Perceived Usefulness of Learning Outcomes Predicts Ratings of Departmental Helpfulness

2008 ◽  
Vol 35 (4) ◽  
pp. 335-342 ◽  
Author(s):  
Patricia A. Marsh ◽  
Dennis L. Poepsel
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Skill Development ◽  
Student Learning Outcomes ◽  
Perceived Usefulness ◽  
Capstone Course ◽  
Self Confidence ◽  
Perceived Helpfulness

Psychology seniors at a Midwest university reflected on the student learning outcomes (SLOs) for the major. This study examined the relations among students' perceived usefulness of the SLOs, measures of learning, ratings of self-confidence in their knowledge of psychology, and evaluations of the department's helpfulness in students' skill development. Correlations showed few significant relations between usefulness of the SLOs and measures of learning and no relations with ratings of self-confidence. Perceived usefulness of the outcomes was a significant predictor of the department's perceived helpfulness in students' skill development. However, students' perceptions of the department dropped significantly by the end of the capstone course. We discuss implications related to activities teachers might use to enhance learning.

Measuring longitudinal student performance on student learning outcomes in sustainability education

2018 ◽  
Vol 19 (3) ◽  
pp. 547-565 ◽  
Author(s):  
Meghann E. Jarchow ◽  
Paul Formisano ◽  
Shane Nordyke ◽  
Matthew Sayre
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Curriculum Design ◽  
Student Assessment ◽  
Student Learning Outcomes ◽  
Longitudinal Assessment ◽  
Content Type ◽  
Capstone Course ◽  
Assessment Of Student Learning

Purpose The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course. Design/methodology/approach Through an iterative approach with a faculty advisory committee, SLOs were developed for the sustainability major. Curriculum mapping followed by evaluation of course syllabi were used to determine the extent to which each course addressed the SLOs. Student performance on most SLOs was measured through student assessment in an introductory and capstone course to evaluate the change in performance over time. Findings The core courses of the sustainability major were more likely to address the SLOs of the major than that of the elective courses. Where measured, student performance on the SLOs increased from the introductory course to the capstone course. Sustainability majors participated in an average of almost ten experiential learning opportunities focused on sustainability. Originality/value This research provides a longitudinal assessment of student learning in an undergraduate sustainability major. Because undergraduate sustainability degrees are generally new, this research can serve as a base upon which to continue to improve sustainability curriculum design.

scholarly journals Assessing Student Learning Outcomes and Documenting Success through a Capstone Course

2010 ◽  
Vol 43 (03) ◽  
pp. 523-531 ◽  
Author(s):  
Paul E. Sum ◽  
Steven Andrew Light
Keyword(s):  
Best Practices ◽  
General Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Resource Constraints ◽  
Student Learning Outcomes ◽  
Skill Sets ◽  
Capstone Course ◽  
Essential Knowledge ◽  
Science Departments

AbstractColleges and universities are increasingly intentional about meeting well-articulated and consistent general education goals and documenting substantive learning outcomes. Institutional imperatives to document the successful teaching of essential knowledge and skill sets frequently fall to faculty and departments, posing new challenges in an environment of time and resource constraints. A capstone course is an increasingly common method to measure student learning and assess programmatic and institutional success. We provide concrete suggestions to design a capstone course and assess student learning outcomes. After describing the structure of the course and four innovative assignments, we present the results of assessment conducted through the capstone. We further the conversation on the development of best practices and how political science departments can align institutional and programmatic goals and lead the way in university assessment.

scholarly journals MENINGKATKAN KOMPETENSI SISTEM PEMERINTAHAN DESA DENGAN STRATEGI MODEL INKUIRI BERBASIS MANUSIA SUMBER BELAJAR

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Sri Karmini
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Administration System ◽  
Self Confidence ◽  
Human Inquiry

<p><em>The formulation of the problem this research is how the learning process, how big increase student learning outcomes in the competence of village administration system, as well as changes in the behavior of students after using a strategy based human inquiry model of learning resources in the fourth grade elementary school Keputran 06’s Classroom Action Research. This is done by two cycles. The results of this research that there is a change of behavior of learners towards the positive aspects of cooperation, liveliness, honesty, self-confidence. the average student learning outcomes has increased from the first cycle to cycle 2 at an average of 71.60 with the first cycle of students who achieve minimum completeness criteria.as much as 70% while the average of 87.50 with a second cycle students who achieve 88% minimum completeness criteria. Thus an increase in the thoroughness of the first cycle to the second cycle by 18%.</em></p>

scholarly journals Implementasi Model Pembelajaran Kuantum untuk Meningkatkan Sikap Percaya Diri dan Hasil Belajar Siswa

