Educational Outcomes For Students Research Articles

Learning Innovations in Coastal Areas Through Augmented Reality and Gamification

This research investigates the development of an augmented reality (AR) application with gamification elements to enhance natural science learning in coastal areas. Validation by media and content experts, along with trials conducted among students, showed high feasibility and strong appeal of the application. Functionality tests, including marker detection range, demonstrated the application's capability to operate effectively in diverse coastal environments. The study highlights the successful integration of AR and gamification as a tool to improve engagement and understanding of natural science concepts in under-resourced coastal schools. This application holds great potential for enhancing the quality of education in coastal areas by offering an interactive and immersive learning experience. Further research is recommended to refine the application and assess its long-term impact on student comprehension and educational outcomes in various coastal communities. This study represents a significant step forward in using innovative AR technology to support learning in coastal regions.

Effect of Emotional Self-Awareness Coaching on Professional Burnout Among Teachers in Public Secondary Schools in Kiambu County, Kenya

Teachers play a pivotal role in the education systems of any nation. Their mental and psychological well-being is critical in achieving positive student educational outcomes. However, professional teacher burnout has been on the rise. Self-awareness is essential to helping individuals connect with their emotional state and how it affects their behavior and those they interact with. This study sought to assess the effect of self-awareness coaching on professional teacher burnout among teachers in public secondary schools in Kiambu County, Kenya. Weiner's theory of attribution and Goleman's mixed model of emotional Intelligence informed this study (Goleman, 1995). Quasi experiment Solomon four design with a target population of 3469 teachers from 277 public secondary schools of all categories in the County was used. Krejci and Morgan's table was used to sample 346 teachers, while eight principals and 40 Heads of departments were purposefully selected for the study. Maslach Burnout Inventory and an interview guide were used to collect data for professional teacher burnout. A training manual was used to coach self-awareness. Validity was achieved through expert advice and piloting, while reliability was established through the split-half method. Paired t-tests and ANOVA were used for data analysis to get the effect size of coaching. The results indicated that self-awareness coaching had statistically significant positive effects on professional teacher burnout at t = 15.779 at df=78, >.001, The effect size (Cohen d = 0.958) was high; hence, emotional self-awareness coaching significantly reduced professional teacher burnout. The study recommended that the teacher employer (TSC) develop programs to equip teachers with self-awareness skills to curb professional burnout, thereby increasing their productivity

Effect of teacher–student relationships on the online learning motivation of secondary school students

The COVID-19 pandemic has had a significant impact on secondary school teaching and learning models and has changed the way students attend classes. This study examined the impact of teacher–student relationships on secondary school students' online learning motivation during the pandemic, using selfdetermination theory. We proposed that basic psychological needs would mediate this relationship, with affective experiences playing a moderating role. Data were collected through an online survey of 1,168 secondary school students during the outbreak containment period in China (October 14–21, 2022). The results indicated that teacher–student relationships positively influenced motivation, with basic psychological needs serving as a partial mediator, highlighting the moderating role of emotional experience in the direct association between teacher–student relationships and online learning motivation. The research enhances understanding of the dynamics between teacher support and student needs in online learning environments, and has implications for promoting student engagement and educational outcomes.

Service Delivery Models and Outcomes for Students With Disabilities

In this systematic literature review, we examine the corpus of empirical studies in education that use administrative data (i.e., population-level data) to describe and estimate the impacts of service delivery models for specially designed instruction on outcomes for students identified with special education needs. We focus on studies that use quantitative data analysis—either descriptive or causal—to answer questions about the relationship between special education service delivery models and student outcomes. We analyze seven studies, each of which finds a positive relationship between more time spent in general education classrooms and outcomes for students with disabilities (SWDs). In our analysis, we discuss the affordances and limitations of this type of analysis and opportunities for the field to expand data collection and analysis of population-level data in a way that better illuminates the state of special education services, both in the present and longitudinally, for SWDs.

