Student Outcomes Research Articles

Emerging adults' journeys out of the shutdown: Longitudinal narrative patterns in a college career defined by COVID-19.

The COVID-19 pandemic has defined the college career for this generation of learners, threatening mental health, identity development, and college functioning. We began tracking the impacts of this pandemic for 633 first-year college students from four U.S. universities (Mage = 18.8 years) in Spring 2020 and followed students to Spring 2023. Students provided narratives about the impacts of COVID-19 and reports of mental health concerns, identity development, well-being. Students reported concerns for mental health, identity, and well-being during the first year of COVID-19 impacts. The return to in-person activities predicted broad increases in narrative growth and concomitant decreases in COVID-19 stressors, increases in identity exploration and commitment, and increases in psychological and academic well-being. Changes in COVID-19 stressors and narrative growth served as mediators between the return to in-person activities around campus and student outcomes. Findings expand insights of development and mental health across much of this generation-defining event. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Unveiling the shadows: School bullying and students' ability erosions in Chinese compulsory schools

Drawing upon data from the National Children's Study of China, this research investigates the school bullying victimization and its associations with the ability erosions among students in Chinese schools. Three key findings emerge. First, results suggest that the primary factors affecting bullying victimization mainly include authoritarian parenting, limited positive social interactions on campus, adverse experiences, and exposure to teacher and peer smoking. Second, estimates indicate that bullying victimization is significantly associated with ability erosions, particularly among students from relatively advantaged backgrounds. The further Oster's test, falsification test, and reverse causality check confirm the validity of the associations and suggest some causal effect of victimization on the student outcomes. Lastly, the Oaxaca-Blinder decomposition shows that lower human capital investments derived from social interactions are the most significant contributors to the ability erosion linked to bullying victimization. These findings highlight the critical importance of social interactions both at home and in schools.

Problem-Based Learning Through Outdoor Learning or Conventional Learning: How is it Different for Science Subjects?

The research carried out aims to see how the problem-based learning model with outdoor study influences students' science learning outcomes compared to conventional learning models. The population of this research was 98 students of SMPN 12 Tanjung Jabung Timur, while the sample was 26 students of class VII A and 25 students of class VII B, taken using a purposive sampling technique where class VII A was the experimental class and class VI B as a control class. This research is quantitative research using a quasi-experimental method with non-equivalent control group design. The data collection technique used in this research was a multiple choice test and analyzed using the t-test to see differences in learning outcomes with two different learning models. Based on the results of tests carried out with 20 multiple choice questions, researchers found that there were striking differences in learning outcomes where the average posttest score for experimental class students was 60 while the control class was 39.8, which was then analyzed through paired difference tests (t-test) for looked at the differences and obtained results of 0.000 < 0.05, which means Ha was accepted and H0 was rejected, which can be concluded that there are differences in student learning outcomes who use the problem-based learning model with outdoor study compared to the control class which in this case uses the conventional model. The findings obtained can strengthen evidence that the influence caused by the use of a problem-based learning model with outdoor study on the science learning outcomes of high school students is very good.

Description of a Longitudinal Interprofessional Education Plan and Outcomes From an Inaugural Student Cohort

ObjectiveTo describe a longitudinal interprofessional education (IPE) plan at 1 school of pharmacy including inaugural student cohort outcomes. MethodsStandards 2016 prompted the creation of an IPE task force at the University of Wisconsin–Madison School of Pharmacy to develop and implement an IPE plan consisting of outcome-based goals, a deliberate design, and a formalized assessment strategy (an approach that inspired national consensus guidance from the Health Professions Accreditors Collaborative). Beginning with the 2022 graduating class, required interprofessional learning activities were embedded longitudinally across a 4-year Doctor of Pharmacy program and included classroom-, simulation-, and clinical-based IPE activities. Student learning outcomes, focused on attitudes, skills, and behaviors, were assessed longitudinally using 3 self-reported, validated measures allowing before and after comparisons: Student Perceptions of Interprofessional Clinical Education–Revised, Version 2, Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3, and Interprofessional Collaborative Competencies Attainment Survey–Revised, coupled with the Individual Teamwork Observation and Feedback Tool. ResultsEnd point Student Perceptions of Interprofessional Clinical Education–Revised, Version 2 and Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3 average scores were in the agree to strongly agree range with statistically significant before and after change in 80% (4 of 5) of subscales. Students’ attainment and demonstration of positive teamwork behaviors were evidenced by statistically significant before and after changes in advanced pharmacy practice experience student Interprofessional Collaborative Competencies Attainment Survey–Revised scores and universal satisfactory ratings of advanced pharmacy practice experience students on the Individual Teamwork Observation and Feedback Tool. ConclusionA developmentally progressive, longitudinal IPE plan was implemented into a 4-year Doctor of Pharmacy program. Inaugural student cohort assessment results documented students were prepared for interprofessional practice upon graduation.

