Significant Difference In Students Research Articles

Vocational High School Students’ Perception of Assessments in Online Learning: For, As, and Of Learning

<p style="text-align: justify;">Implementing online learning has led to several issues, especially those related on assessments to measure students’ learning achievement. This study aimed to obtain accurate information on learning assessments for vocational high school (VHS) students during online learning, including assessment for learning (AfL), assessment as learning (AaL), and assessment of learning (AoL). It also investigated students’ perceptions of the assessments based on their grades. This quantitative research employed the survey method, collecting data through questionnaires. The population of this research is VHS students in Indonesia, totaling 86,885 students. The participants of this study were 487 VHS students. The data were analyzed using descriptive and ANOVA techniques. The results show that most VHS students positively perceive the assessment of learning achievements in online learning for AfL, AaL, and AoL aspects. Moreover, there is a significant difference in students' perceptions of the assessment in online learning based on grades. The perception of class XII students is the highest (average value = 3.90) of all classes, while the other classes have an average value of 3.38 for class XI, and the average value of class X is 3.81.</p>

Students’ Motivation in Learning Narrative Text Using STAD

This research is motivated by the low motivation to learn English among students in class VIII of SMP Negeri 3 Talang, so it is necessary to ncrease their motivation. The formulation of the type cooperative modelin  class VIII at SMP Negeri 3 Talang. Theaim ofthis research is to determine students' learning motivation in learning narrative text using the STAD type cooperative model. The literature review discussed includes STAD type cooperative learning and  learning motivation. This research  took place  at SMP Negeri 3 Talang, Tegal Regency, which wascarried out from  July 2023 to December 2023. The research population  was251 students in class VIII of  SMP Negeri 3 Talang 2023/2024. Samples were  taken using cluster randomsampling, samples were obtainedfrom class VIIIA and VIIIC asthe experimental class and class VIIID as the control class. Data collection is carried out through questionnaries and documentation.Data analysis used the MANOVA test. The research results show that there is significant difference in students' learning motivation in narrative text learning  that uses STAD type cooperative model  and those  that do not  in class VIII at SMP Negeri 3 Talang. The Percentage  of learning  motivation  with STAD was 81.93% with  very good criteria. Thisshows that students'learning motivationinlearning narrative text using STAD type cooperative model in class VIIIat SMPNegeri3 Talabg is better than without using STAD.

Developing Hots-Based Communicative Language Teaching (CLT) to Improve Students’ Speaking Skill in Foreign Language Learning

This study aims at finding the significant difference in students’ speaking skill after being taught by using HOTS-based communicative language teaching. A quantitative study in the form of a quasi-experimental design was conducted which involved 27 students from the tenth grade in SMKN 1 Pugung, Tanggamus. The data were collected through pre-test & post-test. The data were collected in form of recording. The data were analyzed using paired sample test and independent sample t-test. The findings showed that 1) there was a significant improvement in students’ speaking skill after being taught by using HOTS-based communicative language teaching. The mean in the speaking pre-test is 65.52 while the post-test is 78.30, with a value of sig. (2-tailed) is 0.000 and it was lower than 0.05. 2). In conclusion, HOTS-based communicative language teaching is appropriate for improving the student’s speaking skills since the student can be more active, and creative, and comprehend the language used.

ANALYSIS OF CHINESE STUDENTS’ USE OF ENGLISH AS A SECOND LANGUAGE LEARNING STRATEGIES AT A COLLEGE IN HEILONGJIANG PROVINCE, CHINA

This research mainly focused on the Chinese students strategies for learning English as a second language during the academic year 2023 at a college in Heilongjiang, China. A total of 292 students from the school of English at a college in Heilongjiang Province were surveyed in this study. The study adopted a questionnaire focused on students learning strategies to learn English as a second language. Based on research objectives, the researchers used frequency, percentage, mean, standard deviation, independent sample t-test, and one-way ANOVA to analyze the collected questionnaires. Accordingly, the results showed that: 1) college students used both direct and indirect strategies for their English learning at a high level; 2) there were no significant differences in students' use of second language learning strategies according to their gender; 3) however, there were significant differences in students' use of second language learning strategies according to their grade, home location, and family income. The researchers discussed each finding and provided related recommendations for encouraging students strategies for learning English as a second language at Chinese colleges.

