Student Outcomes Research Articles

Pengaruh Media Pembelajaran Teachmint dan Keaktifan Belajar Terhadap Hasil Belajar Siswa Kelas X pada Mata Pelajaran Ekonomi di SMA Negeri 4 Sumatera Barat

This research aims to analyze the influence of Teachmint learning media and active learning on the learning outcomes of class X students in economics subjects at SMA Negeri 4 West Sumatra. The type of research used was quantitative with a sample of 71 students consisting of 35 experimental class students and 36 control class students. The research instrument used tests of validity, reliability, level of difficulty, discrimination, normality, homogeneity, and two-way ANOVA with the help of SPSS 18.0. The results of the research show: (1) The economic learning outcomes of students taught using Teachmint media are higher than conventional media, (2) The learning outcomes of students with high activity who are taught by Teachmint are higher than conventional, (3) The learning outcomes of students with low activity who are taught Teachmint is higher than conventional, (4) There is an interaction between learning media and active learning on students' economic learning outcomes.

Development of an Interactive Multimedia-Based IIMSE Learning Model: Accounting Learning

The purpose of this study is to ascertain whether the interactive multimedia-based IIMSE learning paradigm is feasible and beneficial for teaching accounting to students in class XI at Budisatrya Private Vocational School in Medan. This kind of research uses the ASSURE model in conjunction with R&D product creation. Based on the validation of learning material experts (86.4%), learning design experts (88.1%), and media experts (90.6%), who all fall into the very feasible category, the research's findings indicate that the interactive multimedia-based IIMSE learning model is appropriate for use. Field trials came in at 85.6%, small group trials came in at 81.7%, and individual trials came in at 77.1%, all falling into the extremely feasible category. The hypothesis submission results demonstrate that the interactive multimedia-based IIMSE learning model is appropriate for use in accounting courses and that the learning outcomes of students treated with the interactive multimedia-based IIMSE learning model differ significantly from those of students treated with the conventional learning model. This is demonstrated by the data processing findings, which show that tcount > ttable (5.63>1.63) at the significance level α = 0.05 with df obtained t table = 50. We can conclude that there are disparities in the learning results before and after therapy, with Ho being rejected and Ha being accepted. As a result, student learning outcomes are improved by the IIMSE learning paradigm, which is based on interactive multimedia in accounting education.

THE EFFECT OF THE SEARCH, SOLVE, CREATE, AND SHARE (SSCS) LEARNING MODEL ON THE LEARNING OUTCOMES OF STUDENTS

This research is motivated by the low learning outcomes from physics of students caused by the models of learning utilized by teachers in schools that are less varied in related to demands of Curriculum 2013. The research purpose is to analyze the model of SSCS learning impact on learning outcomes of students'. The model of SSCS learning is a variation of a methodology that emphasizes problem-solving and has the ability to raise student achievement levels. The Randomized Posttest Only Control Group Design is a quasi-experimental methodology utilized in this research. The sample in this study consisted of 68 students through two classes for sample, known as classes for experimental and control was got by technique of purposive sampling. The instruments used in this research were valid and reliable tests. Based on the research results obtained that the price of t is outside of H0's acceptance region, allowing H1 to be accepted at a real level of 0.05. This indicates that students receiving treatment have different learning results in physics. Thus the conclussion that there is an impact of SSCS learning model on physics learning outcomes of students who are given treatment.

PERBANDINGAN MODEL PEMBELAJARAN TGT DAN TGT MENGGUNAKAN PERMAINAN BINGO TERHADAP HASIL BELAJAR MATEMATIKA PESERTA DIDIK

The aim of this research is to compare the learning outcomes of students' mathematics learning models taught using the TGT learning model and the TGT learning model using the bingo game as media. This research conducted by quantitative experimental research. The subjects in this research were all class IV students at SD GMIT 01 Kalabahi, totaling 50 students, who were obtained using a saturated sampling technique. The students were divided into two population groups, namely the control and experimental class populations, each consisting of 25 students. The sampling technique used was saturated sampling. Data analysis used in this research is normality, homogeneity test and t test on two unpaired samples. The research results showed that the average value for the control class was 64.27, while for the experimental class it was 80.40. the results of hypothesis testing using the t test on two unpaired samples, obtained a value of t = 17.52 with t table = 1.64. Thus, it can be concluded that the TGT learning model using bingo game media is better than without using it.