EFFECTS OF PARENTS' ECONOMIC STATUS ON STUDENTS’ EDUCATION DURING COVID-19 PANDEMIC AT SECONDARY LEVEL

The current study investigated the effect of parents' economic status on the education of the secondary students in District Panjgur, Balochistan, during COVID-19. It was a quantitative study with a survey of 150 male and female students from the public and private schools. The respondents were selected through a random sampling technique. Keeping in view the objectives of the study, a self-developed questionnaire was used. As per findings of the study, the pandemic had a significant effect on economics, education, and health sectors. Regression analysis approved significant relationship amid parent status & student education outcomes, helpful with parents' financial status impacts students' education over pandemic. The work environment also had a significant effect on educational outcomes. The study features the connected challenges of financial hardship, insufficient infrastructure for online learning & education. The recommendations include investment in digital setup, employing targeted financial support for concerned families, teacher training, creating community learning centers & supporting public health education.

Impact of a first-year medical student patient navigation initiative on healthcare access and students' skills

Background: Medical schools with complex patient populations, characterized by linguistic diversity and uncertain immigration status, face challenges in imparting essential skills in patient care, particularly in understanding healthcare barriers, building rapport, and fostering empathy. A South Florida medical school with a predominantly non-English-speaking and undocumented patient population piloted a Patient Navigation (PN) program within the first-year curriculum to address these challenges. We present the student feedback from the program’s first two years to guide medical schools in simultaneously caring for this unique patient population, with the aim of enhancing medical education. Methods: This program diverged from traditional Patient Navigation approaches by leveraging specialized hospital-associated translation services and collaborating with the Health System's Financial Assistance program. We performed a crosssectional study on student feedback surveys to identify program features significantly associated with a satisfying PN experience, and to provide insights to optimize and refine the program for future implementations. Results: The program engaged 245 out of 306 first-year medical students in PN for 118 patients. Successful contact was established with 55% of patients and 70% achieved their navigation objectives. Satisfaction metrics revealed that students given patients were nearly five times more satisfied than their counterparts. This positively impacts both student experience and patient outcomes, showcasing the program's effectiveness in bridging healthcare disparities. Discussion: The PN program proved successful in linking low-risk patients to follow-up care, offering medical students first-hand exposure to the challenges of care for primarily non-English-speaking and undocumented populations. The initiative aimed to enhance healthcare access for marginalized patients while providing medical students with an immersive understanding of patient-centric care beyond conventional curricular offerings. Key lessons learned include improving communication channels between students and patients, and optimizing community resources for streamlined patient support. Future iterations will prioritize these lessons, emphasizing cultural competence and patient advocacy to enhance both student education and patient care outcomes.

A Study on Innovation in Student Service Models at Vocational Colleges Based on One-Stop Student Community

With the development of society and the adjustment of industrial structure, vocational education has become increasingly important in China s education system. Vocational colleges, as the main institutions for cultivating technical and skilled talents, bear the responsibility of delivering high-quality applied talents to society. Against this backdrop, the concept of a one-stop student community has gradually gained attention as a new model for student services. This model integrates various service resources to provide a comprehensive and integrated service platform, aiming to enhance the convenience and effectiveness of services. Therefore, a systematic study on the application and innovation of the one-stop student community in vocational colleges is of significant practical significance and theoretical value for improving the quality of student services and educational outcomes.

Does School Academic Selectivity Pay Off? The Education, Employment and Life Satisfaction Outcomes of Australian Students

ABSTRACT The long-term benefits of academically selective schools have not been thoroughly explored in the Australian context. This research draws on data from a longitudinal study of Australian young people (n = 2933) and utilises Nearest-neighbour matching techniques to explore whether individuals who attend academically selective schools have better outcomes than those who attend non-selective schools. This research explores a range of post-school outcomes, including engagement in education or employment, years of education and life satisfaction. Participants who graduated from academically selective schools reported slightly higher general life satisfaction scores. Limitations around the available data and measures used for identifying selective schools are discussed, but these results indicate that attending an academically selective school is not associated with major benefits for individuals. We argue that academically selective schools contradict the principles of inclusive and equitable education which underpin Australia’s school system. The results speak to policy makers who play a key role in evaluating and regulating selective processes.

Contextualized, Multicomponent Language Instruction: From Theory to Randomized Controlled Trial.

