Student Outcomes Research Articles

The Argument About Time and Physical Activity: Physical Education is the Solution

This article shares a firsthand account of how a district-wide initiative to increase physical education time transformed the health and academic outcomes of students in a Title I school district. Practical strategies are offered to help other educators and community leaders champion the cause.

Enhancing Science Learning Outcomes Through The Course Review Horay (CRH) Cooperative Learning Model

This study aims to determine the learning outcomes of students taught using the Course Review Horay (CRH) cooperative learning model in the IPAS subject (Ilmu Pengetahuan Alam dan Sosial, translated as Integrated Science and Social Studies) for fifth-grade students at SD Inpres 2 Talise, a public elementary school in Palu, Indonesia. A quantitative approach was applied using a pre-experimental design, specifically the one-group pretest-posttest design. The population consisted of all fifth-grade students from classes V A and V B in the 2024/2025 academic year, totaling 34 students. The sample included 20 students from class V A, selected through random sampling. Data were collected using learning outcome tests, observation sheets, and interviews. Data analysis involved both descriptive and inferential statistics. The results showed an increase in the average score from the pretest (38.85) to the posttest (54.70). Statistical analysis using SPSS version 27 revealed a significant value of sig (2-tailed) = 0.001, which is less than 0.05. This indicates that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted, suggesting that the Course Review Horay (CRH) model significantly influences the improvement of students’ learning outcomes in IPAS. These findings support the use of cooperative learning models, particularly CRH, as an effective strategy to enhance student engagement and achievement in primary school science education

Clinical reasoning education: evaluating the effect of script strategy and reflective practice on nursing students’ reasoning development

ObjectiveThe script strategy is a multistage, adaptive method designed for integration with established clinical reasoning frameworks to enhance educational outcomes for clinical students. This study evaluated the effect of these pedagogical interventions on nursing students’ learning, satisfaction levels, and learning experience. This quasi-experimental study was conducted at Tehran University of Medical Science, involving nursing students enrolled in the clerkship course (n = 58). The intervention group was trained using the script strategy method combined with structured reflection within a workplace-based education setting. A hypothesis formation test and a 10-item questionnaire were used to evaluate the students’ clinical reasoning skills. In addition, the experiences of the nursing students were explored through conventional content analysis.ResultsThe students’ scores in reasoning skills were 18.54 ± 11.33 (out of 20), which was significantly above the cutoff value of 10.8. The students’ satisfaction score was 74.37 ± 16.31 on a 100-point scale. The students’ experiences were explored under the theme “a learner as a director in the learning process.” The integration of script strategy enhances the reasoning abilities of nursing students. This approach fosters a sense of responsibility for their learning and cultivates critical thinking skills essential for professional nurses in dynamic healthcare environments.

Effects of AI‐generated adaptive feedback on statistical skills and interest in statistics: A field experiment in higher education

Abstract This study explores whether AI‐generated adaptive feedback or static feedback is favourable for student interest and performance outcomes in learning statistics in a digital learning environment. Previous studies have favoured adaptive feedback over static feedback for skill acquisition, however, without investigating the outcome of students' subject‐specific interest. This study randomly assigned 90 educational sciences students to four conditions in a 2 × 2 Solomon four‐group design, with one factor feedback type (adaptive vs. static) and, controlling for pretest sensitisation, another factor pretest participation (yes vs. no). Using a large language model, the adaptive feedback provided feedback messages tailored to students' responses for several tasks on reporting statistical results according to APA style, while static feedback offered a standardised expert solution. There was no evidence of pretest sensitisation and no significant effect of the feedback type on task performance. However, a significant medium‐sized effect of feedback type on interest was found, with lower interest observed in the adaptive condition than in the static condition. In highly structured learning tasks, AI‐generated adaptive feedback, compared with static feedback, may be non‐essential for learners' performance enhancement and less favourable for learners' interest, potentially due to its impact on learners' perceived autonomy and competence.

Peningkatan Hasil Belajar Peserta Didik Menggunakan Model Problem Based Learning (PBL) Berbantuan Canva pada Pembelajaran Pendidikan Pancasila di Kelas IV SDN 04 Gunung Tuleh Kebupaten Pasaman Barat

The purpose of this study is to describe the improvement of student learning outcomes using the Problem Based Learning (PBL) model assisted by Canva in Civics Education learning. The type of research used is classroom action research (CAR) employing two approaches: qualitative and quantitative. This research was conducted in two cycles with a research procedure consisting of planning, implementation, observation, and reflection. Data collection techniques included tests and non-tests. Descriptive quantitative analysis was used to analyze the results. The subjects of this study are 36 students in grade IV consisting of 14 males and 22 females. The results of the study showed that the teaching module of the first cycle was obtained on average 88.75%, increasing in the second cycle to 97.5%. The results of the implementation of teacher aspect learning in the first cycle were obtained on average 85.75%, increasing in the second cycle to 96.42%. The results of the implementation of learning aspects of students in the first cycle were obtained on average 85.75%, increasing in the second cycle to 96.42%. The learning outcomes of students in the first cycle were obtained on average 78.08, increasing in the second cycle to 92.54. Thus, it can be concluded that the Canva assisted Problem Based Learning (PBL) model can improve student learning outcomes in Pancasila Education learning in elementary schools.

