Terms Of Learning Outcomes Research Articles

Does the word‐writing strategy in vocabulary learning increase learning outcomes or mislead learners into overestimation?

AbstractStudies on the effectiveness of the word‐writing strategy in vocabulary learning have yielded mixed results. However, this strategy has been widespread among learners of English as a foreign language (EFL). This study examines whether the word‐writing strategy is effective and whether learners overestimate its effectiveness. Sixty‐eight Japanese EFL learners acquired new English words through either a writing or a nonwriting condition. Immediately following the learning phase in each condition, the Behavioral Engagement Scale, the State Engagement Scale, and the global judgments of learning (global JOLs) were administered. A multiple‐choice test for form and a productive test for meaning were administered at the end. The results showed no significant differences between the conditions in terms of learning outcomes. However, the writing condition outperformed the nonwriting condition on two engagement measures and the global JOL for form retention. These results suggest that the word‐writing strategy has no effect on learning outcomes, but increases the sense of engagement during learning and misleads students into overestimating learning outcomes. EFL teachers should educate their students about the limits of this technique and recommend more effective learning strategies.

Effectiveness of Question-Based Instructional Video (QBIV) for an Automotive Engineering Study Program

The advancement of information and communication technology allows for online learning through a variety of media platforms all over the world, one of which is video, which is available online. Video has become an important aspect of education and can be used to convey learning content in class, through blended learning, or through online programs. The goal of this study is to develop a QBIV and evaluate its effectiveness in learning. The learning QBIV was field tested on prospective vocational teachers. The effectiveness of QBIV was evaluated utilizing a posttest-only control group design on automotive vocational teacher candidates. The experimental group included 39 students, while the control group included 42 potential automotive engineering teacher students. The t-test was used to examine the significance of differences in student learning achievement between the experimental and control classes. The analytical results demonstrate that there is a significant difference in learning outcomes between the experimental and control classes. The experimental class outperformed the control class in terms of learning outcomes. As a result, using QBIV for learning is effective.

The Development of Flip Chart Media in the Indonesian Language Subject to Enhance Students' Reading Comprehension Skills at Elementary School

The objectives of this research are as follows: 1) To explore the development of Flip Chart Media in the Indonesian language subject to improve reading comprehension skills at SDN 1 Sukarara; 2) To analyze the product of the development of Flip Chart Media in the Indonesian language subject in enhancing students' reading comprehension skills at SDN 1 Sukarara; 3) To identify the obstacles faced by teachers and students in implementing Flip Chart Media in the Indonesian language subject at SDN 1 Sukarara. The methods of this research utilized a research and development approach, referring to the Research and Development (R&D) model by Borg and Gall. The population in this study consists of the entire number of male and female students at SDN 1 Sukarara, totaling 251 students, and the research sample was the fourth-grade class, comprising 30 students. This research was conducted from October to December 2023. The product trial included the tested product, trial subjects, and the implementation of the trial. Data collection techniques employed were interviews, questionnaires, written tests, and documentation. Research instruments consisted of: a) Instruments for Subject Matter Experts; b) Instruments for Media Experts; c) Questionnaire Instruments for Students; and d) Student Evaluation Test Instruments. Data analysis was conducted through validation and trial steps by calculating the obtained scores. The data collected in this research were both qualitative and quantitative. The research findings are as follows: 1) Based on validation results, revisions, and evaluations, there was an improvement in the assessment of the developed product, specifically showing positive outcomes for the Interactive Indonesian Flip Chart Media. The development of this Flip Chart media used the Borg and Gall development model, simplified into 7 steps: needs analysis, design, prototype creation, product revision, field trials, final revision, and utilization; 2) Based on the analysis of expert team validation regarding the quality of the developed product, the Interactive Indonesian Flip Chart Media falls under the "good" category. Observations during the trial process also indicated that students were enthusiastic about learning when using the developed Interactive Indonesian Flip Chart Media. The delivery of material using Flip Chart media was easily understood by students. In terms of learning outcomes, the use of Interactive Indonesian Flip Chart Media also had an impact on students' reading comprehension skills in the Indonesian language. Based on the post-test results given to 30 students, 26 students (87%) passed and 4 students did not pass (23%), classified as "good" learning achievement. This indicates that the development of Interactive Indonesian Flip Chart Media has the potential to facilitate students in learning; and 3) Obstacles in implementing Flip Chart Media in the Indonesian language subject at SDN 1 Sukarara, including 1) Limited Resources, 2) Teacher Readiness Level; 3) Technical Constraints in Using Flip Chart; 4) Varied Student Participation Levels; 5) Lack of Administrative Support; 6) Resistance to Change; and 7) Limited Classroom Physical Conditions.

