Positive Student Outcomes Research Articles

Teachers’ Perception towards Formative Assessment in Saudi Universities’ Context: A Review of Literature

Formative assessment has received considerable attention among scholars around the world. In Saudi Arabia, formative assessment is perceived as a promising opportunity for improving learning outcomes. The review of literature presents formative assessment as a serious issue that can affect students’ outcomes. In particular, teachers’ perception is an important factor that determines their willingness to apply specific assessment strategies in class. According to the findings, formative assessment leads to positive student outcomes. Importantly, the overall perception towards formative is multi-factored. As such, a single factor cannot be blamed for teachers’ perception and attitude outcomes. Notably, teacher’ experience, education level, and other factors define their perception towards formative assessment. As such, any efforts to influence their perspective will have a significant positive outcome on their willingness to apply formative assessment. However, a further study is needed to quantify the significance of teachers’ perception in influencing their decision to apply formative or summative assessment. 

How to Apply HOTS-based E-learning in Higher Education?

This research is qualitative research with the type of case study to describe the implementation of e-learning based on HOTS in higher education. E-learning is a necessity that must be used by lecturers when teaching at universities, especially during the current pandemic. The learning must be based on HOTS as the demands of the industrial revolution 4.0 and society 5.0, to produce prospective teachers who can guide their students to have the ability to solve problems in life. The research subjects were 196 people who took the Philosophy of Science course at the PPKN PIPS FKIP Study Program, Mataram University. Data were collected through observation techniques, interview documentation, and tests. After conducting a holistic and specific qualitative analysis, the results show that HOTS-based e-learning is carried out through the stages of preparation for the implementation of learning and evaluation for 16 learning activities. The contents of the activities include discussion of textual material, independent contextual exercises, and completing exams. During the activity, lecturers and students gave positive responses to various supporting factors and existing challenges. This activity has an impact on the acquisition of positive student learning outcomes. As a follow-up suggestion, full vigilance is needed to seek more varied activities to be actively involved in learning activities and successfully pass lectures.

Investigating primary school principals’ programming perception and support from the perspective of reasoned action: A mixed methods approach

Programming is perceived to be an indispensable type of literacy in the digital era. To effectively promote and implement programming in K–12 education, it is necessary to understand school principals' perception of programming education. This study adopted a mixed methods design to explain principals’ understanding, expectations, and support for programming education in primary schools using Theory of Reasoned Action (TRA). In study 1, survey questionnaires were distributed to all principals from public primary schools in Hong Kong. Two hundred and sixty-six principals responded to the survey (response rate = 55.6%). In study 2, a follow-up interview study with 13 principals was conducted to further explore their perception of programming education. The results of study 1 indicated that principals with a better understanding of programming education tend to have clearer expectations of how to implement programming education in their schools, which consequently leads to greater support for the implementation of programming education. In study 2, the thematic analysis further supported the results obtained in study 1. Specifically, the results of study 2 demonstrated that most principals show understanding, expectation, and support for the implementation of programming education, which in turn results in various positive student and teacher outcomes. The results also showed that challenges are inevitable during implementation, principals show capabilities and willingness to adjust their expectation and support to better integrate programming education into their school curricula.

Impact of the educational technology use in undergraduate pharmacy teaching and learning – A systematic review

Background: Educational technology has been increasingly used in recent years in pharmacy education. Its benefit on teaching and learning as well as its intention of use should be determined. Aims: To understand the technological approaches used in pharmacy education, and the impact of each approach on teaching and learning. Method: Four databases (PubMed, EMBASE, PsycINFO and ERIC) were searched to identify studies that described the use of technology in undergraduate pharmacy teaching and learning. Results: Thirty-four papers met the inclusion criteria. Majority of the studies (59%) used simulation technologies adopting a situated learning approach to complement or enhance teaching and learning. Most of the studies reported change in two or more concepts of the Kirkpatrick’s model, namely Reaction, Learning, and Behaviour, indicating improvement in learning experience, engagement, and performance. Conclusion: Educational technology with design features aligned with effective pedagogical theories seemed more likely to produce positive student outcomes.

