Educational Outcomes For Students Research Articles

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.

The impact of cultural capital on searching as strategic exploration in incoming first-year students

Information literacy is important for students' academic and professional development as they begin to engage with the world as adults in college. However, students' information literacy may be influenced by the different forms of capital they possess, such as economic, social, and, potentially, their cultural capital. Cultural capital is a concept developed by French sociologist Pierre Bourdieu which addresses the capital individuals possess within a society that exists beyond economic and social spheres. Much research exists exploring cultural capital and its impact on the educational outcomes of students, but it has yet to be explored in depth regarding libraries and, specifically, information literacy. This study addresses that research gap by analyzing the relationship between students' information literacy and their acquired cultural capital before they start their first semester of post-secondary education. The study explores multiple forms of cultural capital, including students' hobbies and activities, educational backgrounds, and the involvement of their parents in their education. Analysis of the distributed survey examined cultural capital through assessing students' reading habits and parental involvement as well as its influence on students' information literacy skills, specifically those related to the “Searching as Strategic Exploration” frame of the ACRL Framework for Information Literacy for Higher Education.

Improving Teacher Performance through Strengthening Learning Organization, Transformational Leadership and Achievement Motivation

Effective teacher performance plays a crucial role in enhancing the quality of education and the academic achievements of students. There are various strategies to improve teacher performance, and this study focuses on the relationship between three key factors: learning organization, transformational leadership, and achievement motivation, with the aim of identifying, examining, and enhancing their influence on teacher performance in public junior high schools in South Tangerang City. The study also seeks to provide relevant recommendations for teachers. The research involved 217 teachers from SMPN in South Tangerang City, selected through a multistage random sampling technique. A quantitative research approach with a correlational research method was employed, examining the relationships between independent and dependent variables using SITOREM (Scientific Identification Theory to Conduct Operation Research in Education Management) analysis. Based on the SITOREM analysis, 14 areas requiring improvement were identified, which can serve as recommendations for enhancing teacher performance. These areas encompass quality, timeliness, effectiveness, quantity, efficiency, building a shared vision, team learning, intellectual stimulation, inspirational motivation, individualized consideration, strong desire, willpower, the need for success, and the need to work. In conclusion, the study highlights that teacher performance can be enhanced through the strengthening of learning organizations, the adoption of transformational leadership styles, and fostering achievement motivation among educators. These improvements are vital in achieving better educational outcomes for students.

Jigsaw Effects on Student Learning Outcomes: A Review

Although cooperative learning strategies provide promise for creating schools that are welcoming to students of all backgrounds, they have not been generally adopted. The Jigsaw system is popular because it is thought to promote students' sociability and learning, and because it seems to be straightforward to apply and follow its four-step teaching framework. A comprehensive assessment of research that has investigated the effects of the Jigsaw method on crucial student educational outcomes was planned and carried out to ensure precise identification of the method's effects. After conducting inductive and deductive topic analyses on 10 Jigsaw studies, three key outcomes emerged: learning (including accomplishment and motivation), social relations, and self-esteem (including academic and social self-esteem). Jigsaw's effects on academic performance (n = 2), motivation (n = 1), social connections (n = 1), and self-perception in the classroom (n = 1) were quantified wherever feasible via supplementary reviews. With the exception of social self-esteem, for which only three studies concluded that the Jigsaw method had positive effects, the primary results of our review focused on the inconsistency of Jigsaw effects and the high degree of variability among studies with regard to all retained student educational outcomes (i.e., achievement, motivation, social relations, and academic self-esteem). Additionally, the findings were consistent across trials. Our analysis sheds light on a number of variables that may account for this variation in research, including sample size, student diversity, and curriculum. The moderating effects of these variables need empirical investigation since they may lead to more effective applications of the Jigsaw technique.