Improving Students Learning Outcomes through Implementing Make-a-Match Cooperative Model on Human Respiratory System Topic

The make-a-match cooperative model is a learning model in which the teacher prepares cards containing questions or problems and prepares answer cards, and then students look for their card pairs. The direct involvement of learners in the learning process will lead to the formation of knowledge and skills that will improve learning outcomes. Implementing the make-a-match learning model is more directed to the game because each learner can search for answers or pairs of question cards obtained more freely and actively. Science learning at MTs Negeri I Kubu Raya still needs to provide a pleasant learning experience. Students' interest in participating in science learning still needs to be higher. It impacts unsatisfactory learning outcomes, as seen from the many student learning outcomes below the Minimum Completion Criteria set by the school. This condition requires science learning that can encourage students to be directly involved and play an active role during learning so that the learning process can run well. The cooperative model of the match type is predicted to increase collaborative learning and student participation in a fun learning situation wrapped in a game situation. This model requires students to find question-answer pairs through interaction with friends in one class. This study aims to measure the improvement of students' learning outcomes in class VIII B MTs Negeri I Kubu Raya on the material of the human respiratory system using the make-a-match cooperative model. The research was conducted over two cycles, and each cycle consisted of two meetings with four stages: planning, action, observation, and reflection. The research subjects totalled 32 people, all of whom were female. Data collection techniques include observation and tests using observation sheet instruments and learning outcomes test questions that have been previously validated. The improvement in learning outcomes focused on this research is the improvement of cognitive learning outcomes. The data was presented as a percentage score of observation of the learning process of the match cooperative model and classical completeness. The results showed that the achievement of implementing the learning process using the make-a-match cooperative model was 100% in both the first and second cycles. The average learning outcome of students on human respiratory system material in the first cycle was 79.68 and increased to 84.84 in the second cycle. Activities carried out by students also increased in each cycle. The increase leads to the activeness or participation of students during learning. Based on the study's results, it can be concluded that learning using the make-a-match cooperative model can improve learning outcomes and students' activeness.

Teachers’ Continuous Professional Skills Development and Students’ Academic Performance in Upper Public Secondary Schools in Rwanda

This research examined the link between teachers' continuous professional development (CPD) and students' academic performance in public upper secondary schools in Rusizi District, Rwanda. The study aimed to identify CPD practices influencing student outcomes, assess students' academic performance related to CPD, and analyze the relationship between the two. Utilizing a descriptive and correlational design, the study combined quantitative and qualitative methods, focusing on a population of 36 headteachers, 188 teachers, and 5,459 students totaling 5,683 respondents. A sample of 373 was determined using the Yamane formula, with respondents selected through random and purposive sampling. Data were collected via questionnaires and analyzed using SPSS version 21. Findings indicated that 41.7% of respondents agreed that lesson preparation enhances teachers' professional skills, while 83.3% agreed that effective communication is crucial. Additionally, 66.7% noted the importance of using various teaching methods and managing classrooms effectively. For students, 92.8% acknowledged that test results significantly affect academic performance, and 97.3% agreed that graduation rates are vital. The analysis showed a positive correlation between teachers' CPD and students' academic performance, with a p-value less than 0.05. The study recommends that the Ministry of Education and the Rwanda Education Board implement policies to support CPD, appoint qualified facilitators, and encourage school principals to foster a culture of professional development to enhance student success.