Students' Perceptions Of Geography Education In Middle And High Schools: The Importance Of Geography Education In The Education Curriculum, Dagana Dzongkhag, Bhutan

A positive perception of the geography subject is crucial for students' academic success and their interest in learning. The identification of students’ perceptions of subjects has been carried out in many educational curricula.  However, it is rarely studied in Bhutan. This study explores the students’ performance in middle and higher secondary school and their academic performance in Dagana Dzongkhag (district). To study the students’ perceptions of learning geography, the data were collected from key stages IV and V students using a convergent parallel mixed-methods design from four schools. A total of 282 students, comprising 181 from key stage IV and 101 from key stage V were selected from two middle secondary and two higher secondary schools. The quantitative data were obtained using a survey questionnaire, and the qualitative data were collected from four FGDs (focus group discussions). The findings revealed that the students have positive perceptions of learning geography, irrespective of their stages. There is a significant difference in students’ perception of learning geography between key stages IV and V. The students of key stage V have a comparatively positive perception compared to those in key stage IV. It is evident from this study that students’ perceptions towards the subject would also impact their academic performance. Therefore, to address the research findings, this study recommends the district education office and school management to prioritize geography education and establish proper mechanism to support it through relevant authorities. The study has also opened the way forward for future researchers to explore similar research with a larger population.

Students’ Critical Thinking Skills Using an E-Module Based on Problem-Based Learning Combined with Socratic Dialogue

This study aimed at testing the effectiveness of an e-module based on Problem-Based Learning combined with Socratic Dialogue on the topic of environmental change in improving school students' critical thinking skills. This research was a quasi-experimental study and used a non-randomised control group, pre-test/post-test design. The sampling technique was cluster random sampling. The sample in this study was two experimental classes (n = 72) and two control classes (n = 72). The data collection instruments included multiple-choice tests and a questionnaire. The test results were analysed using the t-test and the N-gain score test. The results showed significant difference in students' critical thinking skills between the experimental and control classes. Students who used the e-module showed better critical thinking skills. Students who used the e-module showed a greater increase in critical thinking skills after the learning process, compared to students who did not use the e-module. Thus, it can be concluded that the e-module based on PBL combined with Socratic Dialogue effectively improved students' critical thinking skills.

Sustainability of Fully Online and Rapidly Growing EdD Programs: Using Student Demographics to Improve Program Outcomes

The phenomena of small Doctor of Education (EdD) cohorts and in-person communities of inquiry have been replaced by larger scale, fully online programs. Faculty must engage in deep reflection on their new realities to ensure that their curricular, programmatic, and other practices are evidence-based and developed to account for diverse factors guiding students’ academic performance, motivation, and career aspirations. The current study utilized descriptive research to provide a comprehensive description of educational phenomena. The study was conducted at a large, public research university in the southern United States. A total of 316 students enrolled in an online program were invited to complete the survey, of which 131 responses were analyzed. Results revealed statistically significant differences in students’ attitudes based on their academic level and master’s degree focus. Further, students were more likely to benefit from their online EdD programs based on motivation, self-efficacy, and interest in professional development opportunities. The most notable implications of this research stem from the discovery that online EdD program outcomes can be significantly moderated by student demographic and background variables. The findings offer practical recommendations for all EdD programs challenged with navigating the three phenomena becoming the norm in EdD education in the US – increased enrollments, student diversity, and online modality.