The contributions of teacher intercultural competence to academic satisfaction and engagement among international students in China and Thailand

Purpose: The contributions of teacher intercultural competence to educational outcomes, including student self-efficacy, engagement, and academic satisfaction, were investigated in this study.
 Design/Methodology/Approach: The study applies the quantitative method using primary data from the survey collected from 400 international undergraduate students in China and Thailand. The partial least squares structural equation modeling is used to analyze the relationships of variables between conceptual constructions.
 Findings: The results indicate that teacher intercultural competence has positive and significant effects on international student self-efficacy and engagement but has no significant effect on international student academic satisfaction.
 Conclusion: This study provides new insight into international student self-efficacy, engagement, and academic satisfaction from the perspective of teacher intercultural competence.
 Research Limitations/Implications: In this study, undergraduate international students were selected only from China and Thailand, which is considered a research limitation. Thus, increasing the generalizability of the whole population by collecting data from more universities is suggested for future research.
 Practical Implications: Educational policymakers or university administrators should improve international student educational outcomes from the perspective of teacher education and professional development. Teacher intercultural competence should be considered a significant part of teacher education and professional development. If the teachers understand the cultural or behavioral differences from the perspective of students, they can construct a more inclusive and effective academic environment. 
 Contribution to Literature: This study proposed and confirmed the mediating role of international student self-efficacy, which brings clarification to the formational mechanism of how teacher intercultural competence affects international student engagement and academic satisfaction.

Exploring the potential of artificial intelligence tools in educational measurement and assessment

Artificial intelligence (AI) is transforming various industries, and education is no exception. Rapid advancements in AI technology have become essential for educators and educational assessment professionals to enhance teaching and learning experiences. AI-powered educational assessment tools provide numerous benefits, including improving the accuracy and efficiency of assessments, generating personalized feedback for students, and enabling teachers to adapt their teaching strategies to meet the unique needs of each student. Therefore, AI has the potential to revolutionize the way education is delivered and assessed, ultimately leading to better educational outcomes for students. This paper explores the various applications of AI tools in educational measurement and assessment. Specifically, it discusses the integration of large language AI models in classroom assessment, in specific areas such as test purpose determination and specification, developing, test blueprint, test item generation/development, preparation of test instructions, item assembly/selection, test administration, test scoring, interpretation of test results, test analysis/appraisal, and reporting. It analyses the role of teachers in AI-based assessment and the challenges of using AI-powered tools in educational assessment. Finally, the paper presents strategies to address these challenges and enhance the effectiveness of AI in educational assessment. In conclusion, using AI in educational assessment has benefits and limitations. As such, educators, policymakers, and stakeholders must work together to develop strategies that maximize the benefits of AI in educational assessment while mitigating the associated risks. The application of AI in educational assessment can ultimately transform education, improve learning outcomes, and equip students with the skills needed to succeed in the 21st century.

What Can Historically Black Colleges and Universities Teach about Improving Higher Education Outcomes for Black Students?

Historically Black colleges and universities are institutions that were established prior to 1964 with the principal mission of educating Black Americans. In this essay, we focus on two main issues. We start by examining how Black College students perform across HBCUs and non-HBCUs by looking at a relatively broad range of outcomes, including college and graduate school completion, job satisfaction, social mobility, civic engagement, and health. HBCUs punch significantly above their weight, especially considering their significant lack of resources. We then turn to the potential causes of these differences and provide a glimpse into the “secret sauce” of HBCUs. We conclude with potential implications for HBCU and non-HBCU policy.

A systematic review of understanding parental involvement in children’s ESL learning: What the literature says?

A systematic literature review (SLR) regarding parental involvement in children's ESL learning at the primary school level was carried out using electronic data searching. This review considered articles published in the last three years (2020–2022) from an electronic database, specifically SCOPUS. The paper summarizes previous research, examines the current literature, and suggests directions for future research. The results of this evaluation, which include the identification of ten relevant papers, show that the majority of the parental involvement studies were conducted qualitatively and focused more on home-based than school-based involvement. Besides that, reading activities were largely performed by parents to get involved in their children’s ESL learning followed by helping with homework. Several theories have been seen employed by studies shortlisted in this SLR namely Bronfenbrenner's Ecological Theory, Epstein Framework, Walker‘s Model of Parental Involvement, and Vygotsky's Sociocultural Theory. Bourdieu Social Classes Theory and Asset-based Framework. The findings of this review suggest that for children to benefit most from reading, parents should obtain a better understanding of effective reading strategies. Additionally, more studies are needed on school-based parental involvement to get more insights into implementing home-school partnerships for better student educational outcomes.