Influence of Individualized Instruction on Students’ Academic Achievements in Chemistry in Public Day Lower Secondary Schools in Rwanda: A Case of Kicukiro District

This study was to find out the influence of individualized instruction on the learners' academic achievements in Chemistry in Public Day secondary schools in Kicukiro district, Rwanda. Specifically, this study determined the influence of pacing on students’ academic achievements in Chemistry in public day lower secondary schools in Kicukiro district, It also assessed the influence of student’ tutors on students’ academic achievements in Chemistry in public day lower secondary schools in Kicukiro district, Kigali city, and thirdly it examined the influence of frequent evaluations on students’ academic achievements in Chemistry in public day lower secondary schools in Kicukiro district, Kigali city. This research targeted students from lower secondary public schools, Chemistry teachers, and directors of studies. The sample size of 388 respondents was calculated using the Yamane formula and was composed of 23 DOS, 44 teachers, and 321 students. The data was collected using questionnaires administered to students and teachers, while interviews were administered to the director of studies. Descriptive statistics like mean, percentages, and frequency were used to analyze the data. The study revealed that a significant majority of teachers and students recognize the motivational benefits of hands-on laboratory experiments and group discussions in Chemistry. Notably, 61.4% of teachers and 68.2% of students agreed that independent learning and peer tutoring enhance understanding and performance in Chemistry. Furthermore, 61.4% of teachers emphasized the role of frequent evaluations in maintaining student attentiveness and improving academic performance. A strong positive correlation was identified between effective teaching practices, such as pacing and frequent assessments, and enhanced student outcomes, with a p-value of less than 0.05. In light of these findings, in order to improve Chemistry students' academic achievements, teachers should receive professional development training, parents should be involved, regular feedback mechanisms, and continuous monitoring and evaluation are suggested for individualized instruction strategies.

Cloud-Enabled Personalization: Transforming Educational Paradigms through Adaptive Learning Technologies

This article examines the transformative impact of cloud computing on personalized learning in education, exploring how cloud-based technologies are reshaping educational paradigms. Through a comprehensive analysis of adaptive learning platforms, real-time feedback systems, and learning analytics, we demonstrate how cloud computing facilitates tailored educational experiences. The article addresses key challenges in education, including accessibility, resource allocation, and costeffectiveness, showcasing cloud-based solutions that enhance collaboration and inclusivity. We explore the evolution of teaching and learning tools, from virtual classrooms to interactive content delivery, and their role in improving student outcomes through early intervention systems and engagement-enhancing techniques. The global reach and scalability of cloud-based education are examined, highlighting its potential for cross-border learning and ability to meet fluctuating demands. Our findings indicate that cloud computing is not merely a technological advancement but a fundamental shift in educational methodology, offering unprecedented opportunities for personalized, efficient, and globally accessible learning experiences. This article contributes to the growing body of knowledge on educational technology and provides insights for educators, institutions, and policymakers seeking to leverage cloud computing for educational excellence.

Exploring Teacher's Effective Strategies in Catch-Up Fridays in Addressing Reading Gap

The Covid-19 pandemic made a lot troubles in the educational field particularly in the area of reading proficiency. In response to this problem, the Department of Education in the Philippines implemented the Catch-up Fridays initiative which is dedicated to intensive remediation on selected areas. In this study, reading remediation is the focus. The study aimed to evaluate the effectiveness of various teacher strategies used in the sessions. Using a descriptive qualitative research approach, data were collected through semi-structured interviews with 13 purposively sampled teachers. The findings highlight the use of Philippine Informal Reading Inventory as key assessment tool and preference for strategies such as peer tutoring, and content-based instruction. However, challenges such as time constraints, insufficient resources, and lack of structured curriculum were identified. Despite the challenges posed by the situation, teachers demonstrated commitment on the program and in enhancing student outcomes. The study concludes that while Catchup Fridays show potential in addressing reading problems, its success hinges on adequate support such as resources and improved guidelines. The findings underscore the need for continuous improvement and support to optimize the program’s impact on reading proficiency.

