Student Learning Behavior Research Articles

Increasing student engagement with course content in graduate public health education: A pilot randomized trial of behavioral nudges.

Digital advances in the learning space have changed the contours of student engagement as well as how it is measured. Learning management systems and other learning technologies now provide information about student behaviors with course materials in the form of learning analytics. In the context of a large, integrated and interdisciplinary Core curriculum course in a graduate school of public health, this study undertook a pilot randomized controlled trial testing the effect of providing a "behavioral nudge" in the form of digital images containing specific information derived from learning analytics about past student behaviors and performance. The study found that student engagement varied significantly from week to week, but nudges linking coursework completion to assessment grade performance did not significantly change student engagement. While the a priori hypotheses of this pilot trial were not upheld, this study yielded significant findings that can guide future efforts to increase student engagement. Future work should include a robust qualitative assessment of student motivations, testing of nudges that tap into these motivations and a richer examination of student learning behaviors over time using stochastic analyses of data from the learning management system.

Early detection of student degree-level academic performance using educational data mining.

Higher educational institutes generate massive amounts of student data. This data needs to be explored in depth to better understand various facets of student learning behavior. The educational data mining approach has given provisions to extract useful and non-trivial knowledge from large collections of student data. Using the educational data mining method of classification, this research analyzes data of 291 university students in an attempt to predict student performance at the end of a 4-year degree program. A student segmentation framework has also been proposed to identify students at various levels of academic performance. Coupled with the prediction model, the proposed segmentation framework provides a useful mechanism for devising pedagogical policies to increase the quality of education by mitigating academic failure and encouraging higher performance. The experimental results indicate the effectiveness of the proposed framework and the applicability of classifying students into multiple performance levels using a small subset of courses being taught in the initial two years of the 4-year degree program.

Application of Data Mining to Predict Students Learning Behavior: A Case Study of Kebbi State Polytechnic Dakin-gari

Application of Data Mining to Predict Students Learning Behavior: A Case Study of Kebbi State Polytechnic Dakin-gari

ការអនុវត្តវិធីសាស្ត្របង្រៀនតាមបែបចម្រុះ ដើម្បីជួយសិស្សឱ្យរៀនសកម្មក្នុងមុខវិជ្ជាវិទ្យាសាស្ត្រនៅកម្រិតថ្នាក់ទី៣

Teaching methods and strategies play an important role in encouraging students' active participation in learning and thinking, skills, knowledge, and attitudes, and they have a strong influence on students' learning outcomes and practices to help develop students' personalities. However, most teachers still use teaching methods that are not up to date with the new era (e.g., teacher-centered approach), which leads to students being inactive, not united and cooperative, not communicating well, not having critical thinking, not having problem solving skills, and having incomplete knowledge. The purpose of this research was to find out reasons for using blended learning to help students be active in their studies and to improve their achievement in science subjects in Grade 3. There were 19 students (five females) and four observers (four females) who participated in this study. Research tools such as observation checklists and interview guides were developed, and data were analyzed using thematic analysis. Pre-test and post-test and observation checklists were analyzed by Microsoft Excel, focusing on descriptive and inferential statistics. The results showed that blended learning helped students to be active in learning by improving lesson objectives, teaching materials, teacher methods, student learning behaviors, student satisfaction, and participation. Concerning learning activities, self-study at home with the help of parents or guardians helped improve students’ learning outcomes (Mean pre-test = 1.61, SD = 0.89 and Mean post-test = 6.82, SD = 1.74). The t-test results showed a significant difference (p<0.05), meaning that the results are 95% reliable. Overall, the use of blended learning has helped students to be active in learning and improving their academic achievement in science subjects in Grade 3.