Insights from blended mobility: Combining COIL & short-term study abroad to enhance international business communication learning

Rapid cultural and digital transformations are disrupting higher education. Focusing on unique areas referred to as “human intelligence” (HI) is critical to meet students’ changing needs. This paper explores the design, pedagogy, and outcomes of an international business communication course integrating a blended mobility model. This study investigates student outcomes in a blended mobility format combining a COIL course with a brief study abroad experience, culminating in a cross-cultural team presentation to a real business client. Content analysis of student reflections identifies core learning outcomes, comparing and expanding upon blended mobility “employability skills”. Five additional skills emerged, consistent with intercultural competency communication research as well as ten sub-themes related to belonging. Findings highlight the potential of blended mobility to foster “HI” professional skills as well as a sense of belonging among student participants.

Building assessment literacy in ESL: the role of the score model in enhancing speaking evaluations

In recent years, the significance of assessment literacy in education has gained attention, particularly in English as a Second Language (ESL) instruction. As educational practices evolve, it is essential for teachers to develop a comprehensive understanding of assessment strategies that evaluate student performance and enhance learning outcomes. Effective assessment practices are crucial for identifying students' strengths and weaknesses, guiding instructional decisions, and fostering a supportive learning environment. However, many ESL teachers in Malaysia face challenges such as inconsistent assessment practices and a lack of standardized frameworks that hinder their ability to provide accurate evaluations. This paper investigates the enhancement of speaking assessment literacy among ESL teachers in Malaysia through the SCORE Model, a framework designed to improve educational practices. Assessment literacy encompasses teachers' understanding of assessment strategies and their ability to utilize assessment data to support student learning. The SCORE Model, which stands for Strengths, Challenges, Options, Responses, and Effectiveness, offers a structured approach to addressing these challenges. By integrating principles from constructivist theory, the model encourages reflective practices among educators, fostering an environment where assessment serves as a tool for learning. The findings indicate that implementing the SCORE Model improves the reliability and validity of speaking assessments, enabling teachers to provide timely feedback that enhances student outcomes. Furthermore, the research underscores the necessity of ongoing professional development and collaboration among educators to sustain improvements in assessment literacy. This study contributes to the literature on assessment literacy and highlights the importance of strategic frameworks in fostering effective ESL teaching practices.

Digital Academic Leadership in Higher Education Institutions: A Bibliometric Review Based on CiteSpace

The continuous evolution of technology compels higher education leaders to adapt to VUCA (volatile, uncertain, complex, and ambiguous) and BANI (brittle, anxious, non-linear, and incomprehensible) environments through innovative strategies that ensure institutional relevance. While VUCA emphasizes the challenges posed by rapid change and uncertain decision-making, BANI underscores the fragility of systems, heightened anxiety, unpredictable causality, and the collapse of established patterns. Navigating these complexities requires agility, resilience, and visionary leadership to ensure that institutions remain adaptable and future ready. This study presents a bibliometric analysis of digital academic leadership in higher education transformation, examining empirical studies, reviews, book chapters, and proceeding papers published from 2014 to 2024 (11-year period) in the Web of Science—Science Citation Index Expanded (SCIE) and Social Science Citation Index (SSCI). Using CiteSpace software (version 6.3. R1-64 bit), we analyzed 5837 documents, identifying 24 key publications that formed a network of 90 nodes and 256 links. The reduction to 24 publications occurred as part of a structured bibliometric analysis using CiteSpace, which employs algorithmic thresholds to identify the most influential and structurally significant publications within a large corpus. These 24 documents form the core co-citation network, which serves as a conceptual backbone for further thematic interpretation. This was the result of a multi-step refinement process using CiteSpace’s default thresholds and clustering algorithms to detect the most influential nodes based on centrality, citation burst, and network clustering. Our findings reveal six primary research clusters: “Enhancing Academic Performance”, “Digital Leadership Scale Adaptation”, “Construction Industry”, “Innovative Work Behavior”, “Development Business Strategy”, and “Education.” The analysis demonstrates a significant increase in publications over the decade, with the highest concentration in 2024, reflecting growing scholarly interest in this field. Keywords analysis shows “digital leadership”, “digital transformation”, “performance”, and “innovation” as dominant terms, highlighting the field’s evolution from technology-focused approaches to holistic leadership frameworks. Geographical analysis reveals significant contributions from Pakistan, Ireland, and India, indicating valuable insights emerging from diverse global contexts. These findings suggest that effective digital academic leadership requires not only technical competencies but also transformational capabilities, communication skills, and innovation management to enhance student outcomes and institutional performance in an increasingly digitalized educational landscape.