Drivers and barriers to academic instructors’ willingness to adopt student-generated online quiz games as an assessment method

In recent years, academia has begun recognizing the necessity of integrating innovative assessment methods into academic courses. Nevertheless, initiatives to introduce alternative assessment practices may encounter resistance, despite the strong pedagogical rationale behind it. This research was conducted following a workshop titled “Make Games, Not Exams,” which aimed to introduce higher education instructors to an alternative method of assessing academic course achievements through student-generated online quiz games. The primary objective was to explore the instructors’ attitudes toward the assessment method introduced in the workshop and their willingness to integrate it into their courses, two months after the program’s conclusion. The study utilized a qualitative approach involving the participation of 10 instructors who took part in the workshop. The results revealed that only half of the instructors were willing to incorporate this method into their teaching. Most instructors agreed with the pedagogical rationale for using digital game generators as assessment tools. Nevertheless, they expressed reluctance to adopt this method primarily due to resistance to change, the time investment required, concerns about the compatibility of games with academic content, and apprehensions regarding evaluating student outcomes. Institutional support and peer influence were also noted as barriers. These findings suggest that integrating such an innovative approach demands a prolonged commitment involving ongoing exposure and consistent support for instructors within the institutional context.

STEM education: content integration in English classes (SCILLA project)

STEM education is a progressive trend in modern education. Its aim is to develop students’ critical thinking, research abilities, engineering thinking based on scientific methods, technical applications, mathematical modelling, etc. Implementation of STEM approach will expand the boundaries of students’ thinking, bring Kazakhstani education closer to the international standard, and open new opportunities for students. Statistics on the implementation of STEMeducation in the Kazakhstan education system shows that the transition in the pilot phase began in 2012, in the conditions of updated content in Nazarbayev Intellectual Schools, Haileybury, Quantum School, etc. However, at the level of university education this topic is highly significant. The application of STEMeducation technologies in teaching foreign languages is of particular interest.The article presents an analysis of the results of the international project, which was funded under the grant program of the U.S. Mission in Kazakhstan. The article considers STEM education as a means of teaching a foreign language at the university, which allows to include students in the activities in the natural-scientific field, thus ensuring the success of future specialists in the world of constantlychanging information technologies. All this is possible due to the interdisciplinary applied nature of STEM education. In the course of the study, a meta-analysis was conducted to determine the impact of STEM educational practices on student lear ning outcomes in teaching and learning process. The research makes an overview of universities in Kazakhstan in terms of students’ demographics, language level, etc. Then the context is provided on teacher training, teacher preparation, lesson planning, a model for planning and delivering instruction to university students. This context lays the foundation for the development of an integrated STEM learning module that utilizes STEM + Language learning approach.

The unintended consequences of merit-based teacher selection: Evidence from a large-scale reform in Colombia

Teacher quality is a key factor in improving student academic achievement. As such, educational policymakers strive to design systems to hire the most effective teachers. This paper examines the effects of a national policy reform in Colombia that established a merit-based teacher-hiring system intended to enhance teacher quality and improve student learning. Implemented in 2005 for all public schools, the policy ties teacher-hiring decisions to candidates’ performance on an exam evaluating subject-specific knowledge and teaching aptitude. The implementation of the policy led to many experienced contract teachers being replaced by high exam-performing novice teachers. We find that though the policy sharply increased pre-college test scores of teachers, it also decreased the overall stock of teacher experience and led to sharp decreases in students’ exam performance and educational attainment. Using a difference-in-differences strategy to compare the outcomes of students from public and private schools over two decades, we show that the hiring reform decreased students’ performance on high school exit exams by 8 percent of a standard deviation, and reduced the likelihood that students enroll in and graduate from college by more than 10 percent. The results underscore that relying exclusively on specific ex ante measures of teacher quality to screen candidates, particularly at the expense of teacher experience, may unintentionally reduce students’ learning gains.