Pacific wayfinding educational leadership through Tautai o le Moana

‘Tautai o le Moana’/Wayfinders of the Ocean (TolM) is a partnership between the New Zealand Ministry of Education and the New Zealand Pasifika Principals Association. TolM provides a professional learning and development pathway ‘by Pasifika principals, for principals of Pasifika’ focused on changing education outcomes for Pasifika students who historically have been underserved in the education system. In this article, we highlight school leadership through the metaphor of Pacific wayfinding to demonstrate the importance of Pacific specific leadership for schools serving Pacific learners and families. Tautai data were collected through group talanoa/co-constructed dialogue sessions and individual talanoa sessions. Surfacing themes were connected metaphorically with traditional Pacific wayfinding skills and were enacted through Pacific leadership capabilities that included: adjusting school structures to utilise Pasifika learners’ strengths; surfacing and changing tautai and teacher beliefs to grow learning opportunities for Pasifika learners; valuing and validating Pasifika learner knowledges to support Pasifika success; and developing reciprocal partnerships with Pasifika families.

Contributors

Contributors

A holistic approach to student empowerment and assessment of its impact on educational outcomes through psychological ownership

ABSTRACT In the wake of many emergent challenges facing higher education institutes (HEIs), this paper investigates the role of student empowerment in achieving desirable academic and experiential outcomes. Drawing on the self-determination and ownership theories, the study explores how students’ satisfaction and perceived learning can be improved through their involvement in various activities within and beyond classrooms. It is further posited that such involvement encourages empowerment and fosters psychological ownership, which is critical for meeting the aforementioned holistic outcomes. The study deploys a mixed-method research design and uses Structural Equation Modeling (SEM) to analyse the data collected from the sample of 428 students. Besides supporting the majority of the proposed hypotheses, the results establish psychological ownership to be a crucial link between student empowerment and educational outcomes. More significantly, the findings demonstrate the importance of carefully considered and planned involvement practices in achieving such outcomes. To this end, the paper discusses and offers several recommendations and implementation pathways that could potentially serve as a playbook for the instructors and administrators at various HEIs.

The Challenge of Multiple Thermal Comfort Prediction Models: Is TSV Enough?

Classroom thermal comfort has a direct effect on student health and educational outcomes. However, measuring thermal comfort (TC) is a non-trivial task. It is represented by several subjective metrics e.g., Thermal Sensation Vote, Thermal Comfort Vote, Thermal Preference Vote, etc. Since machine learning (ML) is being increasingly used to predict occupant comfort, multiple TC metrics for the same indoor space may yield contradictory results. This poses the challenge of selecting the most suitable single TC metric or the minimal TC metric combination for a given indoor space. Ideally, it will be a metric that can be used to predict all other TC metrics and occupant behavior with high accuracy. This work addresses this problem by using a primary student thermal comfort dataset gathered from 11 schools and over 500 unique students. A comprehensive evaluation is carried out through hundreds of TC prediction models using several ML algorithms. It evaluates the ability of TC metrics to predict (a) other TC metrics, and (b) the adaptive behavior of primary students. An algorithm is proposed to select the most suitable single TC metric or the minimal TC metric input combination. Results show that ML models can accurately predict all TC metrics and occupant-adaptive behavior using a small subset of TC metrics with an average accuracy as high as 79%. This work also found Thermal Sensation Vote to be the most significant single TC predictor, followed by Thermal Satisfaction Level. Interestingly, satisfaction with clothing was found to be as equally relevant as thermal preference. Furthermore, the impact of seasons and choice of ML algorithms on TC metric and occupant behavior prediction is shown.

