Promote Student Learning Research Articles

Performance Appraisal Methods: Essential in Promoting Student Learning

In educational institutions of all levels, the educators are required to be well-informed in terms of the factor, whether the students are acquiring an efficient understanding of academic subjects or lesson plans or are overwhelmed by any types of setbacks. Furthermore, they also identify whether they are putting into operation various types of teaching-learning methods and materials in an appropriate manner or there is a need to bring about improvements. Hence, in all grade levels, different types of performance appraisal methods are to be put into operation. These are on the basis of academic subjects and lesson plans. Hence, in order to enhance their participation and achieve good grades, students need to acquire an efficient understanding of different types of academic subjects and lesson plans. The implementation of various types of performance appraisal methods is regarded to be of utmost significance in order to impart information among students in terms of various types of academic subjects and lesson plans. The educators need to ensure, they impart information among students in terms of these in an adequate manner. In other words, students need to be given sufficient amount of time, so they can be well-prepared. Furthermore, it is necessary for students to inculcate the traits of morality, ethics, diligence and conscientiousness. Therefore, performance appraisal methods are essential in promoting student learning. The main concepts that are taken into account in this research paper are, understanding the meaning and significance of performance appraisal methods, understanding performance appraisal methods and advantages of performance appraisal methods.

A Study on the Backwash Effect of International Talent English Exam on Students' English Learning—Teaching Based Backlash Promotes Student Learning Strategy Adjustment

With the acceleration of globalization, English has become the main language for international communication, and various English exams have also emerged. The International Talent English Examination (ETIC), also known as the National Talent Examination, is a standardized examination that evaluates students' English proficiency. Its implementation has a direct impact on their English learning. On the basis of literature review, questionnaire survey, interview, and classroom observation, this study comprehensively adopts a data analysis method combining descriptive statistics and qualitative analysis to explore the backlash effect of the National Talent Examination on student English learning, that is, to clarify the impact of ETIC on student English learning, and how to promote student learning through exam feedback.

Effectiveness of Flipped Classrooms in Promoting Student Learning at the Tertiary Level

The study sought to explore the Effectiveness of Flipped Classrooms in Promoting Student Learning at the Tertiary Level. The objectives of the study were to explore the perceptions of students regarding the flipped classroom approach and to find out the effectiveness of flipped classrooms in enhancing students’ learning. All the female students studying in the affiliated colleges of the University of Swabi comprise the population of the study. The number of female students was 273. Out of the total population, 100 female students were randomly selected from the sample institutions. A close-ended questionnaire containing 12 items on the Likert scale was used as a tool for gathering information. Based on the findings, it was concluded that the majority of the participants agreed that the flipped classroom approach can easily be implemented in classrooms. Most of the participants agreed that the video the lecturer provided to us as a home assignment was easily understandable. All of the participants were student agreed that the topic became easy after watching its videos or lecture notes. All participants agreed that the technological facilities available at school and home are necessary for implementing Flipped Classroom. All the participants agreed that the institution may arrange training workshops for teachers and students to enhance the implementation process of flipped classrooms.

Designing Feedback Spirals To Motivate And Promote Student Learning.


 
 
 
 
 
 
 
 
 
 Designing Feedback Spirals To Motivate And Promote Student Learning.
 Liudmila Batishcheva, Gabriella Cagliesi, Ana Sanmartín, University of Sussex, Department of Economics
 Abstract
 In this study, the terms "iterative feedback" or "feedback spiral" are used interchangeably to stress the importance of dialogical tutor-student interactions in enhancing learning and moving to a higher level. Embracing this view, we present the results of a pilot initiative launched at the University of Sussex to a core undergraduate module in economics to improve students' engagement, motivation, and learning. The scheme, an iterative feedback process, was designed to help students with a piece of coursework by providing detailed grading criteria, setting expectations on quality of performance, and eliciting their views on the effectiveness of the iterative feedback process. The detailed information and the class discussion and dialogue around the task helped the students prepare the assessment, providing clear feedforward guidance upon which the final feedback on the summative piece was based.
 We use Beta regression models, quantitative data on students' summative assessments, data analytics on their use of resources, and qualitative data on their experience of the grading criteria and feedforward to investigate how the pilot iterative feedback scheme may have affected students' performance. Our findings suggest that a more frequent engagement with Canvas during the weeks closer to the assessment dates positively impacts their performances, while attendance below the median has a detrimental effect on grades. Moreover, students who reported more detailed feedback on their use of grading criteria and feedforward guidance tended to gain higher scores and perform better in all assessments. In addition, the use of grading criteria helped particularly those students with specific reasonable adjustment requests linked to anxieties and mental health reasons compared to students without or with different learning disabilities.