Personalised learning in higher education for health sciences: a scoping review

BackgroundPersonalised learning approaches have gained increasing attention in higher education, particularly in health sciences, due to their potential to enhance student engagement and learning outcomes. However, the implementation and effectiveness of personalised learning strategies in health professions higher education remain unclear. This scoping review aims to map the existing literature on personalised learning in health sciences higher education, identifying key concepts, gaps in knowledge, and areas for future research.MethodsWe conducted a comprehensive search of five electronic databases: PubMed, Scopus, Google Scholar, Educational Research Complete, and JSTOR. The search strategy employed various combinations of keywords related to personalised learning and health sciences higher education. Studies published in English between 2000 and 2024 were included. Two independent reviewers screened titles, abstracts, and full texts. Data were extracted using a data extraction form. The review followed the methodological framework outlined by Arksey and O’Malley and adhered to the PRISMA-ScR guidelines.ResultsThe initial search yielded 1,247 records, with another 15 identified through other sources. After removing duplicates, 583 records were screened, resulting in 42 full-text articles assessed for eligibility. Ultimately, 11 studies met the inclusion criteria and were included in the qualitative synthesis. The review identified various personalised learning approaches implemented across different health science disciplines, including medicine, nursing, pharmacy, and dentistry. Key themes emerged around adaptive learning technologies, individualised feedback mechanisms, and student-centred curriculum design. Challenges in the implementation and assessment of personalised learning strategies were also highlighted.ConclusionsThis scoping review provides a comprehensive overview of personalised learning approaches in health sciences higher education. While the findings suggest potential benefits of personalised learning, they also reveal a need for more rigorous research to evaluate its effectiveness and long-term impact on student outcomes. Future studies should focus on standardising assessment methods, exploring the role of technology in facilitating personalised learning, and investigating the scalability of these approaches across different health science disciplines.Protocol registration linkhttps://osf.io/nu4yj/.

Nurses' learning about professional interpersonal communication: Findings from an integrative review.

Nurses' learning about professional interpersonal communication: Findings from an integrative review.

Associations among educators' beliefs, intervention fidelity, and student outcomes in school-wide positive behavior interventions, and supports: A school-level moderated mediation analysis.

Existing literature has established the effectiveness of school-wide positive behavioral interventions and supports (SWPBIS) for improving school-level student behavioral and academic outcomes. Implementation of SWPBIS in uncontrolled settings is often suboptimal, leading to lackluster outcomes. Researchers have developed and validated several implementation strategies to improve individual-level implementation determinants (e.g., educators' supportive beliefs) to promote the successful delivery of universal programs (e.g., SWPBIS). However, empirical studies are needed to explore the mechanisms of change through which school-level educators' beliefs influence their delivery of SWPBIS. This school-level quasi-experimental study tested a mediational mechanism of change where changes in educators' beliefs work through their intervention fidelity of SWPBIS to influence student outcomes. We delivered the Supportive Belief Intervention (a school-wide implementation strategy used before training to promote educators' supportive beliefs about SWPBIS) and then Tier 1 SWPBIS training to 81 elementary schools serving diverse student populations. At the start of the academic year, school-level educators' beliefs were assessed before the Supportive Belief Intervention. At the end of the academic year, educators' beliefs, intervention fidelity, and rates of student reading proficiency and suspension were assessed. Conditional process analyses with nonparametric bootstrapping (mediational and first stage moderated mediational models) revealed that, at the school level, a larger increase in educators' supportive beliefs was associated with enhanced SWPBIS fidelity and better corollary student outcomes (increased reading proficiency and reduced suspension), while student socioeconomic status moderated the size of the mediation effect. Implications for research and practices about the implementation of SWPBIS and school context were discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

ChatGPT-enhanced mobile instant messaging in online learning: Effects on student outcomes and perceptions

ChatGPT-enhanced mobile instant messaging in online learning: Effects on student outcomes and perceptions

Modelling the nexus between mathematics teachers' emotional intelligence and instructional effectiveness: a mediation moderation model using PLS-SEM approach.