Clinicians address a wide range of oral language skills when working with school-age students with language and literacy difficulties (LLDs). Therefore, there is a critical need for carefully designed, rigorously tested, multicomponent contextualized language interventions (CLIs) that have a high likelihood of successful implementation and measurable academic impacts. This clinical focus article summarizes the development and testing of a CLI entitled Supporting Knowledge in Language and Literacy (SKILL), which is a supplementary narrative intervention program for elementary school-age children. Our aims are to (a) to review the foundational theoretical models that are the foundation of SKILL; (b) describe the iterative process used to develop the phases, lessons, procedures, materials, and progress monitoring tool; (c) summarize recent findings of the randomized controlled trial that was conducted to test its efficacy; and (d) discuss factors that may contribute to successful implementation of multicomponent language interventions. A total of 357 students in Grades 1-4 with LLDs were randomized to a treatment group or to a business-as-usual control group. The treatment group received the SKILL curriculum in small groups during 30-min lessons by trained speech-language pathologists, teachers, and special educators. Students who received SKILL significantly outperformed those who did not on oral and written measures of storytelling and comprehension immediately after treatment and after 5-months at follow-up. Gains were similar among students with different levels of language ability (at-risk, language impaired) and language status (monolingual, bilingual) at pretest. There is growing support for the use of multicomponent CLIs to bring about educationally relevant outcomes for students with LLDs. The authors present this review of how SKILL was designed, manualized, and rigorously tested by a team of researchers and practitioners with the hope that this approach will serve as a springboard for the development of future multicomponent CLIs that may meaningfully improve communicative and educational outcomes for students with LLDs.

AWARENESS OF EFFECTIVE TEACHING METHODS IN HYBRID TEACHING A SURVEY OF EDUCATORS

As hybrid teaching becomes increasingly prevalent in educational settings, understanding educators' familiarity with effective teaching methods within this model is crucial. This study aims to evaluate the awareness levels of educators concerning various pedagogical strategies that are integral to successful hybrid teaching. A comprehensive survey was administered to 167 respondents, encompassing a diverse group of educators across different educational institutions. The analysis of the survey data reveals a nuanced landscape of awareness among educators. While a majority demonstrate a strong understanding of several key teaching methods such as delivering information through multiple channels and employing game-based learning however there are notable gaps in awareness, particularly concerning the use of dashboards to track student progress and the implementation of cooperative learning strategies. The findings underscore the importance of targeted professional development programs aimed at bridging these knowledge gaps. By enhancing educators' understanding and application of these lesser-known strategies, the overall effectiveness of hybrid teaching can be improved, leading to better educational outcomes for students.

Balancing Feedback for Optimal Learning: Evaluative and Descriptive Methods in English Language Classrooms

This study explores the impact of evaluative and descriptive feedback on student learning in English language classrooms. It distinguishes between the two feedback types—evaluative, which is further divided into rewarding and punishing, and descriptive, which focuses on specific performance aspects. The study is based on observations of classroom interactions and interviews with an English teacher who employs both feedback types to enhance student engagement and educational outcomes. Evaluative feedback in the study is shown to affect students' emotional responses and behavioral adjustments, with rewarding feedback boosting morale and motivation, while punishing feedback serves to correct behavior and ensure classroom discipline. Conversely, descriptive feedback, as used by the teacher, involves detailed explanations and discussions with students about their performances, encouraging deeper cognitive processing and active participation in the learning process. The findings suggest that a balanced approach, utilizing both evaluative and descriptive feedback, can significantly improve students’understanding and retention of the material. This paper argues for the strategic use of feedback to foster a more dynamic and effective learning environment, highlighting the nuances of feedback application in educational practices.

Педагог в цифровой эпохе: выживать или развиваться

The study analyses the phenomenon of the digital gap between teachers and students in the context of the digital transformation of education. Based on a review of the scientific literature and the study of the impact of the level of Information and Communication Technologies proficiency of teachers on the educational outcomes of students, the density and topicality of the problem has been revealed. A comparative analysis of the factors affecting the digital gap and differences in the perception and use of digital technologies by teachers and students is carried out. The main result of the study is the understanding of the immaterial factors as prevailing in the formation of the digital gap. The main risks associated with this phenomenon are highlighted. A strategy based on stimulating self-improvement and continuous self-learning of teachers is proposed to eliminating the immaterial factors of the digital gap. The implementation of a comprehensive, motivation-oriented approach to overcoming the digital gap in the educational environment is proposed as a recommendation.