Curricular, interactional, and structural diversity: identifying factors affecting learning outcomes

ABSTRACT Discussions of ‘diversity’ in higher education are often limited to structural diversity (i.e. access to higher education based on demographic variables), which is just one form of diversity that impacts student learning outcomes. Others include curricular diversity (a measure of the interdisciplinary of the coursework) and interactional diversity (a measure of informal interaction). This study aims to explore the effects of all three categories of diversity on the academic performance of college students. Using data from a top higher education institution in Taiwan, we construct indicators of curricular diversity (i.e. curricular evenness (CE), ratio of elective credits (REC), ratio of inter-collegiate credits (RIC), and interdisciplinary experience (IDE). Interactional diversity was measured using student's participation in activities involving interaction with others, and structural diversity was measured by student's personal and contextual characteristics. Our goal was to determine which of these forms of diversity impacted students’ self-reported skills in interdisciplinary communication (ICS) and collaborative problem solving (CPS). Results show that curricular diversity is significantly associated with interactional diversity. In terms of learning outcomes, curricular and structural diversity are associated with both ICS and CPS, while interactional diversity is associated with CPS. Interactional diversity also moderates the relationships between curricular diversity and ICS as well as CPS. This research implies that institutions of higher education need to promote curricular and interactive diversity to fix systemic biases that limit or relate to structural diversity.

Evaluation of the program for modeling and implementation of a virtual laboratory for solid-state electronics

During the Covid 19 pandemic, the teaching and learning process, especially in practical courses which were initially face-to-face, turned online. This change had several impacts on lectures, especially in terms of learning outcomes and the quality of graduates in terms of skills. Therefore, it is very necessary to carry out an evaluation of this learning process using the CIPP model developed by Stufflebeam. This evaluation model aims to find out how effective the use of virtual laboratories is in learning practical courses online. This research is evaluative research using a qualitative descriptive approach. Where the data used in this study is qualitative data with analytical methods. The technique used in this study is to examine existing data using grounded research methods. From the results of this study, there is the largest percentage, namely the use of virtual laboratories has been quite effective in online learning during the Covid-19 pandemic, with the improvement and development of media and learning models that are more innovative and creative. In addition, efforts in skills that directly deal with equipment still need to be fulfilled in real laboratories to increase enrichment and deeper understanding and skills in work procedures in the world of work later.

"Schooling without learning is a terrible waste of precious resources and of human potential" – The South Asian paradox

In 1990, at a prestigious conference all agreed that universal primary education is crucial for enhancing human capital – it is key to economic development, reduction in poverty, and empowering girls. The conference endorsed Education for All (EFA), a commitment to universal basic education focused on "actual learning acquisition and outcome". In 2000, a subsequent conference endorsed EFA and the Dakar framework, which influenced the second Millennium Development Goal: enable, by 2015, universal primary education for all children. In terms of enrollment, gender parity, and survival to the terminal primary grade, MDG2 was a success. However, MDG2 failed in terms of learning outcomes. To demonstrate this failure, the article compares the impact of national survival and literacy rates on change in national per capita GDP (2015–19). Literacy is measured by the World Bank's learning poverty rate at ages 10–14. Regressing national per capita GDP change on learning poverty rate reveals a strong association with literacy; regressing on survival rate reveals a very weak association. The article analyzes major institutional obstacles to explain the paradox: why do governments in South Asia (and elsewhere) forgo the benefits, to all, from universal literacy?

A Study on the Application of Online Speaking Class in Remote Areas: Is the Implementation of the Principle of Education for All Achieved?

