning in secondary schools in Ekiti State.

Investigation of students repeating calculus-based introductory physics courses by gender, ethnicity and race

We analyze institutional data from large introductory calculus-based physics courses at a large public research university in the US in which the students enrolled in these courses majored in engineering, chemistry, physics, computer science, and mathematics. The data were analyzed from two introductory physics courses that are required for most of these students and they are often considered ‘weed out’ courses in that a poor performance in these courses can severely hinder or modify students long term career goal achievement. In particular, these courses can act as gatekeepers for many students and those who do not perform to their satisfaction the first time often repeat these courses, particularly if they aspire to remain in their major. We present findings by analyzing data from different demographic groups based upon gender, ethnicity and race for how likely were the students from different demographic groups to repeat these introductory calculus-based physics courses and we compared outcomes of students who repeated with those who did not. We also analysed and found similar patterns in the calculus courses that are co-requisites for the physics courses. These findings can help physics departments contemplate strategies for providing personalized support to help all students succeed in these calculus-based physics courses so that students do not have to repeat these courses, which are pivotal for accomplishing their long-term career goals.

Evaluating the impact of active and experiential learning in mathematics: an experimental study on eighth-grade student outcomes

Evaluating the impact of active and experiential learning in mathematics: an experimental study on eighth-grade student outcomes

Can all roads lead to competency? School levels effects in Licensing examinations scores.

At the foundation of research concerned with professional training is the idea of an assumed causal chain between the policies and practices of education and the eventual behaviours of those that graduate these programs. In medicine, given the social accountability to ensure that teaching and learning gives way to a health human resource that is willing and able to provide the healthcare that patients and communities need, it is of critical importance to generate evidence regarding this causal relationship. One question that medical education scholars ask regularly is the degree to which the unique features of training programs and learning environments impact trainee achievement of the intended learning outcomes. To date, this evidence has been difficult to generate because data pertaining to learners is only rarely systematically brought together across institutions or periods of training. We describe new research which leverages an inter-institutional data-driven approach to investigate the influence of school-level factors on the licensing outcomes of medical students. Specifically, we bring together sociodemographic, admissions, and in-training assessment variables pertaining to medical trainee graduates at each of the six medical schools in Ontario, Canada into multilevel stepwise regression models that determine the degree of association between these variables and graduate performances on the Medical Council of Canada Qualifying Examinations (Part 1, n = 1097 observations; Part 2, n = 616 observations), established predictors of downstream physician performance. As part of this analysis, we include an anonymized school-level (School 1, School 2) independent variable in each of these models. Our results demonstrate that the largest variable associated with performance on both the first and second parts of the licensing examinations is prior academic achievement, notably clerkship performance. Ratings of biomedical knowledge were also significantly associated with the first examination, while clerkship OSCE scores and enrollment in a family medicine residency were significantly associated with the Part 2. Small significant school effects were realized in both models accounting for 4% and 2% of the variance realized in the first and second examinations, respectively. These findings highlight that school enrollment plays a minor role relative to individual student performance in influencing examination outcomes.

A pilot evaluation of school-based LEGO® robotics therapy for autistic students

There is emerging evidence that LEGO® therapy is an effective way of supporting younger autistic children develop their communication and social skills. LEGO® robotics therapy – which uses the principles of LEGO® therapy applied to LEGO® robotics – may be an age-appropriate intervention to reduce anxiety and increase social skills in autistic adolescents. The aims of this study, involving 24 autistic students aged 13–16 years, were to examine (a) the effect of an 8-week LEGO® robotics therapy on students’ anxiety, social skills, academic motivation, and engagement, and (b) the views and perceptions of all stakeholders (students, parents, school staff and facilitators) regarding the program. An adapted explanatory sequential basic mixed-methods design was used. Groups of three students supported by two facilitators participated in the LEGO® robotics therapy for eight sessions at school. Quantitative data was collected before and after therapy using the Anxiety Scale for children-Autism Spectrum Disorder, Social Skills Improvement System and the Motivation and Engagement scale. Qualitative data was collected using open-ended online questionnaires, interviews, and focus groups from all stakeholders. No statistically significant within group differences were found in relation to students’ anxiety, social skills, motivation and engagement before and after the program. Qualitative findings indicated predominantly positive student experiences and outcomes such as better school attendance, increased confidence, and social skills. The findings suggest that LEGO® robotics therapy may be associated with a range of nuanced positive experiences and outcomes for individuals and groups of students, suggesting potential value in further efforts to refine the program.

Mental Health Analysis System Using Large Language Model

Traditional mental health surveys in educational settings often provide a limited perspective on students' mental well-being, relying on standardized questions that fail to capture the complexity and individuality of each student's experience. To address this, a system leveraging Large Language Models (LLMs) has been developed to dynamically generate personalized and adaptive questions in real time, based on students' previous responses. This personalized approach fosters deeper engagement and provides a more nuanced understanding of students’ mental health. The system's adaptive nature ensures that each student’s unique experiences and concerns are addressed, rather than relying on one-size-fits-all questionnaires. The data collected through this system is presented in an accessible, visually intuitive format, allowing educators to interpret the results quickly and effectively. This empowers them to adapt teaching strategies and implement targeted interventions that address specific mental health needs within the classroom. By integrating this system into educational settings, academic institutions can foster a more responsive and inclusive learning environment that prioritizes students' mental health. This approach not only enhances students' academic success but also promotes resilience and engagement by addressing mental health issues in real time. The system demonstrates the transformative potential of personalized AI in education, offering a scalable solution for improving student outcomes. It underscores the critical role of AI in creating healthier, more adaptive educational ecosystems capable of responding to the evolving mental health challenges faced by students today.

The Impact of Motivation on Primary Education Teachers: A Study in Idemili South Local Government Area of Anambra State, Nigeria

This descriptive survey study explored the impact of motivation on primary education teachers in Idemili South LGA, Anambra State. It involved 140 teachers from eight schools, selected via simple random sampling. A 15-item structured questionnaire on a 4-point Likert scale was used for data collection, achieving full response rates. Data analysis utilized frequency and mean scores with a 2.5 cut-off for interpretation. The findings revealed that both intrinsic and extrinsic factors, such as fair remuneration, supportive working environments, public recognition, and access to professional development, significantly enhance teachers' motivation. Conversely, inadequate motivation due to low pay, lack of resources, and limited career advancement opportunities was found to negatively impact teachers' performance and increase turnover rates. The study highlights the importance of implementing strategies that foster teacher motivation to improve educational quality and student outcomes in the region. Recommendations were made for policymakers and educational administrators to prioritize teacher motivation as a means to enhance the sustainability of primary education.