Educational Outcomes For Students Research Articles

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.

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

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.

Students with special educational needs in regular classrooms and their peer effects on learning achievement

This study explores the impact of inclusive education on the educational outcomes of students without Special Educational Needs (non-SEN) in Peru, utilizing official Ministry of Education data and implementing cross-sectional regression analyses. Inclusive education is a complex issue that, without appropriate adaptations and comprehensive understanding, can present substantial challenges to the educational community. While prior research from developed nations offers diverse perspectives on the effects of inclusive education on non-SEN students, limited evidence exists regarding its impact in developing countries. Our study addresses this gap by examining inclusive education in Peru and its influence on non-SEN students, thereby contributing to the existing literature. Our findings reveal that, on average, the presence of SEN students in regular classrooms does not significantly affect their non-SEN counterparts. However, we uncover heterogeneous results contingent on the specific type of SEN and students’ academic placement. These results emphasize the importance of targeted resources and parental involvement in facilitating successful inclusive education, particularly for specific SEN types. In summary, this study underscores the need for tailored strategies and additional resources to foster the success of inclusive education and calls for further research in this field to expand our understanding and enhance educational policy.

Understanding the Learning Style Preferences of ODL Students Using VARK Model: Implications for Individualized Pedagogy and Student Success

Aims: The study aims to assess the learning styles among ODL students in higher education, and propose practical strategies for integrating personalized learning approaches to enhance student engagement and educational outcomes. Place and Duration of Study: Research was carried out among the higher education students who enrolled in different ODL programs under the dual-mode universities. Survey was administered during Personal Contact Programme (PCP) for the academic session of 2023-2024. Methodology: Descriptive survey design was employed to gather quantitative data on higher education students learning styles under ODL mode of study and provides a deeper understanding of ODL students' learning preferences based on VARK model. The sample comprised of 246 post-graduate ODL students from various disciplines. A simple random sampling technique was employed to ensure representation from diverse academic backgrounds of ODL students. Results: Study revealed significant variations in learning style preferences among the ODL students. There are 89 (36.18%) ODL students with single preference of learning style and 157 (63.82%) ODL students with multimodal preference of learning style. Statistically significant difference found between male and female ODL students concerning their learning styles. Visual learning style is the most preferred learning style, followed by aural, kinesthetic, and read/write learning style respectively. Majority of ODL students preferred to learn by multiple sensory modalities. Conclusion: Integrating learning style assessments into distance learning practices holds immense promise for enhancing the effectiveness and efficiency of distance education. Designing course curriculum for distance education based on multiple sensory modalities is crucial for enhancing learning outcomes and student engagement. Incorporating various sensory channels such as visual, auditory, kinesthetic, and read/write, ODL professionals can cater to diverse learning styles and preferences, ultimately promoting a deeper understanding of the subject matter and academic success.

Assessing and addressing social determinants of health in school-based health centers in King County, Washington

ObjectiveSchool-Based Health Centers (SBHCs) can reduce barriers to accessing care for school-aged children and adolescents. However, current practices related to screening for and responding to social determinants of health (SDOH) in SBHCs are unknown. Our study sought to understand SBHC staff’s knowledge related to SDOH, and their screening and referral practices for addressing SDOH. MethodsThis study was conducted with all SBHCs in King County, Washington (n = 30 clinics operated by n = 8 agencies) between January-March 2022. Data were collected using a web-based questionnaire, distributed to all provider and clinical care staff (n = 222) in these SHBCs. ResultsWhile respondents had strong generalized knowledge regarding SDOH and how they impact health, they were less confident about the specific SDOH impacting the students they serve. Many health limiting and promoting factors are screened for by respondents; however, there was no standardization related to screening and referral practices across SBHCs or agencies. Respondents had suggestions on how to improve screening methodology and ensure that existing practices adequately assess the SDOH impacting student’s lives. There was no clearly identified mechanism for making and following up on referrals. Respondents felt that there were either not or only sometimes enough resources available to meet student’s needs. ConclusionSBHCs advance health and educational outcomes for students, yet SDOH are inconsistently assessed and addressed within SBHCs in King County. Standardizing processes for SDOH assessment and referral can help SBHCs develop practices that are in the best service of equity for their student populations.