Studies on blended and online learning have mostly focused on information and communication technology accessibility. This study investigated aspects other than ICT when students joined the Speaking Class blended and online from remote areas during the COVID-19 Pandemic. This study employed a mixed-method case study. The purposive sampling technique was used to choose two groups of students who enrolled in Speaking Classes at the English Department in the 2020/2021 academic year as the study's sample. The first group (Group A), which included eighteen (18) students, attended fourteen online speaking lectures, whereas the second group (Group B), which included twenty-two (22) students, attended blended learning lectures. The student's achievements in speaking abilities were described. Focus Group Discussions (FGDs) and interviews were used to obtain information about students' problems, and the data were analysed using content analysis. The data analysis revealed that Group B students performed better than Group A students in terms of learning outcomes. The findings of the data analysis from the interviews and focus groups reveal that some problems were encountered, including; 1) interference from family members; 2) absence of a study room; 3) financial difficulty; 4) absence of peers; 5) difficulty to get local transportation; and 6) problem to concentrate. These findings suggest that the applied online learning system has not been able to meet the principles of education for all during the COVID-19 Pandemic. Solutions to the application of online learning in remote areas, highlighting the roles of the local government, are forwarded.

A Comparison of Virtual Reality to Traditional Simulation in Health Professions Education: A Systematic Review.

With the increasing availability of virtual reality (VR) and its lower overall costs of use, the objective of this review was to compare VR to traditional simulation in terms of learning outcomes. Studies were included if they met the following criteria: ( a ) research study (of any design), ( b ) focused on learners in health professions, and ( c ) compared VR with traditional simulation. Studies were excluded for the following reasons: ( a ) not a research study, ( b ) focused on learners outside health professions, ( c ) used screen-based or computer-based simulation, ( d ) used a task trainer, and ( e ) did not involve a comparison of VR to traditional simulation. The searches were run on November 11 and 12, 2021, in CINAHL via EBSCO, Ovid Embase, ERIC via EBSCO, IEEE Xplore, Ovid Medline, Ovid PsycINFO, Scopus, and Web of Science Core Collection. Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines guided the review. A team of researchers applied Kirkpatrick's Levels, Melnyk's Levels of Evidence, and Critical Appraisal Skills Programme guidelines to assess the level of evidence and look for bias. Fifteen studies were reviewed including 11 randomized controlled trials. The lead researcher synthesized the study results into 3 categories: (1) traditional simulation performed better, (2) VR performed better, and (3) comparable outcomes. There is insufficient evidence to endorse one form of simulation (VR or traditional) as more effective at this time. The body of evidence contained too few studies to draw meaningful conclusions to answer the guiding question. The studies covered a large range of modalities, learner groups, and healthcare topics, preventing a meta-analysis. Based on the literature and experience, we recommend that VR experiences be proctored, include debriefing, have a backup plan for cybersickness or myopia, and have time and costs documented. Use of VR is likely to expand; thus, research is needed to inform the best contexts and applications.

Czech and Slovak intended curricula in science subjects and mathematics: a comparative study

ABSTRACT A curriculum is generally regarded as an instructional plan that describes what, why and how students should learn. In this comparative study, we analysed the Czech and Slovak intended curricula of science subjects (physics, chemistry, biology, geography, and geology) and mathematics by comparing their national curriculum documents in terms of learning outcomes at the lower secondary level (ISCED level 2). Our analysis showed significant differences in the number of obligatory learning outcomes, which were much higher in the Slovak curriculum than in the Czech curriculum. The structure of these outcomes also differed across subjects and between countries. Nevertheless, the cognitive demands of the learning outcomes analysed using the revised Bloom’s taxonomy were similar in the two countries, but metacognitive knowledge and higher-level cognitive processes were rarely represented in either. Additionally, by inductive content analysis of the Slovak curriculum document, we identified two significant groups of cross-curricular requirements, namely outcomes related to scientific inquiry and outcomes requiring working with information. Overall, these learning outcomes are underrepresented in both analysed documents (particularly in the Czech document) even though the skills that these outcomes develop are in high demand in the current context.