Using e-scaffolding to develop students’ scientific reasoning through inquiry-based learning

Introduction. Through inquiry-based learning (IBL), scaffolding is provided to help students develop their scientific reasoning (SR). However, the results obtained by students vary depending on their prior knowledge because the strategies of scaffolding vary on demand. Therefore, the different levels of scaffolding should be provided to all students based on their prior knowledge to facilitate their internalisation of new information in the classroom.Aim. The present research aimed to examine students’ SR in a course involving two electronic scaffolding levels (e-scaffolding) in IBL.Methodology and research methods. The authors conducted a mixed-methods explanatory study followed by semi-structured interviews and think-aloud exercises with two classes (experimental and control) of 64 physics students in Indonesia for eight weeks. The authors collected the quantitative data by testing their prior knowledge and SR and obtained the qualitative data from the interviews and the think-aloud exercises, learning activities, photos, videos, and teachers’ notes. ANOVA analysis of the quantitative data and thematic analysis of the qualitative data were performed.Results and scientific novelty. To our knowledge, our research marks the first instance of providing scaffolding with a tiered level option, a feature previously limited to a single level. It was found that there were significant differences in students’ SR based on students’ prior knowledge of the subject. E-scaffolding developed more on SR for students with low prior knowledge. Taking notes as a habit and switching roles during experiments helped improve students’ SR. It was observed that the students with low prior knowledge still needed e-scaffolding buttons to master physics concepts. Meanwhile, the students with high prior knowledge employed e-scaffolding buttons only to answer task completion.Practical significance. Based on the research findings, the tiered e-scaffolding produced in this work opens a new potency to be applied by physics teachers to enhance student’ SR. Additionally, educational technology developers may consider tiered e-scaffolding designs to provide an adaptive system.

Evaluating the effectiveness of spatial training for introductory geology students

Abstract Spatial skills, which represent the ability to visualize and imagine manipulating objects in one’s mind, are necessary for success in the science, technology, engineering, and mathematics (STEM) fields and are particularly relied upon by geoscientists. Although scholars recognize the importance of these skills, explicit training is inconsistently offered throughout courses. Furthermore, the relationship between spatial training and students’ perspectives on STEM fields is underexplored. To address this, we developed a case study that included over 700 students enrolled in introductory geology classes over three semesters. These students were randomly divided into control and experimental groups; the experimental group completed 10 spatial training assignments, and the control group completed the course as usual. We relied on situated expectancy-value theory to interpret changes in students’ perceptions of both the course and science overall, and asked the following research questions: (1) Do students who complete the spatial training assignments (i.e., the experimental group) have a statistically significant improvement in their final course grade, self-efficacy, and/or value when compared to the control group? (2) If so, what are the effect sizes of these changes? (3) Is there a minimum number of trainings that need to be completed to achieve this effect? (4) Is there a maximum number of spatial training assignments where we stop seeing improvement (ceiling effect)? We surveyed all students enrolled using 38-question pre- and post-assessments of their self-efficacy, defined as a belief in their ability to succeed, and value. We found that between the control and experimental groups, there were significant differences in students’ pre- to post-changes in perception of science self-efficacy, class self-efficacy, and class value. We found non-significant between-group differences in final grade and science value. We interpret this to mean that using weekly spatial training assignments could increase students’ perceived self-efficacy in their introductory geology course as well as in science more broadly, potentially having ripple effects that support students’ long-term engagement with the sciences. Findings suggest that practitioners should include explicit spatial training in their courses to improve students’ perceptions of the course and science overall. Building on this work may include describing to students the purpose of spatial training (which was deliberately avoided in this study) and outlining the research that supports the relationship between spatial skills and success in STEM fields. Future directions may also include longitudinal tracking of spatial and related skill development throughout students’ college careers.

Identifying Chinese students’ perceptions of smart classrooms and their relationships with design features

ABSTRACT Taking classes in a smart classroom is a novel experience for most college students in China, and comprehensive research on how Chinese students perceive smart classroom environments is limited. This study explored students’ perceptions of smart classroom environments in plain language through a survey involving 358 students. The semantic difference and Kansei Engineering methods were employed to investigate students’ perceptions of learning and physical environments and their relationships with the design features of smart classrooms. Statistical analysis revealed six factors of subjective assessments with a total interpretation rate of 66.29% and five design features of smart classrooms with a total interpretation rate of 59.40%. No significant differences were found across all the factors based on gender, but there were significant differences in students’ technology self-efficacy according to each factor of subjective evaluation and design feature. All factors of the subjective assessments and design features exhibited significant correlations. Furthermore, regression models revealed a significant relationship between affective perception and other dimensions of subjective assessments and an important connection between the active learning environment and all design features. Thus, this study provides an empirical foundation for understanding students’ perceptions of smart classrooms and offers a user-based perspective for designing smart classrooms.