Changes in medical student attendance and its impact on student educational outcomes: a systematic review protocol

IntroductionThe COVID-19 pandemic has had a significant impact on medical education, with many institutions shifting to online learning to ensure the safety of students and staff. However, there has been...

A Structural Equation Modeling of Academic Locus of Control, Procrastination, and Their Impact on School Satisfaction: Insights From the Azerbaijani Educational System

<p style="text-align:justify">Examining the academic locus of control, procrastination, and school satisfaction is crucial for understanding student well-being and educational outcomes. The purpose of this study was to explore the potential mediating role of academic procrastination in the association between academic locus of control and school satisfaction in a sample of adolescents (N = 628; Mage = 13.30, SD = 1.74) residing in various regions of Azerbaijan. The results revealed that higher levels of internal locus of control were positively related to school satisfaction, while increased levels of external locus of control were negatively associated with school satisfaction. The analysis using structural equation modeling showed that school satisfaction was partially influenced by academic procrastination, which acted as a mediator in the relationship between internal locus of control and school satisfaction. Additionally, academic procrastination fully mediated the relationship between external locus of control and school satisfaction. These findings were further discussed in the context of existing literature, and recommendations were provided for future research in this area.</p>

The Multiple Roles of Social-Emotional Skills in Student Educational, Psychological, and Social Outcomes: An Empirical Study from China

The aim of the present study was to investigate the multiple roles of social-emotional skills in the educational, psychological, and social outcomes of Chinese primary and secondary students, using an ordinary least squares (OLS) regression method based on the 2019 Survey on Social and Emotional Skills (SSES) data. A two-stage stratified probability sampling design (sampling schools at the first stage and students at the second stage) was administered to gain a representative sample, and the final sample contained 7,141 participants across both 10-year-old and 15-year-old cohorts. The results indicated that task performance, collaboration, and engaging with others are stronger contributors to student educational outcomes than emotional regulation and open-mindedness; that emotional regulation and collaboration are stronger contributors to student psychological outcomes than task performance, open-mindedness, and engaging with others; and that emotional regulation, collaboration, and engaging with others are stronger contributors to student social outcomes than task performance and open-mindedness. Generally, open-mindedness embodied a relatively weaker effect on student educational, psychological, and social outcomes. The findings suggest that social-emotional skills function differently across student educational, psychological, and social outcomes, which may provide some effective guidance to proceed with social-emotional education in Chinese primary and secondary schools.

A Decade of Research on the Effectiveness of Augmented Reality on Students with Special Disability in Higher Education

This short article summarizes a decade of research on the effectiveness of augmented reality (AR) in higher education for students with disabilities in particular. The study examines how AR technology has been used to enhance the learning experience of these students. Through a comprehensive review of multiple studies and findings, this study examines the impact of AR on access, engagement, and overall educational outcomes for students with unique disabilities. The findings highlighted significant progress in the field, shedding light on the potential of AR to provide inclusive and effective learning environments for this student population, thereby contributing to a broader discussion of technical and higher education.

Reference Book for Pancasila Learning Based on 21st Century Skills and Tri Kaya Parisudha Values

Character education and learning outcomes for elementary school students are still relatively low. One factor that ensures student success is the role of the teacher. Therefore, the relevant effort to be carried out is to provide an understanding to students as prospective elementary school teachers in designing and implementing learning innovations to form a generation that is intelligent and has character by the demands of 21st-century learning and implementing the Tri Kaya Parisudha concept. This research aims to develop a 21st-century-based Pancasila learning reference book containing Tri Kaya Parisudha for Elementary School Teacher Education Study Program students. This research is design and product development research (Design and Development) using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The subjects in this research were two experts, ten students, and eight elementary school teachers. The data analysis method used is the descriptive analysis method. The research results show that 21st-century learning containing the Tri Kaya Parisudha in the Pancasila learning reference book has very good validity for students in the Elementary School Teacher Education Study Program. It is proven by the results of data analysis of the validity test of language and content experts that obtain a very good category. Likewise, the responses of students and teachers in elementary schools show an average score (mean) in the very good category.