Pengaruh Kepedulian Orang Tua terhadap Perilaku Belajar Siswa di Kelas

The research objective was to determine the influence of parental concern for children on the learning behavior of Class XII students at Simpang Kanan State Senior High School, Bagan Batu. The research population was all Class XII students at SMA Negeri 1 Simpang Kanan, Bagan Batu, namely 249 students, while the sample size was 161 students. Data analysis tools used are multiple regression analysis, correlation coefficient of determination, and hypothesis testing t. The results of the regression equation obtained Ŷ = 12.782 + 0.958X, meaning that the value of the regression coefficient for parental concern (X) is positive meaning that each increase in the parental concern variable has an influence on increasing student learning behavior (Y) in SMA Negeri 1 Simpang Kanan students , Rock Chart. The results of the correlation analysis obtained the value of r = 0.682, meaning that the relationship between parental concern and student learning behavior at SMA Negeri 1, Bagan Batu is quite strong. While the results of the Coefficient of deterrence (2 r) = 46.2%, this means that the variable parental concern influences changes in student learning behavior at SMA Negeri 1 Simpang Kanan, Bagan Batu by 46.2%. The results of the hypothesis test with the t test obtained the value of tcount = 11.768 and the value of ttable = 1.658, because tcount > ttable then H0 is rejected while Ha is accepted, which means that parental concern has a positive influence on student learning behavior at SMA Negeri 1 Simpang Kanan, Bagan Batu .

Peran Guru Kristen sebagai Penuntun dalam Pembentukan Perilaku Belajar Siswa selama Pembelajaran Daring

Online learning that is currently being carried out in Indonesia is a policy from the government to prevent the spread of Covid-19 from increasing among the community. Through online learning, it is hoped that learning will continue as much as possible in the midst of an emergency like this. However, during online learning, problems were found regarding the behavior of being less active, undisciplined, irresponsible for the assigned tasks, and being lazy to participate in learning caused by decreased learning motivation. The problem formulation of this paper is how the teacher's role as a guide in the formation of student learning behavior during online learning, the aim is to find out how the teacher's role as a guide in the formation of student learning behavior during online learning. The method used is literature review. The results of the study show, as a teacher guide in carrying out his role, he must live in God, make God's Word the foundation of life, recognize students, love students as expressed through reprimand and understand the purpose of the learning carried out. The conclusion of the teacher as a guide must stand on the basis of the truth of God's word and be born again. Suggestions, teachers can use games to deliver learning materials, so that they can trigger students' enthusiasm to learn.

METODE ANALISIS JALUR DALAM MENGANALISIS KETERGANTUNGAN SMARTPHONE TERHADAP PERILAKU BELAJAR SISWA SMP NEGERI 1 TANTOM ANGKOLA

The ease of using Smartphones and the many functions that help with activities, make today's teenagers very familiar with Smartphones, including students at SMP Negeri 1 Tantom Angkola. Students tend to use Smartphones for various reasons, such as just wanting to play games and being too active on social media. The impact of Smartphone dependence, especially on student development, will have a negative impact from an academic point of view. The nature of dependence does not just happen, the influence of one another is certainly interconnected or correlated and forms a causal relationship. This paper aims to see how much influence Smartphone dependency has on the learning behavior of students at SMP Negeri 1 Tantom Angkola and which variables have the most influence on the learning behavior of SMP Negeri 1 Tantom Angkola Students. The method used in this study is the Path Analysis method. Path Analysis is a technique for analyzing causal relationships that occur when exogenous variables affect endogenous variables, not only directly but also indirectly. Path Analysis is used to determine the direct and indirect effects of exogenous variables on an endogenous variable which is reflected in the path coefficient. From the research results, it is obtained that the direct influence of social media variables on learning behavior = 44.9%, the large direct influence of online game variables on learning behavior = 40.7%, the direct influence of internet data package variables on learning behavior = 0.4%, the direct effect of school control variables on learning behavior = 85.2%. Then the variable that has the greatest influence on learning behavior is the school control variable with a value of 85.2%.

Believe in You student empowerment program: A pilot study.