Editorial: Pedagogical Practices That Promote Student Communication, Problem-Solving and Learning in a Digital Age

Editorial: Pedagogical Practices That Promote Student Communication, Problem-Solving and Learning in a Digital Age

Using an Implementation Trial of an ePortfolio System to Promote Student Learning through Self-Reflection: Leveraging the Success

This paper reports on a pilot study that was conducted during a technical trial of a new ePortfolio system at a large Australian university. Students from a large (n = 325) first-year educational technology course were given the opportunity to use the new ePortfolio system weekly as part of their reflective practice at the end of the hands-on tutorial classes and also through a blogging assignment that required six posts throughout the semester. Although the students reflecting on their work and ePortfolios themselves are not new concepts, this paper reports how assessment practices can be improved using ePortfolios and how students can improve their reflective practice through simple and regular use throughout the 12-week semester that the study was conducted. From the class, 208 students responded to the survey with the results being positive. The students were able to use the system easily and did not report many problems with crashing or freezing. The lessons learnt form an important part of this study for future iterations with these reported in the paper.

Promoting Student Learning About Premarital Predictors of Later Marital Success Through Formal Writing

This paper focuses on a revision of a semester-long formal writing assignment based on the first family life education content area (see NCFR), Families and Individuals in Societal Contexts, particularly courtship and marital choice. Many students were not completing this assignment that addresses an important developmental process: dating, courting, and choosing a life partner. Incorporating known pedagogical principles from the writing-to-learn literature, the assignment’s revision included developing four components required throughout the semester. The research-based principles behind the revision included interactive writing processes, meaning-making writing tasks, and clear writing expectations. Student completion rates of a majority of the four components, anonymous Individual Development and Educational Assessment (IDEA) qualitative comments, and anecdotal interactions with the instructor supported revision. The assignment, assessment, and grading rubrics are included for others to consider and to revise for their classroom use.

PROMOVENDO O ENVOLVIMENTO E A APRENDIZAGEM DE ESTUDANTES NO ENSINO SUPERIOR: UMA EXPERIÊNCIA COM A ESCRITA CIENTÍFICA NA DISCIPLINA DE QUÍMICA INORGÂNICA

PROMOTING STUDENT ENGAGEMENT AND LEARNING IN HIGHER EDUCATION: AN EXPERIENCE WITH SCIENTIFIC WRITING IN THE INORGANIC CHEMISTRY COURSE. The student who has just entered higher education is faced with chemical knowledge that receives a much deeper treatment when compared to high school so that he is not always able to construct meanings for this knowledge. To help in this construction of meanings, we analyzed an experience in which students of an Inorganic Chemistry course were asked to produce a text based on the reading of a scientific divulgation text and to participate in the evaluation process of their colleagues’ texts. We observed a good involvement with the activity and the construction of relationships between the topic in question and the contents developed in the discipline, what contributed to improve the performance of the class. We argue that the involvement with creative writing of scientific texts should be encouraged throughout the entire undergraduate course

Importance of Teaching Counselling Skills to Teachers

The Intent Of This Paper Is Not To Equip Teachers With The Background Or The Skills To Act As The School Counsellor Or Psychologist But, To Make Everyone Aware That In India Only A Limited Number Of Schools Have Counsellors. The Knowledge Of Counselling Skills Is Essential For Teachers To Promote Student Learning And Well-being. Teachers Can Play A Key Role In Resolving Student Issues And Concerns. The Classroom Teacher Spends More Time With Students Than Any Other Professional In The School And Is Thus Most Likely To Influence Students. They Are The Ones, After All, Who Interact With Children On A Daily Basis. If A Child Is Going To Approach An Adult For Assistance Or Advice, It Will Probably Be The Teacher Whom He/she Has Come To Trust Over Many Hours Of Work And Play Together. The Major Skills Of Counselling That Can Be Included Are Competence, Acceptance And Flexibility, Integrity, Sensitivity, Listening, Empathy, Confidentiality And Understanding.