Social Variables and Maladaptive Behaviours among Secondary School Students in Akwa Ibom State, Nigeria

The study examined Social variables and Maladaptive behaviour of public senior secondary school students in Akwa Ibom State, Nigeria Three research questions were formulated and three hypotheses were stated in their null form and tested with appropriate statistics at a .05 level of significance. The descriptive survey design was adopted for the study. The population of the study comprised 54,216 senior secondary two (SS2) students in all 235 public secondary schools in Akwa Ibom State, Nigeria. Nwana’s sampling formula was used to select 20% of students from nineteen (9) public secondary schools. The researcher made use of a questionnaire entitled (FVSDBTQ) to obtain data from respondents. The instrument was validated by experts in the sociology of Education and Measurement and Evaluation from the Department of Educational Foundations, Guidance and Counseling, University of Uyo, Uyo. Cronbach Apha analysis for internal consistency reliability of the instrument yielded a coefficient of .96. Research questions were answered using mean and standard deviation while the hypotheses were tested using independent t-test and ANOVA. The study revealed that social variables differ in terms of the maladaptive behaviour of secondary school students in Akwa Ibom State, Nigeria. The independent t-test and ANOVA of the hypotheses indicated significant differences in students’ maladaptive behaviour based on family discipline, family emotional climate and parent-child relationship. It was, therefore, concluded that social variables differ significantly based on students’ maladaptive behaviour in Akwa Ibom State, Nigeria. The researcher made some useful recommendations which include: parents should also take the discipline of their children seriously; parents should show a good example for their children to emulate and parents should also develop a healthy relationship with their children to help them develop good moral behaviour among other recommendations.

Perceived Impact of Personality Traits on the Academic Performance of Students in Biology

The study examined the perceived impact of personality traits on the academic performance of biology students in Makurdi, a local government area of Benue State, Nigeria. Three research questions were raised and two hypotheses were also formulated and tested. The research design adopted for this study was a descriptive survey design. The study sample comprises 384 students who were randomly selected from the total population of 9,748 students of the 20 government secondary schools in Makurdi Local Government Area of Benue State, Nigeria. The instruments used for data collection in this study were the Five-Factor Inventory Questionnaire (FFIQ) for personality traits and “The Biology Performance Test (BPT)” for academic performance. The data were analyzed using mean and standard deviation to answer the research questions, while ANOVA statistics and t-tests were used to test the hypotheses at a .05 significance level. The findings revealed that there was no significant mean difference in the five personality traits of students and the personality traits of Biology students had no significant relationship with their performance in the subject. Also, there was no significant difference in the mean performance of students in each of the five personality traits based on gender. The findings further revealed no significant difference in students’ personality traits according to gender and no significant difference in the performance of students who were offered biology according to gender. This study recommends that Special attention be paid to improving the performance of students in Biology in Makurdi to strike an association between the traits. Also, male and female students should be given equal opportunities in biology since there is no gender difference in their personality traits and academic performance.

The Statistical Literacy of Mathematics Education Students: An Investigation on Understanding the Margin of Error

Understanding the margin of error (MoE) as a part of statistical literacy which is useful for the public to select credible information from various surveys and polls. The study aims to reveal the levels of statistical literacy of mathematics education students, especially in understanding MoE, and compare them based on four variables: gender, enrollment in a statistics course, year in the program, and type of university. The online survey research involved undergraduate students of the mathematics education study program from 21 universities in Indonesia’s western, central, and eastern regions as the sample (n = 970). Descriptive statistics was used to describe the literacy levels and inferential statistics (t-test and F-test) to compare them based on the four variables. The results of the study reveal that: (1) student literacy in understanding the MoE concept is dominant at the non-literate level; and (2) there are significant differences in students’ literacy levels in terms of gender, enrollment in a statistics course, year in the program, and type of university. The study indicates that the literacy of mathematics education students is still low, so the statistics course is expected to focus more on developing statistical literacy.