Enhancing student performance through laboratory-based instruction: A study on the relative density and buoyancy of liquids

Abstract This study investigates the effectiveness of laboratory-based instruction in conveying fundamental concepts related to the relative density and buoyancy of liquids within a secondary laboratory science program at a leading university in Mindanao. Despite the challenges posed by digital technology and remote learning, traditional laboratory experiments remain integral to science education, providing active, hands-on learning experiences. The primary focus is to assess the impact of laboratory instruction on student performance according to these principles. Our findings reveal a significant improvement in the performance of students in the experimental group. Notable enhancements were observed between pre-tests and post-tests, with statistical significance established at α = 0.05. This underscores the substantial role of laboratory-based instruction in augmenting student performance. Additionally, when comparing final grades as an independent variable, we find that the laboratory teaching method significantly contributes to overall effectiveness in student learning. Furthermore, students’ positive perceptions of the subject and their attitudes toward both the laboratory and the subject matter emerged as significant contributors to performance improvements. Consequently, this enhanced likelihood of achieving better grades in physics highlights the broader impact of laboratory-based instruction on student academic outcomes.

PENGARUH PENGGUNAAN ASSESSMENT WORDWALL TERHADAP HASIL BELAJAR SISWA SMA

Learning motivation is an important thing that students must have in learning. Learning motivation is an encouragement for students to be able to carry out learning well to achieve a learning goal. However, not all learning processes can create good learning motivation for students, this also affects student learning outcomes, even though learning success can be seen one way from learning outcomes. student. This research aims, first, to determine the differences in learning motivation between students who use Wordwall assessment media and those who use test paper assessments. Second, to determine the difference in learning motivation between students who use Wordwall assessment media and those who use test paper assessment media. This research uses an experimental method with a Posttest-Only Control Group Design. The findings show that the average learning outcomes of students who use Wordwall assessment media are higher than students who use paper tests. Apart from that, the average learning motivation score of students who use Wordwall assessment media is higher than students who use paper tests. It can be sai, that this research has obtained results that show the influence of using wordwall assessment media on learning motivation and better learning outcomes because of its attractive features.

Ready, Set, Launch Baseline Academic Outcomes for Students Participating in Dual Enrollment for Equitable Completion Partnerships Compared to Their Peers, 2015 – 2020

The opportunity to complete college coursework during high school has been associated with positive secondary and postsecondary academic outcomes. Students who complete these courses report inspiration to complete high school, new knowledge and skills related to persisting, confidence, and an increased readiness to succeed in postsecondary coursework. Numerous studies have highlighted how dual enrollment access and success for historically underrepresented students on college campuses is necessary and, in some cases, fruitful in increasing equitable representation, access to, and success in postsecondary education. This study presents the high school and college outcomes for students participating in dual enrollment programming offered by ten California K12 and community college partnerships compared to a group of non-dually enrolled peers. Findings suggest that before the launch of a three-year initiative, first-generation, African American/Black, and Hispanic/Latina/o/x students from these selected partnerships who complete college coursework were more likely to graduate high school, have higher high school GPAs, and were more likely to persist, even during the COVID-19 pandemic, and succeed in their first-year college coursework.

Application of Project-Based Learning Model to Social Studies Learning Materials of the Independent Curriculum at SDN 01 Depok City

This research aims to obtain a clearer picture of how PBL can be implemented effectively in social studies learning in elementary schools, and can provide input for educational policy makers in formulating policies that support the implementation of innovative learning models and in accordance with dynamic curriculum demands. This research uses a quantitative approach with a quasi-experimental design. This approach was chosen because it is suitable for measuring the effectiveness of implementing the Project-Based Learning (PBL) learning model in improving student learning outcomes in Social Sciences (IPS) subjects. The research results show that the t test results show that the calculated t value (4.321) is greater than the t table (2.001) with a p-value 0.05. Meanwhile, the results of critical thinking, collaboration and creativity skills experienced a significant increase after implementing PBL, with an average increase of 16.7 to 17.9 points. This indicates that there is a statistically significant difference between the learning outcomes of students who use the PBL model and those who use conventional learning methods. Therefore, it can be concluded that the PBL learning model is more effective in improving students' social studies learning outcomes.