Does Project-Based Learning (PBL) Promote Student Learning? A Performance Evaluation

The purpose of the study on which this paper is based was to conduct a performance evaluation of student learning for an introductory course in project management in a higher educational institution in Norway. This was done by utilizing performance measurement philosophy to evaluate perceived student learning after a project-based assignment was applied as an instructional tool. The evaluation was conducted at the end of the semester to determine whether it facilitated learning effectiveness by providing an authentic learning experience. Relevant learning criteria were identified from existing literature and were measured by means of a questionnaire survey. Ten measurement scales were established using a 5-point Likert scale. The survey was then rolled out for the same subject for two consecutive semesters for just over 100 project management students. The results indicated that the incorporation of project-based assignments has a positive impact on student learning, motivation, and performance both in the short and long term. The study finally revealed that the incorporation of project-based assignments enables the creation of real-life experiences, which further stimulates the creation and development of real-life competencies.

Talent, Ability, and Potential: TAPping into the Needs of Advanced and Gifted Literacy Learners: Designing Classroom Assessments to Differentiate and Promote Student Learning

Talent, Ability, and Potential: TAPping into the Needs of Advanced and Gifted Literacy Learners: Designing Classroom Assessments to Differentiate and Promote Student Learning

The ABCs of STIs: Promoting Student Learning Using QR Codes.

The ABCs of STIs: Promoting Student Learning Using QR Codes.

Using a Project Blog to Promote Student Learning and Reflection

Research on the use of blogs in higher education suggests that students who blog as part of a course requirement demonstrate increased reflection, heightened feelings of connection, and increased course-related knowledge. Blogging provides a promising medium for students to engage in reflection on their participation in a cooperative education work term. Blogging can help guide a project by providing an encouraging place for team members to communicate clearly, document their work and other resources, and brainstorm ideas. In this paper, we describe a qualitative analysis of blog posts written by three students during a co-op placement. The students used the blog extensively and with multiple purposes: to reflect, to communicate, to brainstorm ideas, to evaluate literature, and to document team creations. We discuss the characteristics of the project and blog that may have contributed to its extensive use and provide recommendations for individuals interested in implementing a blog in similar projects.

The Role of Gamification Techniques in Promoting Student Learning: A Review and Synthesis

Aim/Purpose: This study reviewed previous research on the role of gamification techniques in promoting students’ learning. Background: The role of gamification in promoting students’ learning has been investigated empirically by many scholars. To date, mixed results about the effectiveness of gamification have been reported, and researchers frequently argue that the inappropriateness of certain techniques may have contributed to these mixed findings. Methodology: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used to assess the criteria required for this review. A total of 40 studies were identified and included in the systematic review. The selected studies were used to assess the association between certain gamification techniques and students’ learning in this study. Findings: The results showed that gamification techniques differently affect students’ learning. In addition, it is important for students to be instructed about the application of gamification approach before they engage in a gamified learning task. The key challenges relating to the use of gamification techniques were also discussed. Recommendations for Practitioners: This review can help educational decision makers and practitioners to stimulate certain learning outcomes of the students with the help of specific gamification techniques.

Using a Project Blog to Promote Student Learning and Reflection

Research on the use of blogs in higher education suggests that students who blog as part of a course requirement demonstrate increased reflection, heightened feelings of connection, and increased course-related knowledge. Blogging provides a promising medium for students to engage in reflection on their participation in a cooperative education work term. Blogging can help guide a project by providing an encouraging place for team members to communicate clearly, document their work and other resources, and brainstorm ideas. In this paper, we describe a qualitative analysis of blog posts written by three students during a co-op placement. The students used the blog extensively and with multiple purposes: to reflect, to communicate, to brainstorm ideas, to evaluate literature, and to document team creations. We discuss the characteristics of the project and blog that may have contributed to its extensive use and provide recommendations for individuals interested in implementing a blog in similar projects.