Exploration and Practice of Hybrid Teaching Mode of Web Front-end Development Technology Based on OBE

To address the problems of traditional lecture-based teaching in the “Web Front-end Development Technology” course, in which students lack practical problem-solving ability and enterprises lack satisfaction with the front-end development talents cultivated by universities, this paper proposes a hybrid teaching mode for the Web Front-end Development Technology course based on OBE, with the educational outcomes of students as the main objective. The OBE teaching concept is used to reform the teaching mode; the teaching design is based on the framework of activity theory; the SPOC hybrid teaching mode is used to learn the theoretical basics and complete the corresponding experiments and exercises online; the task-driven method and project-based teaching are used to enhance students’ practical skills and innovative thinking offline. The method is then applied to our school’s teaching and learning programs. Subsequently, the model was applied to the teaching of “Web Front-end Development Fundamentals” course in our 2021 and 2022 computer science classes, and the experimental data were analyzed using multiple linear regression methods. The experimental results show that the OBE-based hybrid teaching model studied in this paper has achieved significant results.

What Can Historically Black Colleges and Universities Teach About Improving Higher Education Outcomes for Black Students?

What Can Historically Black Colleges and Universities Teach About Improving Higher Education Outcomes for Black Students?

Learning from the Past and Moving Forward: Implementing School Nursing Research Priorities

The editorial "School nursing research and research implementation priorities," highlights how the National Association of School Nurses (NASN) research priorities are crucial to moving school nursing and school health research forward. In this editorial we echo the importance of school nurses reading and understanding published articles in The Journal of School Nursing and contributing to research that informs school nursing practice. Each of the NASNs research priorities is vital to the science supporting school nursing practice. We encourage school nurses and researchers, and implementation scientists to partner to contribute school nursing evidence that guides the specialties' practice and informs policy to positively impact student health and education outcomes.

IMPACT OF PARENT’S LITERACY LEVEL ON THEIR CHILD’S EDUCATION – NEED FOR INTERVENTION

Education has advanced and pervaded all spheres of existence. It was crucial to a nation's improvement, even in terms of its economic standing. Parental involvement in their children's education makes this feasible which requires intervention of their literacy level. Social behaviour and peer pressure of low-literate parents and educational outcomes of students can be influenced by social intervention. This can pave way for a better future of the children. Moreover, illiterate parents confront a number of challenges when attempting to participate in their children's education. The findings of the study point to a variety of effective intervention strategies for boosting parental involvement, including parent and teacher training programmes, schools practicing community based model to involve parents, and decentralization of educational policies.

The relationship between occupational socialization factors and in-service physical educators’ reported use of sport education

Extensive empirical evidence exists for how Sport Education (SE: Siedentop et al., 2020) can deliver valued student educational outcomes, yet there remains a dearth of knowledge of how in-service teachers implement the model in practice. The purpose of this study was to examine how the stages of occupational socialization predicted teachers’ reported implementation of the structural features of SE. An SE use and occupational socialization survey was developed and completed by 65 experienced teachers who had received training on using SE during their undergraduate physical education teacher education program. Respondents reported three versions of SE implementation: (a) full, (b) modified, and (c) light, with the majority of teachers reporting using either a full or modified version of SE. Professional socialization (physical education teacher education programming) was the only significant predictor of teachers’ model use. The SE features typically implemented were formal competition, team affiliation, and seasons. The more student-centered features of student roles, record keeping, and a culminating event were less frequently used during practice. Professional socialization remains the most powerful predicted on in-service teachers’ use of SE during their professional practice. Physical education teacher education programs are encouraged to explore methods to facilitate pre-service teachers’ learning of how to implement the student-centered features of SE, as this learning will likely translate into pedagogical practice in schools.