The social and emotional health of youth is important, especially after students experience the COVID-19 pandemic. The purpose of this study was to understand the influence that the Believe In You Student Empowerment Program had on students social emotional learning (SEL) behaviors over a 10 week period during the COVID-19 pandemic. A part of this quantitative study, one school in each the intervention and the control group (delayed intervention; 2 schools total) participated in the study. Students enrolled in physical education within each school participated (n = 166; Intervention = 88). Students in each group took a survey at week 1 (baseline measure), week 5, and week 10. Students who were in the intervention group started the program after week 1, while the delayed intervention group began the program in week 5. A series of ANCOVA's examined the difference of social emotional learning knowledge and social emotional learning scales between the treatment and control groups. Self-awareness (F = 13.91, p < .01), self-management (F = 6.14, p < .01) & relationship skills (F = 5.50, p < .05) saw significant differences over time compared to the control group. The second series of analyses looked only at the intervention group and analyzed to determine significant differences in mean scores of SEL variables between weeks one and ten. Emotional regulation saw significant differences (t = 2.5, p < .01). The final set of analyses conducted were with the delayed intervention group and examined the difference in mean SEL scores over the three time periods. Again, emotional regulation saw significance with an interaction of time and gender (F = 4.162, p < .01). In a short period of time, Believe in You Student Empowerment Program has shown the potential to have a positive influence on students social emotional learning behaviors, even during the COVID-19 pandemic. More research should be conducted over a longer period of time, in-person, and with an experimental design to better understand the effects of the Varsity Brands Believe in You Student Empowerment Program and its implications with student social emotional learning behaviors.

Lecture capture affects student learning behaviour.

Lecture capture (the real-time recording of live lectures) has become commonplace in higher education. It is popular with students who like the associated flexibility and believe that lecture recordings improve their grades. Here, we performed a survey (n= 694, 53% of the cohort) and set up focus groups (2 focus groups, 15 participants) to explore biological sciences students' perceptions of how lecture capture impacts their study behaviour when recordings are provided for every lecture and are made available to students without restriction. The participants in our study were convinced that lecture capture improved their learning, and many students noted that they were dependent on the recordings, thinking that without them, they would not be able to achieve good grades. Students reported that they spend a considerable amount of time watching recordings and making verbatim notes, leaving them little time for independent study. For many, lecture capture seems to reinforce the view that memorisation equals learning, a view that may be reinforced by knowledge-focussed assessment formats. For most students, lecture capture did not affect self-reported live lecture attendance patterns. However, about one-third of the participants reported skipping more classes, and the same participants were more likely to postpone catching up on missed lectures. The outcomes of our study suggest that lecture capture provision may negatively affect some students' attendance and study behaviour, and thus, we suggest more needs to be done to mitigate against this.

Dynamic Interaction between Student Learning Behaviour and Learning Environment: Meta-Analysis of Student Engagement and Its Influencing Factors.

Student engagement plays a significant role in promoting student learning outcomes in the higher education context. The goal of this meta-analysis was to investigate factors influencing student engagement in higher education institutions in different contexts. The meta-analysis integrated data from 93,188 participants and 148 effects across studies to address this issue. The meta-analysis revealed 14 factors affecting students' learning participation. The classification was based on internal and external factors, aiming to explore the main factors influencing students' intention, behavior, and process of learning participation. The external influencing factors with moderate correlations were the teacher-student relationship (R = 0.456, p &lt; 0.001) and positive teacher behavior (R = 0.419, p &lt; 0.001). Additionally, the main external influencing factors were partnership (R = 0.174, p &lt; 0.001), environmental support (R = -0.028), negative teacher behavior (R = -0.064), and negative learning behavior (R = -0145), which were all negatively correlated with learning participation. The results also indicated that factors influencing student engagement can be divided into two categories: promoting factors and hindering factors. The promoting factors include students' positive emotion, positive learning behavior, positive teacher behavior, the teacher-student relationship and partnership, students' learning and thinking ability, the support of learning resources, students' individual and personality characteristics, and teaching factors. The hindering factors include lack of environmental support, negative student behavior, and negative teacher behavior. Further, conceptual and practical implications are discussed in relation to these findings.

Understanding the role of peer pressure on engineering students' learning behavior: A TPB perspective.