Analyzing Student Questionnaires for the Early Discovery and Implementation of Learning Outcomes

In addition to grades, Japanese universities use student surveys to evaluate student learning and educational outcomes. These surveys are not only conducted immediately after class, but also some time after class. If students do not remember what they have learned, the class cannot be said to have resulted in high learning outcomes. This study defines highly rated classes as those in which students remember what they have learned even afterseveral years have passed, in other words, classes with high learning outcomes. By clarifying the characteristics of such classes, the aim was to indicate directions for improving classes. This study utilizes three questionnaires for students, asking for their evaluation immediately after the class, after a period of approximately three to six months, and a few years later, at the time of graduation. It was found that classes that left a lasting impression in questionnaires administered after several months were more likely to remain in students’ long-term memory. This indicates that it is possible to identify the elements and directions contributing to class improvement at an early stage. If these results are used effectively, efforts to improve classes that were not highly rated can be actioned in a few months and may be implemented in the following year.

Beyond the Classroom: An Analysis of Internal and External Factors Related to Students’ Love of Learning and Educational Outcomes

This study explores the multifaceted factors influencing student learning motivations and educational outcomes. Utilizing a diverse student body from Franklin University Switzerland, the study emphasizes the impact of internal factors, such as the psychological state of flow and a self-reported love of learning, alongside GPA and student cohort influences like year of study, academic discipline, country of origin, and academic travel. Through a cross-sectional survey of 112 students, the study evaluates how these factors correlate with and diverge from each other and student GPAs, aiming to dissect the influences of intrinsic motivations, demographic variables, and educational experiences. Our analysis revealed significant correlations between students’ self-reported love of learning, experiences of flow, and academic performance. Conversely, academic travel did not show a significant direct impact, suggesting that while such experiences are enriching, they do not necessarily translate into a greater love of learning, flow, or higher academic achievement in the short term. However, demographic factors, particularly discipline of study and country of origin, significantly influenced the students’ love of learning, indicating varied motivational drives across different cultural and educational backgrounds. This study provides valuable insights for educational policymakers and institutions aiming to cultivate more engaging and fulfilling learning environments.

Integrating nature into practice: Occupational therapists’ perspectives

ABSTRACT Nature-based settings are unique in that they enhance occupational performance and well-being. Subsequently, the use of nature has recently been adopted by schools as a supplemental environment to support student performance and educational outcomes. While previous studies have investigated the effects of nature on general education students and educator impressions, little research exists regarding the perceptions of school-based occupational therapists (OTs) who use outdoor environments and their impact on special education students. This qualitative pilot study will examine the perceptions of school-based OTs who provide interventions to special education students in nature-based settings. A phenomenological approach will capture the essence of OTs’ experiences to better understand why and how OTs use nature in school-based practice, perceived benefits and challenges, and the roles they assume as they implement nature-based interventions within their schools. Study results will inform and enhance occupational therapy practice by increasing the awareness and understanding of an alternative learning environment to support students who receive special education services.

Effectiveness of the Use of Quizizz Media on Students' Learning Interest

This quantitative research examined the efficacy of Quizizz, an educational game-based learning platform, in fostering students' interest in learning within Vocational High Schools. The objectives included the assessment of the impact of Quizizz on student engagement, attitudes towards learning, perceptions of assessments, and the role of game characteristics in fostering the learning interest. A sample of 100 students from two Vocational High Schools in Bengkulu City, Indonesia, was randomly selected, and an interactive learning assessment tool using Quizizz, was employed for the evaluation. Pre- and post-implementation surveys, observations, and interviews were conducted in order to collect quantitative and qualitative data. Statistical analyses, including descriptive statistics, paired sample t-tests, reliability tests, and normality tests, were employed to analyse the obtained data. Comparing pre- and post-implementation surveys, substantial enhancements across various indicators of learning interest, including happiness, involvement, interest, and attention were observed. The results indicated a significant improvement in students' learning interest following the implementation of Quizizz. The pre-implementation surveys revealed insufficient levels of interest, while the post-implementation surveys showed substantial enhancements across all indicators, including happiness, involvement, interest, and attention. Statistical tests confirmed the effectiveness of Quizizz in enhancing students' learning interest, with a statistically significant difference between the pre-test and post-test scores. The reliability of the instrument used for data collection was established through Cronbach's Alpha test, ensuring consistency and reliability of results. The findings underscored the importance of innovative learning media like Quizizz in stimulating student engagement and interest in learning. By incorporating game elements and interactive features, the Quizizz provides an engaging and effective learning experience, positively impacting students' attitudes towards learning. This study contributed to the literature on educational technology by demonstrating the effectiveness of Quizizz as a learning tool in Vocational High Schools, highlighting its potential of enhancing student learning interest and educational outcomes improvement.