Perception of simulation-based first-aid training by medical students: a qualitative descriptive study

Although first aid should be common knowledge for healthcare professionals, medical students still have gaps in this area. Simulation-based first-aid courses can overcome these shortcomings. To better understand the impact of these courses, they need to be researched both in terms of learning outcomes and overall participant perception. We conducted fifteen semi-structured interviews with students who completed the First-Aid Simulation Course or the Practical First-Aid Course. The questions focused on the perception of communication, emotional aspects, teamwork, debriefing and the overall administration of the courses. To find the answers to the research questions, we used the qualitative descriptive study design following the principles of inductive thematic analysis. Our findings confirm that many factors impact the performance of students in crisis situations during a simulation-based first-aid course. Four main themes were identified through which the participants perceived the simulation-based first-aid courses. These were team dynamics, fidelity perception, emotional strain and debriefing.

Examining the Effect of the Task-Technology Fit of Game Mechanisms on Learning Outcomes in Online Gamification Platforms

The designs of gamification platforms are diverse and constantly evolving. Excessive use of various game mechanisms in learning platforms can distract from the learning process. However, the fit of game mechanisms is still uncertain. Thus, this study investigates the effect of achieving fit when implementing game mechanisms on learning outcomes by applying the well-known task-technology fit theory (TTF). TTF is frequently employed to improve fit between tasks to be completed and the technology applied. The findings indicate that achieving gamification fit can reduce the cognitive load of students and result in enhanced learning performance in terms of learning outcomes. Data collected from 266 participants were analyzed using the technique of the partial least squares to validate the developed research model. The findings of this study can aid educators and educational technology designers in identifying the design mechanisms and characteristics that can be used to ensure design fit on gamification platforms.

Enhancing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) through the Learning by Design Framework: A Fink Taxonomy-based Study

This study aimed to develop Technological Pedagogical Content Knowledge (TPACK) through the use of the Learning by Design (LBD) framework in a teaching process for pre-service teachers. During a 12-week period that included both teaching and data collection, 19 pre-service teachers produced 10 unique instructional materials. TPACK levels and self-confidence were assessed using scales and qualitative data from interviews, with the Fink Taxonomy used to analyze the interviews and determine the significance of the LBD-TPACK teaching process in terms of learning outcomes. The results showed a significant increase in pre-service teachers’ TPACK scores and TPACK self-confidence scores after the teaching process (α=0.05, p=0.00). Qualitative data supported these findings, demonstrating that pre-service teachers had achieved significant learning outcomes by the end of the process. It is recommended that conducting comparable research across diverse teaching fields and larger sample sizes would lead to more robust and generalizable findings.

English Teaching Behaviors, Learner’s Characteristics, and English Learning Effectiveness of Chinese Non-English Majors in EFL Blended Learning Context

In this post-COVID era, blended English learning can effectively address both the high demands society places on English learning and learners’ personalized learning requirements. However, blended learning has a relatively short history in China, and there is still room for improvement in terms of learning outcomes. This article aims to survey the relationship among English teaching behaviors, learner characteristics, and English learning effectiveness. It was found that teacher’s online learning management, teacher support, face-to-face classroom teaching, diversified assessment, and individualized teaching significantly impacted learners learning outcomes and students’ learning motivation, learning strategies, learning attitude, learning behavior, self-efficacy, and meta-cognition greatly influenced the effectiveness of blended College English learning. This article is intended to provide practical solutions to the enhancement of blended College English learning from the perspectives of teachers and students.