Modelling the nexus between mathematics teachers' emotional intelligence and instructional effectiveness: a mediation moderation model using PLS-SEM approach.

Happiness training effect on primary school teachers’ academic burnout and teaching effectiveness: narratives from teachers

BackgroundTeacher burnout has become a critical issue in education, significantly affecting teaching effectiveness and student outcomes. Positive psychological interventions, such as happiness training, have the potential to mitigate burnout and enhance teachers’ well-being. However, empirical evidence on the effectiveness of such interventions in educational settings remains limited.ObjectivesThis study aimed to investigate the impact of happiness training on reducing academic burnout and improving teaching effectiveness among primary school teachers. It also explored teachers’ narratives to better understand their experiences following the intervention.MethodAn explanatory sequential mixed-method research design was employed. The quantitative phase involved 200 primary school teachers who attended a happiness training workshop. A pretest-posttest-follow-up design was used, and data was analyzed using repeated measures ANOVA. The qualitative phase involved narratives from five teachers, which were interpreted to extract themes related to their experiences post-training.ResultsQuantitative results showed significant reductions in burnout and improvements in teaching effectiveness post-intervention (p < 0.05). In the qualitative phase, thematic analysis of teacher narratives revealed eight. The main themes identified in the narratives of teachers participating in the happiness training include emotional exhaustion and recovery, reconnection with purpose, improved classroom engagement, stress management techniques, positive relationships with students and colleagues, increased job satisfaction, work-life balance, and sustained professional growth.ConclusionsHappiness training significantly reduced burnout and improved teaching effectiveness among primary school teachers. The qualitative insights further highlighted personal and professional growth following the intervention. These results underscore the importance of integrating well-being programs into teacher development initiatives to foster sustainable educational outcomes.

Embracing doctors as teachers: Evaluating the student-led near-peer teaching at transnational campus

Introduction: Every medical graduate is expected to fulfil the teaching responsibilities stated by the General Medical Council (GMC). It is beneficial to nurture both teaching motivation and skills early in the undergraduate program. This study aims to evaluate the outcomes of final-year medical students as near-peer teachers in a student-led near-peer teaching program and their fulfilment of the educational responsibilities stated by the GMC. Methods: A cross-sectional study was conducted among the year 5 medical students who participated in the Peer Teaching Program. A structured post-participation 6-point Likert scale questionnaire with written consent was distributed to the near-peer teachers to assess their perspectives on skills enhancement, motivation, and career direction. Additionally, the Peer Tutor Assessment Instrument questionnaires were distributed to the near-peer students to evaluate the performance of the near-peer teachers in five areas: responsibility and respect, information processing, communication, critical analysis, and self-awareness. Results: There were 28 near-peer teachers, and 49 near-peer students participated in the study. The near-peer teachers score the highest in skills (5.36 ± 0.53), followed by motivation (5.16 ± 0.60) and career direction (4.79 ± 0.82). Three quarters of the near-peer teachers considered teaching to be their future primary career path after experiencing this teaching experience (4.36 ±1.34). Generally, the near-peer teachers were highly evaluated by the near-peer students across all domains (5.06 ± 0.51). Conclusion: Overall, the near-peer teaching programme likely improved the final-year medical students in fulfilling the “Doctors as Teachers” responsibilities outlined by the GMC. Keywords: Near-peer Teaching, Medical Students, Undergraduate Medical Education, General Medical Council, Doctors as Teachers

Innovation in how to present a lesson on traditional persian medicine: explaining the experiences of medical students

BackgroundWorld Health Organization has advised countries to integrate modern medicine with approved Traditional Medicine and Complementary and Alternative Medicine services in their health system, and it uses for prevention and treatment. The study, conducted aim to explain the experiences of medical students after completing the mentioned one-week course.MethodsThis study was qualitative and qualitative content analysis of the data was conducted using the approach of Graneheim and Lundman, which includes six stages. Semi-structured written interviews with a main open question (please write your experience regarding the one-week courses of familiarization with Persian Medicine, considering before and after the course) were used as the primary method for data collection. MAXQDA10 software was used for data management and initial coding. A total of 20 individuals participated in this study.ResultsThe experiences of medical students participating in the traditional medicine course were categorized into two themes include outcomes of medical students’ participation in the Traditional Persian medicine course and influencing and hindering factors the conduct of the Persian medicine course.ConclusionsIf, course planning is rewritten in such a way that is removed repetitive and non-useful items. It can be concluded that one week is a relatively suitable time to present a Traditional Persian Medicine lesson. Medical students declared it necessary to continue holding the course due to the need they will have knowledge of Persian Medicine in the future, the importance of Persian Medicine for patients, promoting the role of Persian Medicine specialists and creating diversity in the curriculum of medical students.