Making Sense of the Rural Special Education Teacher Shortage

Long-standing shortages of well-prepared special educators, especially within rural areas, have jeopardized positive outcomes for students with disabilities. In this multiple case study of administrators and special educators, the authors examined how individuals make sense of the special education teacher shortages in relation to the challenges of working in a rural school. Local contextual factors intersected with salary and state policies, highlighting how external, political factors affected districts’ ability to attract and retain special education teachers. Chief among implications for research, policy, and practice is the need to attend to multipronged approaches that have the potential to mitigate economic barriers to special educator recruitment and retention in rural school districts.

The Integration of Pre-Service Training and In-Service Support Models in Canada and Their Impact on Multicultural Education

This paper explores the integration of pre-service training and in-service support models for immigrant teachers in Canada and examines how these mechanisms assist in their adaptation to the Canadian education system and diverse cultural environments. The study discusses the unique challenges faced by immigrant teachers, including credential recognition, cultural adjustment, and the potential for bias or discrimination. Through an analysis of training programs and professional development opportunities, the paper highlights the importance of mentorship, cultural awareness, and continuous language and career support in promoting the success of immigrant teachers. Furthermore, the paper evaluates the impact of immigrant teachers on multicultural education, emphasizing their role in fostering inclusive classrooms and improving student outcomes. By creating a dynamic and diverse workforce, the integration of these models contributes to the development of an equitable and responsive education system that reflects the multicultural nature of Canadian society.

Overcoming Learning Barriers in Faraid Education for Improved Student Outcomes

General Background: Pondok Pesantren (Islamic boarding schools) are vital for character and knowledge development in Indonesia, especially in the study of faraid (Islamic inheritance law). Specific Background: At Wali Barokah Islamic Boarding School in Kediri City, students face obstacles such as ineffective teaching methods, limited resources, and challenges in understanding Arabic texts. Knowledge Gap: Existing research has not thoroughly analyzed these specific barriers and their impact on learning outcomes. Aims: This study identifies the obstacles faced in faraid education and offers strategic recommendations for improvement. Results: Using qualitative methods, the research reveals that methodological issues, insufficient materials, and rigid teaching styles significantly hinder student understanding and motivation. Novelty: This study provides a comprehensive analysis of the barriers affecting faraid learning. Implications: It highlights the need for adaptive teaching methods and improved resources to enhance student engagement and comprehension, ultimately fostering competent graduates in accordance with Islamic law. Highlights: Ineffective Teaching Methods: Predominantly traditional approaches lead to student disengagement and reduced comprehension. Language Challenges: Difficulties in understanding Arabic texts hinder students' ability to grasp complex concepts in faraid. Resource Limitations: Insufficient learning materials negatively impact the applicability and relevance of the knowledge acquired by students. Keywords: Faraid Knowledge, Islamic Boarding School, Learning Obstacles, Teaching Methods, Student Motivation

Online Education Benefits Instructors’ Emotional Labor Management

The growth in online education preceded the pandemic, however, COVID-19 drastically altered the educational landscape by forcing the unprecedented shift of education from in-person to remote learning. This change heightened concerns over student outcomes due to a lack of emotional engagement that is critical to academic outcomes. To create a positive emotional connection in any learning environment, teachers must actively manage their emotions within professional guidelines. Studies on instructors’ emotional experiences are sparse, leading to a lack of understanding as to how instructors adapt their strategies and emotional labor in online versus in-person teaching modalities to build deep emotional connections with students. This study addresses this gap in the literature by asking instructors about their comparative experiences of emotional empathy and emotional labor in person and online. Nineteen qualitative interviews with higher education instructors experienced in both settings revealed three key findings: 1) creative use of empathy-building strategies online reduced instructors’ concerns over platform limitations, 2) the time lag in asynchronous online courses allowed instructors to more meaningfully address all student concerns and 3) contrary to expectations, emotional labor was experienced more intensely in face-to-face classes than online, suggesting that online settings gave instructors more space to manage emotional labor. This research centers on the debate between technological determinism and social constructionism: Are empathetic bonds and fulfilling professional experiences shaped by the teaching modality, or are they the result of adaptive pedagogies and strategies?

“It’s Good to Have a Voice”: What Do Students Think about the Impact of a Flexible Curricular Implementation of Student-Centered Pedagogies on Their Own Learning Experiences?