The Impact of AI-Assisted Teaching on Students' Learning and Psychology

The integration of artificial intelligence (AI) in education has garnered significant attention, yet its implications on student outcomes require further exploration. This paper analyzes the impact of AI-assisted teaching on students' learning and psychological well-being. Through a comprehensive review of existing AI applications in education, including intelligent tutoring systems and educational chatbots, the study examines how these technologies influence academic performance and psychological health. The findings indicate that AI-assisted teaching enhances learning outcomes by providing personalized educational experiences and fostering student engagement. Furthermore, AI systems contribute positively to students' psychological well-being by offering timely emotional support and personalized stress management strategies. However, challenges such as technological limitations, resistance to change, and privacy concerns persist. Based on these insights, the paper suggests actionable recommendations for the effective integration of AI in education, emphasizing the need for robust infrastructure, continuous educator training, and ethical considerations to maximize benefits while mitigating potential risks.

Understanding the Influence of 21st Century Diverse Mathematics Educators on Secondary School Student Outcomes in Mathematics in Mezam Division, Cameroon

This study explores the influence of 21st-century diverse mathematics educators on student outcomes in secondary school mathematics within Mezam Division, Cameroon. Employing an ex-post facto research design, the study assesses how gender, cultural diversity, and pedagogical diversity among mathematics teachers affect students' academic outcomes. The sample consisted of 518 students from 16 public and private high schools, who had completed their General Certificate of Education (GCE) Ordinary Level exams and were transitioning to Lower Sixth. Data were collected via a self-designed questionnaire, which evaluated perceptions of the impacts of teacher gender diversity, cultural diversity, and pedagogical diversity. Statistical analyses, including one-sample t-tests, revealed that male mathematics teachers had a significant positive impact on student outcomes compared to female teachers. Furthermore, cultural diversity among teachers significantly enhanced students' mathematics outcomes, and pedagogical diversity had a substantial positive effect as well. The findings underscore the importance of balancing gender representation, fostering cultural diversity, and embracing various pedagogical approaches to improve educational outcomes in mathematics. Recommendations include implementing policies for gender-balanced recruitment, supporting cultural inclusivity, and promoting diverse teaching methods to optimize student performance in mathematics.

ENHANCING TEACHER PRACTICES IN ASSESSING FUNCTIONAL PERFORMANCE OF STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD): AN EMPIRICAL PERSPECTIVE

Youth students with Autism Spectrum Disorder (ASD) are at higher risk of functional skills deficiency, which presents a barrier to the acquisition of academic skills. This study examines teachers’ practices in determining the functional performance of students with ASD in stage-based education pathways in Kenya. A quantitative research design was employed, involving 47 teachers and 76 students with ASD from various primary schools. Data were collected using a self-administered rating scale for teachers and a modified version of the Vineland Adaptive Behaviour Scales for students. Descriptive and sequential regression analyses were conducted to evaluate teacher practices and their impact on students’ functional skills. Findings show that the identification and use of instructional resources were the most frequently performed practices among teachers, while the assessment of functional skills was the least. The study found significant correlations between teacher practices and students’ functional skill acquisition, particularly communication skills. However, the relationships among teacher practices were generally weak, indicating a lack of integration in their approaches. The study concludes that a comprehensive approach, incorporating multiple assessment practices, is essential for improving student outcomes. Recommendations include targeted professional development for teachers, standardized assessment practices, and increased collaboration with parents to support functional skill development in students with ASD. These findings underscore the need for enhanced training and resource access to optimize educational outcomes within the Competency-Based Curriculum framework.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0717/a.php" alt="Hit counter" /></p>

The Influence Of Cooperative Learning Models And Learning Motivation On Student Learning Outcomes On Chemical Bond Material

This study aims to analyze the influence of cooperative learning models and learning motivation on student learning outcomes on chemical bonding materials. The background of this research is the low learning outcomes of students on complex chemical materials, especially chemical bonds, which are often caused by a lack of understanding of concepts and low student learning motivation. To overcome this problem, a cooperative learning model is proposed as an effective strategy. This study uses a quantitative method with a pseudo-experimental design involving two classes as samples: an experimental class that uses a cooperative learning model and a control class with conventional learning methods. Data collection was carried out through learning outcome tests and learning motivation questionnaires. The study results show that the cooperative learning model positively and significantly influences student learning outcomes. In addition, it was found that student learning motivation plays a role as a moderation variable that strengthens the impact of learning models on learning outcomes. In conclusion, using cooperative learning models effectively improves student learning outcomes, especially when combined with efforts to increase learning motivation. Therefore, this learning model is recommended for chemistry learning, especially in chemical bonding materials.