Evaluating the Effectiveness of K-12 Physical Education Curriculum among Adolescent Students of Bai Saripinang National High School (A Case Study)

A well-implemented K-12 physical education curriculum produces a wholistic development of physique and mental well-being of adolescent students. This study aimed to evaluate the effectiveness of the K to 12 Physical Education (PE) curriculum among adolescent students at Bai Saripinang National High School. The K to 12 programs, implemented in the Philippines, introduced significant changes to the education system, including the PE curriculum. This research focused on understanding how these changes have impacted the physical education experience and outcomes of adolescent students. The study employed a mixed-methods approach, combining quantitative surveys and qualitative interviews. The findings revealed several key aspects of the K to 12 PE curriculum's effectiveness. Students expressed varying degrees of satisfaction with the curriculum, highlighting strengths such as increased emphasis on health and fitness. The respondents unanimously Agree based on the questions provided that the K-12 PE curriculum is effectively implemented in the school.

Enhancing Continuous Assessment in Jigawa State Senior Secondary Schools: The Impact of Electronically Processed Data

This journal article explores the relationship between electronically processed data and continuous assessment in senior secondary schools in Jigawa State. The study investigates the potential benefits of using electronic data processing methods in continuous assessment and evaluates their impact on student performance and educational outcomes. Through a mixed-methods approach involving qualitative interviews with teachers and quantitative analysis of student data, the research provides valuable insights into the advantages of electronic data processing in improving the efficiency, accuracy, and effectiveness of continuous assessment practices. The findings demonstrate the transformative potential of electronic data processing in enhancing educational outcomes and informing instructional decisions. Based on the results, the article provides recommendations for successful implementation and future research directions.

Role of the university in developing educational implications in society

Given its various roles in scientific research and education across different fields, the university is one of the most critical institutions for social, economic, and cultural development in contemporary societies. It exhibits openness to cultures, languages, and modern sciences. Through this study, we highlight the university's role in enhancing educational dimensions and implications as educational outcomes for students and society, in parallel with scientific research and specialized training. Our theoretical approach focuses on various educational concepts that our societies critically need, reflecting humanistic and cultural standards, such as the environment, governance, and health education, and technological transformation. These implications include environmental education, consumer education, and technological education. We intend to present a set of conclusions and recommendations through this approach.

A Proposal of Utilizing Six Types of Involvement Model to Guide Kindergarten to 12th Grade School Parental Communication and Support During a Pandemic

Background: Effective communication between schools and parents is crucial for fostering understanding, trust, and collaboration to enhance educational outcomes and student well-being, especially during crises such as the COVID-19 pandemic. Moreover, the current level of communication between schools and families is frequently insufficient, exacerbating the difficulties in parental engagement, comprehension, and certain policy implementation. This deficiency becomes even more pronounced during crises due to the added stressors. This study aims to highlight the challenges of parental engagement and communication during the pandemic and propose a viable solution for school districts and schools to enhance trust, understanding, and collaboration in schools to prepare for future crises. Method: The study employs a mixed-methods approach, including a scoping review of literature and policies on school communication during the pandemic, a survey study conducted among the Connecticut Independent Schools, and the integration of results from both sources. The scoping review provides key themes and frameworks, while the survey collects quantitative and qualitative data to identify challenges and concerns. The proposed solution utilizes Epstein's Six Types of Involvement Framework for school districts and schools to guide effective communication and collaboration between schools and parents. Results: The scoping review and survey findings reveal several key issues, including hesitant parental perception of disease control strategies, the burden on parents in supporting online learning, the lack of resources and guidance for online learning, and the absence of central communication guidelines. The proposed solution, Epstein's Six Types of Involvement Framework, addresses these challenges by emphasizing parenting, communication, volunteering, learning at home, decision-making, and community collaboration. Conclusion: The study highlights the importance of effective communication between schools and parents during crises and proposes Epstein's Six Types of Involvement Framework as a comprehensive solution. By implementing this framework, schools can foster understanding, trust, and collaboration, leading to better educational outcomes for students. The findings have implications for school administrators, policymakers, and educators seeking to improve communication during crises and can facilitate more effective communication and parental engagement beyond health crises. Further research is needed to evaluate the effectiveness and impact of implementing the framework in real-world crises. Moreover, healthcare professionals like pediatricians, psychologists, and school nurses are crucial in disease control in schools. The study proposes using Epstein’s framework to involve them directly, enhancing collaboration and trust, and empowering them to lead efforts in safeguarding students and staff health.