The Encyclopedia of Flora on Curiak Island to Improve Critical Thinking Skills of Science Education Students

This research aims to produce a flora encyclopedia product on Curiak Island that is suitable for improving critical thinking skills.  Type of Educational Design Research (EDR) research using Tessmer formative evaluation design. The formative evaluation used consists of four stages, namely the self-evaluation stage, expert review, one-to-one evaluation, and small group evaluation. Collecting product validation data using an encyclopedia assessment instrument. Data regarding validity is collected through an encyclopedia validation sheet by giving a score of 1, 2, 3, or 4 (1 = not good, 2 = quite good, 3 = good, and 4 = very good). Critical thinking assessment use essay with four indicators. The findings show that the product developed is feasible in terms of material, media and language. The test results show that there is a significant difference in students' critical thinking abilities before and after learning. Apart from that, the analysis indicator in critical thinking skills obtained the highest score in the medium category. These findings illustrate that the effectiveness of product expectations is effective in improving students' critical thinking abilities.

Investigating the individual interests of undergraduate students in STEM disciplines

Despite massive investments in the education sector to empower youth in Qatar, a vital concern remains to retain students in science, technology, engineering, and mathematics (STEM) disciplines at the undergraduate level. Even though the country is committed to fostering a knowledge-based society, the low interest of undergraduates in STEM disciplines remains a vital challenge. To investigate this, the current study uses a survey methodology to investigate the perspectives of 172 undergraduate students to understand quantitatively the factors that influence their individual interests in STEM disciplines. Non-parametric significance tests and binary logistic regressions were employed to quantitatively measure the direct factors and predictors that affect students’ individual interests. Findings indicated that aspects like students’ reason/motivation to join STEM, their interaction with faculty, the habit of skipping classes, the difficulty faced in the curriculum, and their parents’ highest educational qualification have an association with individual interests. Also, it was found that demographics such as age group, ethnicity, undergraduate discipline, undergraduate year, parent’s employment status, and mother’s highest educational qualification do not contribute to significant differences in students’ individual interests. These conclusions provide important implications for educationists and policymakers to devise constructive reforms to enhance undergraduate students’ individual interests, thereby improving their persistence in STEM.

A study of the impact of an interprofessional education module in Vietnam on students' readiness and competencies.

The literature puts forward a range of challenges of interprofessional education (IPE) related to its planning, initiation, implementation, and especially to IPE assessment. The present study aims to map changes in students' readiness and interprofessional collaboration competence (IPCC) in implementing an innovative IPE module. Potential differences in impact related to the health education programs and IPCC scores resulting from self-, peer-, and tutor assessments will also be analysed. A pre-post design was adopted. The student's readiness for interprofessional learning was assessed using the Readiness for Interprofessional Learning Scale, and the student's IPCC score was calculated based on self-, peer-, and tutor assessments with the interprofessional collaborator assessment rubric. Students' mean post-test readiness scores and mean post-test IPCC scores were significantly higher than the total and subscales/domain pre-test scores (p<0.01). No significant within-subject differences were observed in students' readiness total or subscale scores when comparing health educational programs. However, significant differences were observed in students' mean total IPCC scores between programs (p<0.01). Significant differences in students' average IPCC scores were found when comparing self-, peer- and tutor assessment scores in six domains (p<0.01). Also, significant correlations between peer and tutor assessment scores were observed (p<0.01). The IPE module, designed and implemented to focus on patient-centred practice within a primary care context, positively impacted students' readiness and IPCC development. These results offer insights to expand the implementation of the IPE module to all health educational programs.