With the advent of the digital age, the gradually increasing demands of the engineering job market make it inevitable that engineering students face the pressures that arise from academic life with their peers. To address this issue, this study aims to explore the influence of engineering students' peer pressure on learning behavior based on the theory of planned behavior (TPB). In addition to attitudes, subjective norms, and perceived behavioral controls inherent in TPB, two new dimensions-gender difference and peer academic ability-were incorporated to construct a framework of the dimensions of peer pressure as affecting engineering students as well as an expanded model of TPB. A questionnaire survey was conducted with 160 college engineering students and a structural equation model (SEM) was used to test the hypotheses. The result showed that positive peer pressure can increase engineering students' learning intention and thus promote learning behavior. It was also determined that the TPB model can effectively explain the effect of peer pressure on learning behavior, in addition to expanding and reshaping the relationship between the attitudinal dimension in the TPB model. From the results, it is clear that positive attitudes toward learning can trigger positive peer pressure. Good group norms can induce peer pressure through rewards and punishments as a way to motivate students' learning intention and learning behaviors. When peer pressure is perceived, students mobilize positive emotions toward learning. Meanwhile, both male and female engineering students are also significantly motivated by high peer achievement, and high-performing female students motivate their male peers, which leads to higher graduation rates.

Research on Academic Prediction and Intervention From the Perspective of Educational Big Data

In the context of education big data, it uses data mining and learning analysis technology to accurately predict and effectively intervene in learning. It is helpful to realize individualized teaching and individualized teaching. This research analyzes student life behavior data and learning behavior data. A model of student behavior characteristics is constructed, and a robust multi-task learning method is used to construct an academic prediction model. According to the prediction results, different intervention measures are taken for students with academic excellence and academic difficulties. Finally, it takes the one-semester blended teaching course of a certain university as an example. The research results show that in terms of predictive models, through the analysis of student behavior characteristics data, the model can accurately identify the learning status of students. In terms of intervention, it can play a positive role in promoting students with high learning and can effectively promote students with learning difficulties.

Implementasi Tata Tertib Sekolah dalam Membentuk Perilaku Belajar Siswa SMA Walisongo Gempol

School rules are the provisions that govern daily school life. The obligation to obey school rules is important, obeying or obedience also has its own value, this value is a standard of behavior, a measure that determines one's behavior about good and bad, beautiful and not beautiful, obedient and disobedient, worthy and not worthy and so on. etc. These rules are part of the school system and not just as a school complement. The purpose of this study is to explain how the implementation of school rules in shaping student behavior. The type of research used in this study is a type of field research with a qualitative descriptive approach and to check the validity of the data using triangulation techniques. The results showed that First, the behavior developed in SMA Walisongo Gempol was student learning behavior in attending daily lessons, student learning behavior in reading books, student learning behavior in taking exams and the last one being student learning behavior in visiting the library. Meanwhile, the implementation of school rules in shaping student learning behavior at SMA Walisongo Gempol is a dress code and an order against prohibitions. Supporting factors in the implementation of school rules in shaping student learning behavior at SMA Walisongo Gempol, namely: a. The supporting factors are: school leadership, teachers, and students factors, community leaders factors. While the inhibiting factors areyourself and the environment.

Learning Behavior and Perspective of Medical Students in India on COVID-19 Pandemic

Background: Medical colleges in India are opening gradually for resumption of medical education. Assessment of learning behavior and perspectives of students toward COVID-19 pandemic is essential for effective medical education as well as to assess their role in pandemic if need arises. Objective: The study aims to assess learning behavior and perspective of medical students on COVID-19 pandemic. Materials and Methods: A descriptive cross-sectional study was conducted from September to December 2020 among 392 medical students at various medical colleges of the country. An online self-administered questionnaire was designed to assess learning behavior of medical students about infection prevention and control practices in COVID-19 adopted during the course of pandemic. Snowball sampling method was used for data collection. Results: On assessment of 392 medical students about preventive measures during COVID-19 pandemic, more than 80% of medical students were aware of the importance of facemask, social distancing, frequent hand washing, and use of digital tools such as Aarogya Setu app in surveillance. Majority of students were aware of the symptoms, testing, and treatment protocols along with importance of self-reporting. Most of the students were aware of various sources of getting scientific and relevant information about pandemic. While majority of students were aware of rationale of quarantine, appropriate waste management technique, and post-COVID precautions, there was a lack of knowledge about appropriate disinfection measures. Conclusions: Medical students are an asset to health care; learning behaviors adopted by them can certainly help to assist health-care system in COVID times.