Improving student outcomes using automated feedback in a first-year economics class

The assessment literature advocates utilising formative assessment strategies to support and enhance student learning. This study uses online practice tests with inbuilt feedback, that students could repeatedly use, as a formative feedback strategy in a first-year introductory microeconomics module. The key question explored is whether repeated engagement with online practice tests had a statistically significant impact on students’ subsequent performance on a summative assessment. Quantitative engagement and performance data (N = 223) were collected from a cohort of first-year students. An analysis of this data reveals that engaging with the online practice test multiple times has a statistically significant impact on final performance. Controlling for the mid-term grade, on average, each cycle of ‘seeking and acting’ increases grades in the final exam by 1.3 % (p = 0.003). Hence, the data suggests that incorporating multiple opportunities to take an online practice test, which includes feedback, is an important feature of the strategy. A smaller sample of qualitative survey data (N = 131) reveals that these economics students hold traditional views of feedback with little awareness of their own role in seeking and acting on feedback. We argue that formative practice tests have the potential to support the development of student feedback literacy.

The Influence of Problem-Based Learning Model Assisted by PhET Media on Critical Thinking Skills and Physics Learning Outcomes of High School Students

This study aims to test the effect of problem-based learning model assisted by PhET media on critical thinking skills and physics learning outcomes of high school students. The type of research used is a Quasi experiment twith a pretest posttest control group design. The population in this study were all students of class XI of SMA Negeri 5 Mataram. The research sample used class XI 3 as many as 32 people as the experimental class and class XI 2 as many as 32 people as the control class. The experimental class was given treatment using a problem-based learning model assisted by PhET media and the control class used a conventional model. The test instrument used 5 descriptive questions to measure critical thinking skills and 6 questions to measure students' physics learning outcomes. The hypothesis test used in this study was the manova test. The results of the hypothesis test showed a significance value of 0.007 less than 0.05, so H_0 was rejected and H_a was accepted. Based on these results, it was concluded that there was an effect of the problem-based learning model assisted by PhET media on critical thinking skills and physics learning outcomes of high school students.

The Influence of the Project-Based Learning Model on the Learning Outcomes of Fifth Grade Students in Science at Elementary School 01 Baru Cijantung, East Jakarta

This study aims to analyze the effect of the Project-Based Learning (PjBL) model on the learning outcomes of fifth-grade students in science subjects at Elementary School 01 Baru Cijantung, East Jakarta. The research involved two groups: a control class receiving conventional instruction and an experimental class taught using the PjBL model. The results indicate that students in the experimental group achieved higher scores and demonstrated better engagement compared to those in the control group. Statistical tests confirmed a significant influence of PjBL on student learning outcomes. These findings suggest that the PjBL method enhances not only academic achievement but also critical thinking and problem-solving skills in science subjects. The study encourages the integration of PjBL in the elementary school curriculum to improve student learning experiences.

The Effect of Using Quizizz Paper Mode Learning Media on Student Learning Outcomes in Mathematics Subjects at SDN Setu 02 Jakarta

This study investigates the impact of using Quizizz Paper Mode as a learning medium on the mathematics learning outcomes of fifth-grade students at SDN Setu 02 Jakarta. Employing a quantitative research method with a Posttest-Only Control Design, the study involved two groups: an experimental group utilizing Quizizz Paper Mode and a control group relying on conventional teaching methods. The results demonstrate a significant improvement in the experimental group's post-test scores compared to the control group, indicating the effectiveness of Quizizz Paper Mode in enhancing students' mathematical understanding and engagement. The study's findings suggest that integrating technology like Quizizz Paper Mode in education can positively influence learning outcomes, though limitations such as sample size and focus on a single subject should be considered. The research underscores the need for further exploration and implementation of educational technologies in primary school curricula.