Effects of student-centered learning and formative assessment on first year students of a non-government college in Bangladesh

Background: In the evolving landscape of education, student-centered learning approaches and formative assessments have gained prominence as key to enhancing the quality of higher education. This is particularly pertinent in Bangladesh, where traditional teaching methods are still prevalent, underscoring the significance of these strategies.Aim: This research aims to explore the impact of implementing student-centered learning and formative assessment on first-year university students at a non-governmental university in Bangladesh, highlighting how these methods influence the learning process.Method: Employing a qualitative approach, data was gathered through surveys conducted among fifteen first-year political science students at a non-governmental higher education institution in Bangladesh.Results: The study revealed increased student engagement in understanding material and improved academic performance in classes that adopted student-centered approaches and formative assessments.Conclusion: This research confirms that student-centered learning combined with formative assessment contributes positively to enhancing the quality of learning at the higher education level. It underscores the need for pedagogical improvements in Bangladesh to encourage broader implementation of these methods, which in turn could enrich the learning process and educational outcomes for students.

School Principal Leadership and Implementation of Independent Curriculum in Improving the Quality of Education in Indonesia

Leadership is a force that moves struggles or activities towards success. Leadership means the process of influencing group activities in the context of formulating and achieving organizational goals. Therefore, a leader must optimize management and create an organization always conducive and the quality of education increases. There are two things that characterize leaders in carrying out their duties, namely "openness and willingness to serve”. Therefore, there is a need to study the leadership of school principals and the implementation of an independent curriculum in improving the quality of education. This research is descriptive qualitative research. Observation, interviews and documentation were used as data collection techniques. The research subjects were school principals, teachers and students. Based on the research results, it shows: 1) The school principal as the leader of the organization has carried out his duties well in accordance with procedures and regulations. 2) The implementation of the independent curriculum has been running effectively, efficiently and productively. The advantages of the independent learning curriculum are: 1) making the world of education more flexible, which means removing the shackles of the world of education so that it is easier to move, 2) giving students the opportunity to deepen the lessons they take according to their needs, 3) providing a platform for students exploring general knowledge by going into society, 4) students can prepare themselves to face the world of work. An educational institution is said to be of quality if it has the following characteristics: 1) Students demonstrate a high level of mastery of learning tasks (learning tasks) as formulated in educational goals and objectives, including academic learning outcomes expressed in learning achievement. 2) The results of student education are in accordance with the demands of students' needs in their lives, so that apart from knowing something, they are also able to do something functionally for life. 3) Student educational outcomes are in accordance with environmental needs, especially the world of work. Therefore, relevance is an indicator of quality. Thus, good quality benchmarks are not absolute quality benchmarks, but relative benchmarks, namely those that suit customer needs. School quality will be good if the school can provide services that suit the needs of its customers.

S15: New perspectives on undergraduate dementia education: Time for Dementia

Abstract:Outcomes and care experiences for people with dementia are worse than for those without the condition and the workforce is in crisis. High quality care requires adequate training that includes an understanding of those living with the condition.Time for Dementia is an educational programme in which healthcare students visit a person with dementia and their family carer over a two-year period (Banerjee et al., 2017). People with dementia and their carers are our ‘experts’ and teach students about life with dementia, healthcare experiences and what helps them to live well with dementia. The aim of the programme is to improve student attitudes, knowledge, and empathy towards dementia.Since 2014, 6500 healthcare students, including medical, nursing and allied health professions, have undertaken the programme in the UK at 7 different universities. Research indicates that there are higher levels of knowledge and positive attitudes in students undertaking the programme, compared to those who did not. This symposium will present several sub-studies outlining what has been learned so far from the mixed methods evaluation of Time for Dementia. The symposium will include 3 speakers on 3 key themes: 1.The development and delivery of Time for Dementia programme and educational outcomes for students.2.The factors influencing career preferences for working with people with dementia.3.The development of empathy towards people with dementia in undergraduate healthcare studentsKey take-awaysHow to deliver a lived experience programme at scale.The value of a lived experience education programme.How undergraduate education can shape empathy and career preferences.