Design and Development of a Digital Personalized Learning Track: Bridging the Gap Between Textual and Visual Programming

Due to swift technological changes in society, programming tasks are proliferating in formal and informal education around the globe. However, challenges arise regarding the acquisition of programming skills. Many students are unequipped to develop programming skills due to limited instruction or background and therefore feel insecure when encountering programming in higher education. Some after-school initiatives focus on teaching younger students programming skills, however, not all students have the opportunity to attend. It can also be very challenging for teachers to teach programming—even more so due to significant differences in students’ knowledge and interests. To alleviate these challenges, we designed and developed a digital personalized learning (DPL) track for programming in the first grade of secondary education (12–14 year-old students) with a threefold purpose: (a) to encourage students bridging the gap between visual and more general-purpose textual programming languages (b) to meet differences in students’ programming knowledge by challenging them, albeit on their own pace, and subsequently (c) to support teachers in the delivery of programming education with relevant supportive learning materials. The design was tested by students and teachers, both of varying technical abilities. Assessments of the DPL-track were positive, with students identifying the tasks as challenging and the tools as motivating. Teachers praised the adaptivity, as well as the gradual transition from visual to textual programming. We present several suggestions for design improvement and dilemmas while reflecting on our design case.

Cultural Identity of Public Consciousness in Kazakhstan Literature Education: Effects of a New Teaching Method

This study examined the effect of the new teaching method applied in the Kazakh literature course on students' cultural identity and sensitivity, patriotic consciousness, and achievement. In this context, the experimental group experienced innovative teaching methods based on the works of Abish Kekilbayev. This quasi-experimental study examined the effects of educational activities on achievement, social consciousness, citizenship, cultural identity, and sensitivity based on the works of Abish Kekilbayev, a leading Kazakhstania writer, among second-year university students. The experimental group underwent the new teaching method, while the control group followed the activities outlined in the current Kazakh literature textbooks. The effectiveness of the method was assessed through post-test applications. The results indicated significant differences in students’ academic achievement, citizenship, social consciousness, cultural identity, and sensitivity between the experimental and control groups, highlighting the substantial impact of the new method. Similar approaches can be applied to students at various educational levels. Additionally, a comprehensive citizenship and identity education program could be developed by closely examining the works of Abish Kekilbayev and other similar authors in detail.

The influence of problem-based-blended learning assisted with computer simulation on students' critical thinking skills

This study aims to determine the effect of Problem Based-Blended Learning (PBBL) assisted by computer simulations on critical thinking skills and to determine student responses after learning. This type of research is quasi-experimental with a nonequivalent control group design. The research sample was taken using a saturated sampling technique, with VII D as the experimental class and VIIC as the control class. Data collection techniques in this study include multiple choice with reasons to measure critical thinking skills and student response questionnaires. The influence of PBBL assisted by computer simulations on critical thinking skills can be seen in the t-test and N-Gain test results. The t-test results obtained a value of count table or 5,616 1,998, indicating a significant difference in students' critical thinking skills. The results of the N-Gain test in the experimental class got a value of 0.668 and 0.468 in the control class, so both classes were in the medium category. The results of this study were supported by 83.05% positive responses from students in the outstanding category. The results of this study indicate that computer simulation-assisted PBBL affects students' critical thinking skills.

Pengaruh Sekolah Pasar Modal terhadap Pengetahuan Investasi Saham Mahasiswa Manajemen Keuangan Syariah UIN Sayyid Ali Rahmatullah Tulungagung

This study aims to see the difference before and after the implementation of the Capital Market School (SPM) on stock investment knowledge in Sharia Financial Management (MKS) study program students, Faculty of Economics and Islamic Business (FEBI) UIN Sayyid Ali Rahmatullah Tulungagung. The type of approach used in this research is a quantitative approach, while the type of research is quasi experimental (pseudo experimental research). The research design used is one group pre test-post test design, so that research data is obtained from SPM participants as respondents who are measured using a pre-test before the SPM is implemented, and a post-test after the SPM. The population used is MKS students who are SPM participants, with a total population of 129. While the sample used was 30 MKS students as SPM participants who met the criteria in sampling. The sampling technique is purposive sampling using predetermined sampling criteria. While the type of data source used is primary data, which is obtained from the pre-test and post-test of SPM participants. The variables used are SPM as the dependent variable, and stock investment knowledge as the independent variable. While the data collection technique used is the test method, all of which data is obtained from the results of measuring the investment knowledge of MKS students using measuring instruments in the form of pre-test and post-test. The results of hypothesis testing using paired sample t-test show that there is a significant difference in students' stock investment knowledge before and after the implementation of SPM.