Philippine K-12 Secondary Science Teachers' Assessment Conceptions in Promoting Student Learning

This study explored the assessment conceptions of the secondary science teachers focusing on the promotion of student learning. Mixed method design obtained the assessment conceptions of the teachers. This study was conducted in 30, privately and government-owned schools in two western locations in the province of Cebu, Philippines. A survey questionnaire was administered to 125 secondary science teachers (determined through complete enumeration) with a return rate of 82.4% where descriptive statistics for data analysis was used. A focused group discussion (FGD) was conducted to eight selected secondary science teachers and thematic analysis was done to corroborate the survey results. The study showed that secondary science teachers “strongly” possess assessment conception pertaining to improvement of student learning, diagnosis of student abilities and improvement of teaching while they “mostly” agree on the conception regarding the accountability of students. The participants believed that assessment maybe used in determining and forwarding students' learning and improve teachers' instruction more than its summative purposes. The FGD further found out peculiar assessment conceptions that can be accounted to the assessment policy guidelines of the new K to 12 curriculum. It is recommended that further study can be done in determining the teacher assessment conceptions using all of the four constructs in the subsequent discussion. Likewise, an investigation as to how these conceptions are manifested in the actual classroom practices can provide a clearer information concerning the professional assessment competence of the teacher.

Implementation of the Teacher Training for Classroom Management

The main objectives of this study are to investigate the challenges in implementation of teacher training for classroom management, and to explore the strategies of teacher training for classroom management to promote students learning. In the process of collecting data, unstructured interview was taken. The major finding of this study is teacher training is not implemented effectively in the classroom. It is found that there are various difficulties faced by the teachers to implement methods, skills and techniques in the classroom what they have got from training. Thus, for effective implementation of teacher training, the teachers, administration and all the concerned authorities should be responsible.

Active Learning Techniques to Promote Student Learning

Active Learning Techniques to Promote Student Learning

Service Learning Pedagogies to Promote Student Learning in Occupational Therapy Education

ABSTRACTThe centrality of service learning in the development of students’ professional practice has received worldwide attention. Exposure to appropriately designed service learning experience determines the acquisition of graduate attributes. This article addresses a study in which the key question was: What methods and strategies do students and their clinical supervisors find beneficial in improving their learning experiences during service learning placements? Drawing on the views and experiences of a group of final year occupational therapy (OT) students and their supervisors, the initial focus is on concepts in learning relevant to service learning and professional development, including Vygotsky's zone of proximal development (ZPD), the capability approach and collaborative and peer assisted learning. This is followed by an overview of the methodology and an analysis of the students’ and clinical supervisors’ experiences during service learning. The discussion focuses on the implications of the study findings for practice within a service learning context to enhance the alignment of institutional practices with students’ needs.

Contingências sociais que dificultam o engajamento do professor universitário em relações de qualidade com seus alunos


 
 
 O principal papel do professor é promover a aprendizagem dos alunos, tarefa esta bastante desa adora e que envolve vários fatores, entre eles a relação professor-aluno. A qua- lidade desta relação tem sido objeto de diversas investigações cientí cas que demonstram sua relevância para o aprendizado do discente. A pergunta que surge é se as contingências relacio- nadas ao trabalho do professor favorecem o engajamento deste em relações de qualidade com seus alunos. Neste ensaio buscamos identi car algumas contingências envolvidas no trabalho de professores universitários que parecem di cultar a aquisição e manutenção do compor- tamento de estabelecer relações de qualidade com os alunos. Nós analisamos contingências relacionadas à administração do tempo, habilidades sociais educativas do docente, postura do aluno diante do professor, con itos existentes entre professor e alunos, aspectos institucionais existentes no contexto acadêmico, dé cit de discriminação do efeito do desempenho docente sobre o comportamento dos alunos e políticas públicas relacionadas à educação no nível superior. Esperamos que a re exão apresentada auxilie e incentive o processo de estabelecer a qualidade da relação professor-aluno como um valor a ser perseguido por alunos, professo- res, administradores educacionais e por políticas públicas, contribuindo para o fomento das mudanças necessárias para uma educação de qualidade para todos.