"Collaboration Toward One Collective Goal": A Mixed-Methods Study of Short-Term Learning Outcomes and Long-Term Impacts Among Students Participating in an Undergraduate Community-Based Participatory Research (CBPR) Course.

Background: Research shows positive learning outcomes for students participating in service learning. However, the impacts of undergraduate student participation in Community-Based Participatory Research (CBPR) courses are minimally studied.Methods: We used a triangulation mixed-methods design approach to analyze short- and long-term (1–5 years post-course) data collected from 59 undergraduate students across 5 cohorts of a CBPR course (2014–19). Thematic analysis was used to analyze the qualitative data and descriptive statistics and frequencies were generated to analyze the quantitative data.Results: We developed five key themes based on short-term qualitative data: integration of CBPR and traditional research skills; importance of community engagement in research; identity; accountability; and collaboration. Themes from qualitative course evaluations aligned with these findings. Long-term qualitative data revealed that former students gained research knowledge, research skills, and professional skills and then applied these in other settings. This aligns with quantitative findings, where >79% of respondents reported that course participation “extensively” improved their research skills. Post-course, students still reflected on the importance of community engagement in research and reported a substantially enhanced likelihood of civic engagement.Discussion/Conclusions: Students gained critical knowledge and skills that positively impact their ability to engage in community-based work well after the end of course participation. Some students reported considering research-oriented careers and graduate programs for the first time after course participation. Collaborative learning experiences with community partners and members encouraged students to reflect on research designs that center community voices. We stress here that community partnerships require extensive cultivation, but they can create opportunities to translate findings directly back to communities and provide numerous benefits to undergraduate students. We hope that our findings provide the information needed to consider pilot testing practice-based CBPR courses in a variety of public health training contexts.

Appropriate humor and confirmation as instructor rapport-building behaviors

ABSTRACT There is an increasing need for instructors to develop meaningful relationships with college students in the classroom to better support student mental health and well-being. Developing instructor-student rapport offers one way to fulfill student relational needs and promote positive student outcomes in the classroom. However, there is a pronounced gap in what we know about specific strategy instructors can employ to build rapport with students. Thus, this study forwarded appropriate humor (i.e., related humor, unrelated humor) and confirmation (i.e., responding to questions, demonstrating interest, teaching style) as potential rapport-building strategies. Results suggested that both appropriate humor and confirmation are viable behavior instructors can use to build rapport with students, and practical suggestions for instructors hoping to build rapport in the classroom are outlined.

TIPSHEETS FOR TEACHING GRADUATE ATTRIBUTES IN AN ONLINE ENVIRONMENT: FACULTY SUPPORT THAT IS ACCESSIBLE, CURRENT, RELEVANT, AND TANGIBLE

Evidence-based teaching strategies (EBTs) are connected to positive outcomes for students. Engineering instructors are tasked with using EBTs to scaffold student mastery of graduate attributes, now amidstan upsurge in online, remote course delivery. The Graduate Attribute Tipsheet Series developed by theFaculty of Engineering at the University of Alberta provides instructors with current, relevant, and tangibleinformation in a succinct format that is mindful of their high workloads and time constraints. The tipsheet less-is more development process was careful and iterative to ensure only the most important, useful points from high quality, credible sources were included. Lessons learned from this initiative can be applied to future resources that support instructors in their use of EBTs in an online learning context and are responsive to the inevitable flux of teaching circumstances in engineering education.

Student Perception and the Effectiveness of Kahoot!: A Scoping Review in Histology, Anatomy, and Medical Education.