PENERAPAN MODEL PEMBELAJARAN RECIPROCAL SEBAGAI UPAYA MENINGKATKAN HASIL BELAJAR MENULIS TEKS BERITA SISWA KELAS VIII SMP NEGERI 1 BONE-BONE

Application of the Reciprocal Learning Model as an Effort to Improve Learning Outcomes Writing News Texts for Grade VIII Students of SMP Negeri 1 Bone-Bone. This study aims: (1) Describe the results of learning to write news texts by applying the reciprocal learning model in cycle I for class VIII students of SMP Negeri 1 Bone-Bone; (2) Describe the results of learning to write news texts by applying the reciprocal learning model in cycle II for class VIII students of SMP Negeri 1 Bone-Bone. This research is a classroom action research. The results of this study indicate that there is an increase in student learning activeness from cycle I to cycle II which also affects the increase in student learning outcomes. The results of increased learning in terms of the process are marked by an increase in student activity in implementing the results of observations of the activities of teachers and students in cycle I and students in cycle II. The improvement in terms of learning outcomes in writing news texts was marked by the average score of students in cycle I was 73, and the average value of students in cycle II was 84. Thus the application of the reciprocal learning model was able to improve learning to write news texts in terms of process and results learning.

Analysis Of Students Visual Learning Styles in View Of Learning Outcomes in the Cognitive Domain Of Students

This study aims: 1) to describe students' visual learning styles in terms of learning outcomes in the cognitive domain of students in science class V students; 2) to describe the factors that influence the visual learning style of fifth grade students. The method used is descriptive qualitative. The subjects in this study were 6 grade V students at SDN 14 Singkawang, consisting of 2 students in the high category, 2 students in the medium category and 2 students in the low category. Data collection techniques in this study are measurement techniques, indirect communication techniques and direct communication techniques. Data analysis techniques using data reduction, data presentation and drawing conclusions. The research results show that students with high cognitive learning outcomes consist of 2 students who have high and low visual learning styles. Students with medium cognitive learning outcomes consist of 2 students who have moderate and high visual learning styles. In addition, students with low cognitive learning outcomes consisted of 2 students who had low and moderate visual learning styles. Factors that influence students' visual learning styles consist of 4; 1) genetic factors, 2) intelligence factors, 3) sensory factors and environmental factors.

Autonomous learning and the use of digital technologies in online English classrooms in higher education

This study investigated to what degree students can be autonomous in EFL classroom by deploying different digital technologies, including <i>Google Form, Quizizz, Quizlet, Kahoot!</i>, and <i>Socrative</i>, and the efficacy of these tools in online English classrooms. Utilizing a quasi-experimental research design, a sample of 48 first-year railway mechanical technology students from an Indonesian polytechnic was used and assigned to control and experimental groups. Data was gathered through a survey questionnaire and two tests (pre- and post-test), and was analyzed using descriptive statistics, the <i>N</i>-gain formula, the paired-sample t-test and ANCOVA. The results revealed learner autonomy in listening, structure, and reading skills, encompassing self-reliance, information literacy, linguistic confidence, and learning strategy. Digital classes incorporating <i>Google Form</i>, <i>Quizizz</i>, <i>Quizlet</i>, <i>Kahoot!</i>, and <i>Socrative </i>were more effective than traditional classes in terms of learning outcomes. Therefore, this study proposed a learning model utilizing digital technologies and autonomous learning concepts to improve students’ learning outcomes.

Teaching away from school: do school digital support influence teachers’ well-being during Covid-19 emergency?

The Covid-19 pandemic coerced the closure of most schools around the world and forced teachers and students to change teaching and learning methods. Emergency Remote Teaching (ERT) generated consequences to teachers and students in terms of learning outcomes and personal well-being. This study focuses on teachers’ individual and working environment well-being in ERT conditions and intends to explore which factors related to the provision of digital equipment and the implementation of digital strategies by schools explain the school effect on both typologies of well-being during the Covid-19 emergency. To do so, data collected in the Responses to Educational Disruption Survey (REDS) across three countries were used, and a two-step analysis was conducted. A first step involves the use of linear mixed effect models to assess the school effect on teachers individual and working environment well-being. In the second step Regression Trees (RT) are used to investigate which factors and policies related to digital tools explained the identified school effects. The results show that schools and countries played a role in determining teachers perceived well-being during the Covid-19 disruption, in particular the school level explains more than 7% of the work environment well-being and 8% of individual one. In the second step of the analysis results show that a high positive effect on school environment well-being is observed when the school’s activity is not influenced by policies limiting the use of online tools and when teacher’s readiness for remote teaching, like the development of technical skills and the provision of internet access and digital devices, is met. To the best of our knowledge, this is the first study that evaluates the impact of digital tactics and instruments provided by schools on teachers’ well-being on a large scale.

Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis.

Education research is increasingly focused on fostering self-regulated learning (SRL) and socially shared regulation of learning (SSRL) among students. However, previous meta-analyses have rarely focused on the specific types of regulated learning scaffolding. Therefore, this meta-analysis examines the effects of different types of regulated learning scaffolding on regulation strategies and academic performance. A total of 46 articles met the inclusion criteria and were included in the final analysis. The findings showed that overall, regulated learning scaffolding had a moderate effect (g = 0.587). In addition, moderation analyses were performed using a random effects model that focused on four types of scaffolding. The results showed that overall, composite tools had the greatest effect, while the most useful scaffolding for SRL and SSRL were group awareness tools (g = 0.61) and composite tools (g = 0.53), respectively. In terms of learning outcomes, composite tools had the greatest effect on regulation strategies, while intelligent pedagogical agents had the greatest effect on academic performance. We also performed a meta-regression analysis to identify the moderators that had the greatest influence on the effects of regulated learning scaffolding. The results showed that grade level, academic subject, and cooperation all had a significant impact. In conclusion, these findings provide evidence for validating the effectiveness of four regulated learning scaffolding and for discovering their function for SSRL, and presented some practical implications of our findings.

The Effect of Scout Extracurricular Activities in Mathematics Learning Outcomes on Students Class XI at Wahidiyah Senior High School

Extracurricular activities are activities outside of standard curriculum practice hours that are carried out to help to teach participants to improve their abilities according to their abilities and interests. Some problems arise at Wahidiyah Senior High School, students who are active in exploring non-academic activities such as Scout extracurricular activities often give up their academic needs in terms of learning outcomes. This research intends to identify the impact of extracurricular activities on the results of mathematics practice for students in class XI at Wahidiyah Senior High School. This research uses a quantitative approach with 2 variables namely scout extracurricular activities (), and students' practice results (). The population in this research is students of class XI for the academic year 2021 – 2022 at Wahidiyah Senior High School with a total of 198 students. The method of collecting data in this research was purposive sampling. Data was collected using questionnaires with Likert's ratios. Data analysis in this method experiments with a classic assumption experiment using a normality test, heteroscedasticity test, and autocorrelation test. The information analysis method in this research uses simple regression analysis, and experimental F analysis to respond to assumptions with the encouragement of IBM SPSS (Statistical Product and Service Solution) 25.0 for Windows. The results of the information analysis are as follows: (1) Extra-curricular activities affect the mathematics learning outcomes of students in class XI Wahidiyah Senior High School. Scout extracurricular activities can explain learning outcomes by 90% and the remaining 10% is explained by other variables that are not studied in this research

Learning science through the Artec robotics program for preschools in Singapore

Preschool children (aged 5–6 years) in Singapore learn science by discovering, inquiring, and investigating things that interest them in their daily lives. One approach involves learning science through building and exploring robots based on the Artec robotics curriculum, developed by an established Japanese education provider, Artec Co., Ltd. This paper presents the findings from a research project that aimed to observe and identify the learning of a group of six preschool children (5 years) in science through an hour-long Artec robotics lesson, The Catch of the Day; this involved building a robotic fishing rod that mimics a real fishing rod. In terms of learning outcomes, the preschool children built, explored, and examined the science concepts and principles behind a real fishing rod by exploring the robotic version. This qualitative and quantitative research incorporates the research methods of documentary analysis and classroom observation. The results indicate that through the inquiry and investigation of the robotic fishing rod, the preschool children discovered the science concepts and principles of the spool, reel, and handle. The children learned that each fishing rod has a reel-to-reel fishing line to catch a fish. The preschool children observed that the reel’s handle and spool were connected by the spool’s gears, and upon turning the handle, the spool would spin to reel in the fishing line. The study demonstrates that it is productive for preschool children to learn science concepts and principles by building, exploring, and examining robots. The Artec robotic curriculum comprises various robotic themes for children to learn science and is a useful learning platform for preschool children in Singapore.