Substance Use, Alcohol Consumption, and Smoking Prevalence Amongst Medical Students in Erbil, Iraq.

A significant proportion of medical students engage in the illicit use of drugs and indulge in heavy alcohol consumption. The utilization of substances during medical school frequently has repercussions on both the personal and professional lives of students. Therefore, we aimed to investigate the extent of substance use, alcohol consumption, and smoking among medical students in Erbil City. An observational cross-sectional study was conducted at Hawler Medical University (HMU) for this purpose. The study involved 368 students from stages one to six. The questionnaire covered sociodemographic information, Drug Use Disorders Identification Test (DUDIT), Alcohol Use Disorders Identification Test (AUDIT), and Fagerstrom Test for Nicotine Dependence (FTND) scales. The data was analyzed using Microsoft Excel 2016 and IBM SPSS Statistics for Windows, Version 26 (Released 2019; IBM Corp., Armonk, New York, United States). A total of 368 students were involved in the study. The mean age (SD) of the respondents was 20.92 (2.01) years; 191 (51.9%) participants were males. Thirty-two (8.7%) students have used substance in the last 12 months; 10 (31.2%) of them were non-problematic drug users, 20 (62.5%) were problematic drug users, and 2 (6.3%) were dependent users. Twenty-nine (7.9%) students were alcohol users; 17 (58.7%) were categorized as low-risk users, 5 (17.2%) as hazardous users, and 7 (24.1%) as dependent users. Regarding smoking, 45 (12.2%) students were smokers, among this group, 27 (60%) were categorized as having low dependence, and 18 (40%) had high dependence. The findings suggest a worrying trend of substance misuse among university students. There is a critical need for targeted preventive interventions that address these issues to enhance student health and educational outcomes.

Can Discussions about Girls’ Education Improve Academic Outcomes? Evidence from a Randomized Development Project

Abstract This article evaluates the impact that facilitated discussions about girls’ education have on education outcomes for students in rural Zimbabwe. The staggered implementation of components of a randomized education project allowed for the causal analysis of a dialogue-based engagement campaign. This campaign involved regular discussions between trained facilitators and parents, teachers, and youth about girls’ rights, the importance of attending school, and the barriers girls face in pursuing education. The campaigns increased mathematics performance and enrollment in the year after implementation. There was no similar improvement in literacy performance during this period. Longer-term data on the broader project suggest that adding additional education-focused interventions did not further increase mathematics performance and enrollment beyond what can be attributable to the dialogue campaigns alone.

Factors Affecting Autistic Students’ School Motivation

Factors Affecting Autistic Students’ School Motivation

Motivation and self-efficacy are pivotal in driving science learning outcomes

This study explores how self-efficacy and learning motivation impact science cognitive learning outcomes among eighth-grade students. Using a correlational quantitative approach, the research identifies self-efficacy (X1) and learning motivation (X2) as independent variables and cognitive learning outcomes (Y) as the dependent variable. Sampling involves simple random sampling, with data collected through questionnaires and documentation. Analysis stages include normality and linearity tests, followed by correlation tests using SPSS Version 26. Results show a positive and significant influence of self-efficacy and learning motivation on cognitive learning outcomes, highlighting the importance of these factors in shaping science education outcomes for eighth-grade students. Highlight: Performance Dynamics: Self-efficacy and motivation influence science learning outcomes. Quantitative Rigor: Correlational research with SPSS ensures data validity. Educational Enhancement: Insights guide curriculum adjustments for improved science education outcomes. Keyword: Self-Efficacy, Learning Motivation, Science Education, Eighth Grade Students, Correlational Research