Relationships and Sex Education Outcomes for Students With Intellectual Disability: Protocol for the Development of a Core Outcome Set.

People with intellectual disability are twice as likely to experience sexual abuse, unintended pregnancies, and sexually transmitted diseases as people in the general population. Despite this, very little is known about how to deliver relationships and sex education effectively to this vulnerable population, how to measure the impact of its delivery in schools, and what stakeholders perceive as important outcomes of this education. To address these urgent issues, this study aims to develop a stakeholder consensus-based core outcome set of relationships and sex education for use in research and educational settings with students with intellectual disability. The study will use a 2-stage mixed methods design. The first stage will involve a systematic review of relationships and sex education outcomes reported in the literature, followed by qualitative exploration with caregivers, teachers and school staff, policy makers, and researchers to investigate their perspectives of meaningful outcomes of this education. Students with intellectual disability will be enabled to take part to express their views on outcomes of importance to them. The second stage will use findings from stage 1 in a 2-round web-based Delphi study with caregivers, teachers and school staff, policy makers, and researchers to develop consensus on proposed outcomes for the evaluation of relationships and sex education with this population. As of September 2022, we have completed a systematic review and recruited 56 stakeholders (n=53, 95%, adults and n=3, 5%, students with intellectual disability) for the first stage of the study. We are still recruiting students with intellectual disability. Data analysis has not started yet. Recruitment for the second stage will commence in November 2022. We expect to complete the study by October 2023 and publish the results by the end of 2024. The development of a core outcome set of relationships and sex education will provide a significant first step to assist the implementation, delivery, evaluation, and sustainability of relationships and sex education for students with intellectual disability. Key audiences will be teachers, researchers, policy makers, and decision makers. Core Outcome Measures in Effectiveness Trials 1787; https://www.comet-initiative.org/Studies/Details/1787. PRR1-10.2196/39921.

The Impact of Mobile Learning on Undergraduate Students’ Cognitive Learning Outcomes: A Meta-Analytic Review

The objective of this research was to identify the overall effectiveness of mobile-based interventions on the learning performance of tertiary education students. Besides, the paper sought to contour common variables across eligible studies that might have favoured learning achievement. A meta-analysis of the impacts of ubiquitous learning interventions on academic outcomes over 12 years (2010–2021) was carried out, in which 12 experimental and quasi-experimental studies were analysed. A random-effects model yielded the overall standardised mean difference of .52 [.37 to .67] in favour of mobile learning environment, which is a moderate effect size. Common facilitators of achievement as distinguished by experimenters and participants were commendable multimedia design, diversified content, the opportunity for relevant interaction with teachers and peers, as well as flexibility and accessibility of learning activities due to handheld devices. These findings suggest the potential of mobile-assisted interventions in contributing to student educational outcomes. This study summarises the extant literature to some degree thus advancing the investigation into the effectiveness and expediency of mobile technologies in higher education.

The Application of Discovery Learning Model to Improve the Character of Democracy and Learning Outcomes For Elementary Students

This study's overarching goal is to ascertain whether or not the discovery learning paradigm may improve democratic traits and academic performance. In this study, action research was conducted in the classroom over the course of two cycles. Rural primary schools in Sidoarjo were the focus of this study. Data on learning outcomes were collected using a questionnaire, and data on democratic character value was collected by a test of learning outcomes administered at the end of each cycle. This study made use of descriptive statistics for its analysis of data. Class IV students' learning outcomes and their appreciation for democratic principles both improve with the implementation of this discovery learning paradigm. The calculated mean shows the answer. Over and above the researcher-determined KKM of 75.0, students' democratic character is typically valued at 57.0 after the first cycle, 63.23 after the second, and 77.14 after the third. In addition, the researcher finds that the average value of student learning outcomes rises from 78.0 in the first cycle to 80.47 in the second cycle to 89.04 in the third cycle, all while remaining above the KKM, which is 85.0. The quality of democracy and educational outcomes for students can both benefit from the use of the discovery learning approach.