The impact of the Covid-19 pandemic has presented challenges in medical education particularly, with development of online learning in a short time period. Notably there has been a significant increase in the use of digital technology applications to meet this challenge. For instance, in the first quarter of 2020 the game-based software Kahoot! reported a threefold increase in players and a fivefold increase in asynchronous learning globally. However, there is limited research into the use of game-based digital technology applications such as Kahoot! and the associated learning theories, particularly in histology, anatomy, and medical education. This scoping review explored the utilization, outcome scores, and student perceptions of learning with the application of Kahoot! in histology, anatomy, and medical education. Online databases were used to identify articles published between 2013 and 2021 from which 12 articles were included in the review. The majority of articles supported positive student outcomes including improved collaborative learning, improved knowledge of content, attendance, and participation. Minor negative aspects included increased time on task, overwhelming learning content, and distractions due to gadgets. None of the articles included a control group. The main educational theories identified were active learning followed by social and constructivism learning theory. In light of the Covid-19 pandemic a rapid and fundamental shift in how digital applications are being used in educational institutions has evolved. Further research on learning frameworks and studies with control groups is required to evaluate Kahoot! as a potentially valuable online application in histology, anatomy, and medical education.

Educational Outcomes of Adolescents Participating in Specialist Sport Programs in Low SES Areas of Western Australia: A Mixed Methods Study.

Specialist Sport Programs (SSPs) are an underexamined activity that combines the best features of two different contexts for adolescent development: a sporting program and a secondary school. A mixed-methods study was conducted to determine the influence of participation in SSPs on the educational outcomes of lower secondary students in Western Australia. The results demonstrated a significant improvement in specialist students' mean grade for Mathematics over the course of a year, while their mean grade for all other subjects, and their level of engagement with school, remained stable over the same period of time. Semi-structured interviews were also conducted with key stakeholders (e.g., specialist students and their parents, as well as teachers and graduates of the SSPs). Overall, the participants felt that SSPs had a positive influence on students' engagement with school, and that this engagement had a positive impact on their academic achievement. Taken together, the results of this research suggest that there is a role for SSPs in promoting positive educational outcomes for lower secondary students attending public schools located in low SES areas.

Honoring Team Decision-Making During Manifestation Determination Meetings Through Collaborative and Proactive Solutions

The Individuals With Disabilities Education Act requires schools to conduct a manifestation determination (MD) meeting when suspending students with disabilities for more than 10 days. The MD procedure is intended to safeguard educational access by providing a process to determine if a student’s disability is related to the suspending behavior. An accurate decision requires educational team members to effectively collaborate to review relevant data and the student’s Individualized Education Program. Collaborative and proactive solutions (CPS) offer a framework for collaboration that may ensure that all team members meaningfully participate during the MD meeting while encouraging a rigorous analysis of student-specific data. The use of CPS is proposed as a framework to generate meaningful collaboration in MD meetings, which may result in positive student outcomes that reach beyond merely addressing a behavioral violation.

Debating Diversity and Social Justice Curricular Requirements: How Organizational Culture at a Liberal Arts College Informed the Change Process

ABSTRACT For the past four decades, predominantly white colleges and universities throughout the United States have adopted diversity curricular requirements. While evidence suggests these courses yield positive outcomes for students, scholars have less often addressed the process of curricular change toward creating the requirements. Further, colleges have begun to update or supplement diversity requirements enacted in past decades, but this process has not been sufficiently studied. The curricular change process at a private, highly selective liberal arts college in the South offers an instructive case study of how organizational culture informed the implementation of a new social justice course requirement for all undergraduate students. It also offers a rare study of a college with an existing diversity requirement whose faculty approved a second requirement focused on social justice, as colleges may seek to revisit existing requirements after implementation. We draw upon interviews with faculty and institutional documents to question whether the new social justice requirement represented transformational change—or functioned as window-dressing that updated outdated language but ultimately maintained existing curricular arrangements.

Scientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher education

ABSTRACT Numerous studies emphasise the contribution of inquiry-based learning approaches to positive learning outcomes for students; however, in this study, we explore how a scientific methods assignment may qualify as a profession-oriented, inquiry-based learning approach in teacher education. The paper presents analysis of student teachers’ reports on a scientific methods assignment completed during their fifth school placement. The student teachers were each required to conduct a focus group interview with a group of pupils. The overall aim of the assignment was to integrate aspects of inquiry-based learning and a profession-oriented approach. Our analysis demonstrates that the scientific methods assignment qualifies in some ways as a profession-oriented, inquiry-based learning assignment. However, several aspects of the assignment need to be improved and further developed to optimise its potential. The paper is concluded with some suggestions for further developments.

Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model

AbstractStudent problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.

Addressing the Unique Qualities of Upper-Level Biology Course-based Undergraduate Research Experiences through the Integration of Skill-Building.

Early exposure to course-based undergraduate research experiences (CUREs) in introductory biology courses can promote positive student outcomes such as increased confidence, critical thinking, and views of applicability in lower-level courses, but it is unknown if these same impacts are achieved by upper-level courses. Upper-level courses differ from introductory courses in several ways, and one difference that could impact these positive student outcomes is the importance of balancing structure with independence in upper-level CUREs where students typically have more autonomy and greater complexity in their research projects. Here we compare and discuss two formats of upper-level biology CUREs (Guided and Autonomous) that vary along a continuum between structure and independence. We share our experiences teaching an upper-level CURE in two different formats and contrast those formats through student reported perceptions of confidence, professional applicability, and CURE format. Results indicate that the Guided Format (i.e., a more even balance between structure and independence) led to more positive impacts on student outcomes than the Autonomous Format (less structure and increased independence). We review the benefits and drawbacks of each approach while considering the unique elements of upper-level courses relative to lower-level courses. We conclude with a discussion of how implementing structured skill-building can assist instructors in adapting CUREs to their courses.

Collaborative testing in Sport and Exercise Degrees: A comparison of first and third year students' perceptions

Collaborative testing is recognised as an effective assessment approach linked to positive student outcomes including enhanced test performance and reduced assessment anxiety. While collaborative testing approaches appear beneficial to university students in general, it is unclear whether students from different year levels benefit to the same extent. Therefore, the overarching aim of this study was to compare the perceptions and performances of first and third- year undergraduate students taking part in collaborative testing on multiple occasions during a semester. It was predicted that first-year students would perceive the collaborative testing opportunities as more beneficial than third-years given their limited formative experiences with university assessment. Further, it was expected that students would generally perform at a higher level on collaborative versus individual tests in line with previous work. Student performance and perceptions of collaborative testing were collected on two occasions within a semester over a period of two years in both a first-year and third-year course. Quantitative and qualitative results revealed that first-year students were more receptive and perceived more benefits relating to collaborative testing than third-years despite the fact both cohorts generally performed at a higher standard on the collaborative versus individual components. These findings suggest that while collaborative testing is considered beneficial to most, if not all, students, the benefits appear to be greater for first-year student cohorts.

Careers Roundtable: An Exercise for Student Career Exploration and Future Development

This paper describes a classroom exercise related to career development that helps students explore career paths found in their major. While we primarily focus on the Human Resource Management (HRM) major, we provide guidance for adapting the exercise to different majors as well as first year business students. First, we summarize career development literature focusing on college students. We next provide background for the development of the exercise. Our major is required to assess the curriculum as part of university-wide curricular assessment, and we will describe how this exercise grew out of that assessment. We then describe the exercise and the positive outcomes for students. In the Appendices to this paper we provide: a template illustrating how our curriculum builds across years which can be adapted to help orient students in the context of their major, complete directions for the HRM version of the exercise, and instructor teaching notes which include suggestions on how this exercise can be adapted for other majors within business schools. The exercise supports our students’ concerns and university’s interest in assessment and assists students as they make the transition from student life to their professional careers.