While there is extensive evidence that student-centered pedagogies (SCPs) develop multidimensional (motor, cognitive, social) outcomes in students, the coalesced use of some of the core pedagogies of student-centered models (SCMs) can facilitate the achievement of more than one educational theme in the same intervention and may facilitate student engagement in more representative physical education (PE) experiences. In this study, students’ voices are explored concerning the impact of a flexible and coalesced curricular implementation of SCPs on their own PE learning experiences. An insider action-research design was implemented for one entire school year (50 lessons of 90 min each) with 25 students aged 16–17 years, enrolled in the 12th grade at a high school in Portugal. A qualitative data collection source was used (semi-structured focus-group interviews), analyzed through a mixed inductive–deductive thematic analysis. The findings emphasize that a flexible and coalesced curricular implementation of various SCPs over an extended period of time, considering the sport content, the context, and the skill level of students, seems to contribute to the development of more positive learning experiences for students. In summary, these learning experiences require that teachers learn to listen and respond to students’ voices.

Intervención de la motivación docente en el logro de los objetivos de aprendizaje: Percepción de los docentes

Maintaining a conducive classroom environment and achieving the desired outcomes in students are among the many challenges inherent to teaching practice. This study sought to update the perspectives of a group of educators on the design of an engaging, modern, and innovative teaching framework, with a focus on effective strategies and techniques for fostering sound academic practices and motivation. The research employed a mixed-method approach, combining qualitative and quantitative methods within a bibliographic, descriptive, and non-experimental framework. The study involved the participation of 25 teachers from an educational institution, who voluntarily completed a questionnaire via a Google Forms link. The questionnaire aimed to assess the degree of motivation, which was evaluated across the following dimensions: creativity, student-teacher relationships, resilience, and persistence. The results indicated that teachers perceive a positive correlation between knowledge, motivation, and effective teaching practices in achieving learning objectives. Additionally, the findings highlight the recognition of teachers' attitudes toward their teaching role and the ongoing improvement of their pedagogical approaches. Finally, a discussion is presented on the use of motivational strategies and the challenges present in the academic context that impede their implementation, emphasizing the importance of fostering greater student engagement.

ENHANCING SOFT SKILLS IN TEACHING ENGLISH: A STUDY UTILIZING PADLET APPLICATION AMONG STUDENTS

This research aims to examine the efficacy of utilizing the Padlet application to enhance soft skills in English as a Foreign Language (EFL) education among students at International Information Technology University. Soft skills, such as communication, collaboration, critical thinking, and creativity, are crucial competencies for students navigating the globalized workforce. Technology integration in education has become increasingly important, and Padlet provides a versatile platform for collaborative learning and content sharing. This study adopts a quantitative approach, employing a pre/post-observation design to evaluate the influence of Padlet usage on the development of soft skills among EFL students. Participants are randomly assigned to either an experimental group, engaging with Padlet activities, or a control group receiving traditional instruction. Validated instrument, including performance evaluations, are used to measure soft skills before and after the intervention. Quantitative data analysis techniques are utilized to compare mean scores between groups and assess the effectiveness of Padlet in fostering soft skills. Expected outcomes encompass improvements in communication clarity, increased collaboration in group tasks, enhanced critical thinking through information synthesis, and greater creativity in idea generation. The findings of this study hold implications for EFL educators seeking innovative approaches to skill development and for institutions aiming to effectively integrate technology into language education. By exploring the role of Padlet in enhancing soft skills within the specific context of EFL education at International Information Technology University, this research contributes to a deeper understanding of technology-supported learning and its impact on student outcomes.

A Randomized Controlled Trial of the City Year Whole School Whole Child Model's Tier 2 Services in Five Urban School Districts

The paper reports results from an evaluation of City Year's Whole School Whole Child (WSWC) model's Tier 2 services in 22 middle schools in five urban school districts before the COVID-19 pandemic. Student Success Coaches provide universal holistic services and Tier 2 services to students based on assignment to one or more “focus lists” of students recommended based on one or more early indicators that are associated with whether students will stay in school and graduate from high school. The effects of Tier 2 services on student math and ELA achievement, attendance, social-emotional skills, and suspensions were evaluated using a two-year, individual randomized controlled trial (RCT). The sample included 1,755 Grade 6 students randomly assigned to receive Tier 2 services or to the control group. There were no significant effects of Tier 2 services on student outcomes. Limitations of the study, including disruptions due to COVID-19 and the challenges of implementing an RCT as a method for studying a complex intervention, are discussed.