The Impact of ChatGPT on Student Learning Behavior: An Experimental Research Study

The Impact of ChatGPT on Student Learning Behavior: An Experimental Research Study

Factors Influencing Self-directed Learning Behavior of Higher Vocational Students in Guangdong, China, under Blended Teaching Mode

Factors Influencing Self-directed Learning Behavior of Higher Vocational Students in Guangdong, China, under Blended Teaching Mode

A Study of Gamified Teaching Activities for Enhancing Motivation in Grade 6 Primary School Students —an Example of Instructional Design Model on a Field Course

In recent years, people have attached increasing importance to primary education. They have realized that primary education not only requires students to passively acquire knowledge but also needs to stimulate their intrinsic learning motivation. Learning motivation has a significant impact on the learning behavior and outcomes of primary school students. Gamified teaching is a type of instructional activity that incorporates the fun of games into the teaching activity, allowing students to learn while enjoying themselves and stimulating their motivation for learning. This study researches the influence of gamified teaching methods on the learning motivation of primary school students. In the experiment, 80 sixth-grade primary school students were collected as samples, and they were taught under gamified teaching method for two months, and Zhou Bucheng’ s MAAT scale was distributed to measure their learning motivation. The experiment collected the scores of students’ two math tests and two MAAT scales by pre-test and post-test, and analyzed the changes of scores and learning motivation. The research found that attractive teaching methods and content of course can better stimulate students’ interest in learning, promoting them to develop active learning motivations, and lay a foundation for their comprehensive development in the future.

Learning Behaviour of UG & PG Students of University College of Physical Education, Guru Kashi University Talwandi Sabo, Bhatinda (Punjab) During Lockdown Period

Learning Behaviour of UG & PG Students of University College of Physical Education, Guru Kashi University Talwandi Sabo, Bhatinda (Punjab) During Lockdown Period

Research on the Integration of General History and Professional History Education into Mechanical Courses

In the era of big data, we can track and use the data of College Students’ living habits, consumption habits and learning habits to timely understand and master the basic situation and ideological trends of college students. This paper uses big data technology to investigate the learning behavior of mechanical college students, and analyzes the employment situation of mechanical graduates. This paper found the problems existing in the current mechanical undergraduate students, and finds that the current mechanical undergraduate students are faced with such problems as weak innovation consciousness, lack of humanistic spirit, low psychological quality and poor social adaptability, which affect them to become qualified engineers needed by enterprises. This paper discusses the function of integrating general history and mechanical history into mechanical courses. The results show that the method can effectively reduce or eliminate the current mechanical undergraduate problems.

How augmented reality influences student learning and inquiry styles: A study of 1-1 physics remote AR tutoring

While augmented reality (AR) technology is being considered by educators for its potential to help students visualize abstract concepts, currently there are barriers from the high cost of developing complex AR applications. In this study we investigate how the complexity of AR content impacts student learning in remote 1-1 tutoring scenarios, where an instructor uses an AR headset while teaching physics concepts to a remote student. This approach brings the benefits of augmented reality into the already-existing educational practices of 1-1 remote instruction, without requiring AR devices for every student. We present a system for AR-based physics instruction and perform a between-subjects study, measuring how student learning and inquiry behaviors differ between two experimental conditions that vary in the complexity of AR content. Through quantitative and qualitative analysis, our results show that students who are tutored with more complex AR content learn better and show a wider variety of inquiry styles. Furthermore, AR visual representations appear to stimulate students to think about a wide range of scientific ideas, to make deeper connections between scientific concepts, and encourage students to have a more active learning style with increased transitions between inquiry activities. We discuss possible reasons and wider implications for these findings.