Instructional strategies: Teaching nursing in today's diverse and inclusive landscape

In today's university and college programs, it is crucial for nurse educators to value and embrace diversity and inclusion. Positive student learning outcomes result when all learners are valued, respected, and appreciated. Therefore, faculty training on the importance of diversity and inclusion and the use of evidence-based instructional strategies in the classroom setting is vital towards encompassing a learning environment that embraces diversity and inclusion for all. Additionally, faculty training that incorporates self-reflection with the purpose of gaining insight into one's cultural views and upbringing, is valuable to identifying any potential biases. This article benefits nurse educators at all program degree levels and settings as it provides insight into creating a diverse and inclusive learning environment. Furthermore, aids in discovery of own potential stereotypes and biases, and equips educators with evidence-based strategies to manage, foster, and promote optimal learning environments for all students.

The Impact of Parenting Patterns in Disciplining Students at Primary School Batanghari Regency

This research examines the impact of parenting patterns on student discipline at SDN 110 Tenam, Batanghari Regency. The significance of this research lies in discussing the importance of the role of parents in shaping student behavior and academic achievement. A mixed methods approach was used, combining surveys to collect quantitative data on parenting styles and disciplinary issues, and interviews to gain qualitative insight into parental attitudes and disciplinary strategies. The results showed a correlation between authoritative parenting and positive student discipline outcomes, while authoritarian and permissive parenting styles were associated with higher levels of student discipline problems. In addition, qualitative analysis revealed differences in parents' perceptions and approaches to disciplining children. The novelty of this research lies in its focus on a specific school context and its integration of quantitative and qualitative methodologies. The implications of these findings underscore the importance of encouraging authoritative parenting practices to foster a conducive learning environment and improve student behavior. This research contributes to the broader discourse regarding effective parenting strategies and their impact on student discipline, advocating for collaborative efforts between parents, educators, and policymakers to support holistic student development.

Modifying an Introduction to Criminal Justice Course to Be Writing-Intensive

Undergraduate students often struggle to produce clear and concise written assignments. Faculty in criminal justice often struggle with how to help them. The current study describes how a fully online introduction to criminal justice course was modified to be writing intensive. Students completed five writing assignments related to course content along with workbook exercises focused on grammar and syntax, formal writing, APA formatting and citations, and plagiarism. The first and final writing assignments included the same topic choices, but the final paper requirements included additional references and content. Students were encouraged to incorporate the feedback from the first assignment into the final paper. We examined whether students improved their written communication from the first writing assignment to the last. Our findings suggest that incorporating instruction on writing in an introduction to criminal justice course can produce positive outcomes for students, both lower-level and higher-level students.

Capturing a nuanced picture of classroom cultural diversity climate: Multigroup and multilevel analyses among secondary school students in Germany

As cultural diversity is increasing around the globe, a more nuanced understanding of the cultural diversity climate in classroom settings is needed, including how its different aspects relate to student outcomes. We developed the Classroom Cultural Diversity Climate Scale (CCDCS), integrating theory and research from social psychology and multicultural education and including novel facets like polyculturalism, which has not been studied in the school context before. We then studied associations with intergroup relations, socio-emotional adjustment, and school achievement among students of immigrant and non-immigrant background at the individual and classroom levels. The scale includes six subscales in the two broad dimensions of equality and inclusion: contact and cooperation, (un)equal treatment, and color-evasion, and cultural pluralism: heritage and intercultural learning, critical consciousness, and polyculturalism. Using data from 1,335 secondary school students in Germany (Mage = 14.7; 51% male; 51% immigrant background), the scale demonstrated measurement invariance by immigrant background, gender, and school track, and reliability at individual and classroom levels. A more positive diversity climate, with better intercultural relations (equality and inclusion) and more opportunities to learn about cultural diversity (cultural pluralism), was associated with more positive student outcomes. Interestingly, polyculturalism was not associated with negative effects observed for other facets of cultural pluralism. Relations for different climate aspects also varied by outcome and students’ immigrant background. This underscores the importance of a nuanced perspective when evaluating different approaches to cultural diversity in context.