Teachers' Self-Efficacy and Professional Competence in Writing HOTS Questions Through In-House Training

This study addresses the significance of Higher Order Thinking Skills (HOTS) in equipping students for the challenges of Society 5.0. It evaluates the effectiveness of In-House Training (IHT) in improving teachers' competence in designing HOTS-based questions. A School Action Research (SAR) design was employed, consisting of two cycles. The study involved eight teachers selected based on availability and specific study needs. Data were collected using observation and questionnaire methods. Observations assessed teachers' ability to develop HOTS questions, while questionnaires measured their self-efficacy. The findings demonstrated a notable improvement in teachers' ability to create HOTS questions. The average score increased from 68.75 in the first cycle to 86.25 in the second cycle. Similarly, teachers' self-efficacy showed improvement, with mean scores rising from 3.63 in cycle I to 3.96 in cycle II. The results suggest that IHT was effective in enhancing teachers' knowledge, skills, and confidence in developing HOTS-based questions. The significant increase in both HOTS question development and self-efficacy between cycles indicates the training’s success in building teacher competence. In-House Training (IHT) is an effective strategy for improving teachers' ability to design HOTS questions, which are essential for preparing students to meet the demands of Society 5.0. Further research could explore the long-term impacts of IHT on teacher performance and student outcomes.

Enhancing Student Performance through Fuzzy MCDM: Evaluating Family Concern, Study Environment, and other Key Factors

Abstract: In this study, the Fuzzy Analytic Hierarchy Process (FAHP) was utilized to evaluate factors affecting student wellbeing and performance. The criteria assessed included C1 - Family Concern, C2 - Environment of Study, C3 - Resources, C4 - Time Management, and C5 - Lecturer Concern. A survey was administered to students at United College of Arts and Science in Coimbatore, Tamil Nadu, India, to gather numerical data. Pairwise comparison matrices were created based on the survey responses to assess the relative importance of each criterion. The FAHP analysis revealed that Family Concern (C1) has the greatest impact on student outcomes, highlighting the crucial role of family support in student success and well-being. The findings suggest that educators and parents should prioritize addressing family-related issues and consider implementing additional supportive measures, such as yoga and sports activities, to further improve student performance and overall wellbeing

Interactive Online Modules for Dental Education: A Practical Example of Gagne’s Nine Events of Instruction

Effective and engaging learning experiences are crucial in dental education, especially in the field of dental materials science, as previous approaches were largely through didactic teaching. Interactive online modules have emerged as valuable supplemental tools to enhance dental education. It offers interactive elements, promotes active learning, and provides an immersive, self-paced learning environment. This article highlights the use of Gagne’s Nine Events of Instruction as a practical framework to design and implement interactive online modules in the dental materials science curriculum. Gagne’s model provides a structured approach to instructional design, improving students’ engagement and their learning process. The development of interactive online modules follows Gagne’s model, including gaining attention, informing students of objectives, stimulating the recall of prior knowledge, presenting new material, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Students’ perceptions and feedback can be evaluated at the end of the online modules. In short, this article provides a systematic approach to the design and implementation of interactive online modules, ultimately improving the educational outcomes for dental and other health profession students.

Exploring the Relationship Between Examination-Induced Anxiety and Cardiovascular Responses Among PT Students

This study explores the relationship between examination-induced anxiety and cardiovascular responses among physical therapy (PT) students. A quasi-experimental repeated measures design was utilized to examine heart rate (HR), blood pressure (BP), and heart rate variability (HRV) at three stages: before, during, and after high-stakes Objective Structured Clinical Examinations (OSCEs). A total of 120 PT students (60 male, 60 female) were recruited using purposive sampling, with data collection extended over two academic years to ensure balanced gender representation. Anxiety was measured using the State-Trait Anxiety Inventory (STAI), while cardiovascular responses were continuously monitored using wearable devices. Results revealed significant increases in HR and BP, alongside decreases in HRV during the examination, reflecting heightened autonomic stress. Post-exam, cardiovascular markers demonstrated partial recovery but remained elevated compared to pre-exam levels, indicating lingering physiological effects of anxiety. Qualitative data from student interviews revealed cognitive impairments and lingering anxiety post-exam, corroborating the physiological findings. Repeated measures ANOVA indicated significant changes in cardiovascular responses over time, with no significant interaction effects for gender. These findings underscore the impact of examination-induced anxiety on both physiological and psychological outcomes in PT students. The persistent elevation in cardiovascular markers post-exam suggests that students may not fully recover from stress immediately, highlighting the need for targeted interventions, such as mindfulness or biofeedback, to help manage anxiety. Addressing examination stress could enhance both student well-being and academic performance, mitigating the long-term risks associated with chronic stress.