Exploring artificial intelligence (AI) Chatbot usage behaviors and their association with mental health outcomes in Chinese university students.

Exploring artificial intelligence (AI) Chatbot usage behaviors and their association with mental health outcomes in Chinese university students.

Curricula overlap between optometry and other health science training programmes at the university of Kwazulu-Natal, South Africa

BackgroundMost health professions education programmes cover common content themes, yet train in silos. Identifying opportunities for combined training among health science disciplines at the university level improves interprofessional engagement and strengthens learning outcomes for students. An integrated curricular design within health professions education programmes supports a collaborative approach to patient care within the workplace. This study aims to investigate the extent of content overlap between the Bachelor of Optometry degree and other undergraduate health science programmes at the University of KwaZulu-Natal in order to identify opportunities for strengthening interprofessional education.MethodsA qualitative descriptive study was conducted using a cross-sectional, comparative research study design. Nine health science disciplines from the University of KwaZulu-Natal’s School of Health Sciences were purposefully selected for inclusion in the study. Document analysis was used to evaluate curriculum content for each discipline from the official College of Health Sciences Handbook, as well as module-specific information obtained at discipline level. Data was analyzed manually within an interpretive paradigm, identifying similarities in themes or wording, and cross-checked amongst group members for reliability.ResultsAmong the 199 modules reviewed across eight disciplines, varying degrees of overlap were identified. Specifically, 15% (n = 29) of the modules were common to the Optometry curriculum at levels one and two. Exact overlaps were predominantly found in the Pharmacy modules (n = 8). In addition, 40.9% (n = 99) of the modules showed partial overlap with Optometry, with the majority of these overlaps occurring in the Audiology program (n = 20).ConclusionSignificant curricula overlap exists between the Bachelor of Optometry degree and other School of Health Science disciplines at the University of KwaZulu-Natal. This presents an opportunity for joint teaching, both for more efficient use of scarce resources such as staffing and space, and to promote interprofessional education. However, to realise the full benefits of adopting interprofessional education, intensive academic planning and revised curricula remodeling is required.

Pengaruh Media Pembelajaran Interaktif Berbasis Articulate Storyline 3 terhadap Hasil Belajar Matematika Siswa Kelas IV

This research is motivated by the low mathematics learning outcomes of grade IV students of SDN 007 Sungai Kunjang. This is due to several factors, one of which is the lack of use of learning media used by teachers. The purpose of this study is to determine the effect of the use of interactive learning media based on Articulate Storyline 3 on the mathematics learning outcomes of students of number material up to 10,000 in grade IV of SDN 007 Sungai Kunjang. The research method used is quantitative research with a quasi-experimental design, using the entire existing population as a research sample totaling 52 students consisting of 26 students from class IV B as the experimental class and 26 students from class IV A as the control class selected through saturated sampling techniques. The post-test results obtained from the study showed that the average score of mathematics learning outcomes in the experimental class was 77.32 while in the control class the average was 67.09. The results of data analysis with the Independent t-test obtained were the significance value (2-tailed) = 0.002. Based on the decision-making basis of the Independent t-test, if the significance value (2-tailed) &lt; 0.05, then Hα is accepted and H0 is rejected. Thus, because the significance value (2-tailed) obtained is less than 0.05, it can be concluded that there is an effect of the use of interactive learning media based on Articulate Storyline 3 on the mathematics learning outcomes of students with number material up to 10,000 in grade IV of SDN 007 Sungai Kunjang. This research contributes to the development of learning innovations in mathematics learning and the improvement of student learning outcomes.

Investigating Gender Differences in English Language Academic Achievement of the Omani Grade 12 Students

Success in English Language Academic Achievement (ELAA) is a critical educational goal. Understanding the factors that influence ELAA is essential for enhancing student outcomes. This study explores the role of gender in the English language academic achievement of Omani Grade 12 students. A quantitative research design was employed, with data collected from 300 Grade 12 students across 10 secondary schools in the Ad Dakhliyiah Governorate of Oman. The study used a questionnaire consisted of four sections and participants were selected through simple random sampling. Data analysis, conducted using SPSS software, included descriptive statistics and Pearson correlation coefficients. Findings reveal that gender significantly influences students’ academic performance, with female students demonstrating higher achievement levels compared to their male counterparts. Based on these results, recommendations are provided for educational stakeholders, including school administrators, teachers, and parents. Proposed measures include fostering gender-sensitive teaching strategies, enhancing school-family communication, and organizing English language courses for parents to support their children's academic success.