2021 ◽  
Vol 5 (2) ◽  
pp. 332
Author(s):  
Thomas Yuli Padmara ◽  
Agnes Herlina Dwi Hadiyanti ◽  
Albertus Saptoro
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Mean Value ◽  
Growth Stages ◽  
Learning Models ◽  
Self Confidence ◽  
Quantum Learning ◽  
Improve Student Learning

The aims of this study are as follows:(1) To describe efforts to increase self-confidence and student learning outcomes through the use of a quantum learning model, (2) To increase student confidence through the use of quantum learning models (3) To improve student learning outcomes through the use of quantum learning models. This research is Classroom Action Research consisting of two cycles: planning, implementing, observing, and reflecting. The data analysis technique used is a quantitative analysis and qualitative analysis which the data collection techniques used were interviews, observations, and tests. The subjects of this study were 20 students in third grade of Kanisius Demangan Baru of Elementary School. The results showed: (1) efforts to increase self-confidence and student learning outcomes by applying quantum learning through growth stages; natural; name; describe; repeat; and celebrate, (2) the application of quantum learning models can increase students' self-confidence; from the starting condition, the students' self-confidence was 51% increased to 70% in the first cycle, and increased to 92% in the second cycle, (3) the application of the quantum learning model can improve student learning outcomes; from the mean value of the starting conditions of 78.05; increased to 83.5 in cycle I, and increased to 90.5 in cycle II.

scholarly journals Pengaruh Penggunaan Metode Buzz Grup terhadap Peningkatan Hasil Belajar Siswa Kelas IV Mata Pelajaran Matematika

IBTIDA' ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 12-22
Author(s):  
Nida Mauizdati ◽  
Rofiatun Nisa' ◽  
Isti Nurkholipah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Group Method ◽  
Significance Level ◽  
Average Value ◽  
Self Confidence ◽  
Calculation Results ◽  
Interesting Learning

This study aims to determine the effect of using the buzz group method on improving the learning outcomes of fourth grade students in mathematics. This buzz group method aims to train students in discussing, exchanging opinions with their friends, growing self-confidence, and making learning active and fun, so that it can affect student learning outcomes. This research method uses an experimental method consisting of an experimental class and a control class. The experimental class received the buzz group method and the control class did not receive the buzz group method in learning. The instrument in this study was to use a test in the form of questions. From the data collection that has been obtained, the calculation results obtained the average value of the experimental class is 60, while the control class has an average value of 45.67. Based on the results of observations that have been made, it shows that the buzz group method has good criteria for use in the learning process activities, this is evidenced by the persentage value of the observer I 90%, observer II 77,5%, Besides that it also proven based on the result of research by testing the hypothesis using the t test on the data analysis that has been carried out the results t_count = 2.624 t_table = 2.05 with a significance level of 5%, and observer III 77,5%.  then H_1 is accepted, meaning that there is a difference between the scores of students' mathematics learning outcomes in the experimental class and the control class. It means that one of the factors that affect the improvement of student learning outcomes is the teacher’s skills in managing the class, one of which is by using interesting learning methods such as the buzz group method

scholarly journals DEVELOPMENT AND EFFECTIVENESS OF GEOGEBRA BASED LEARNING MEDIA REVIEWED FROM LEARNING RESULT AND SELF CONFIDENT

At-Taqaddum ◽  
2019 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Soffi Widyanesti Priwantoro ◽  
Syariful Fahmi
Keyword(s):  
Mathematics Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Development Model ◽  
Average Score ◽  
Multimedia Design ◽  
Maximum Score ◽  
Large Classes ◽  
Self Confidence

<p class="EMAIL"><em>This study aims to develop Geogebra-based learning media in linear programing course for semester V students of Mathematics Education, Ahmad Dahlan University. The effectivenss of this learning media is measured based on student learning outcomes and confidence. The development model used is the borg and Gall development model that includes: (1) standard content analysis, (2) </em><em>multimedia reference collection, (3) multimedia design, and (4) manufacture of GeoGebra-based learning media in the form of applets. The revision of learning media assessed by the material and learning experts, media experts and tested on the students, both small and large classes, I,e 38 students of mathematics education university Ahmad Dahlan. Learning media generated have good quality (B) according to the assessment of material and learning experts, media experts, and 38 students, with an average score of 209.48 from a maximum score of 260. The effectiveness of instructional media viewed from two aspects: student confidence and results learn. Geogebra-based learning media is effective regarding student self-confidence and student learning outcomes in linear course.</em></p>

scholarly journals Penggunaan Media Alamiah Mata Pelajaran IPA Kelas 4

2020 ◽  
Vol 5 (2) ◽  
pp. 213-222
Author(s):  
Agustina Laelatul Fitriani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Natural Sciences ◽  
Educational Institutions ◽  
Knowledge And Skills ◽  
Self Confidence ◽  
The Government ◽  
Natural Media

Understanding of the material in science subjects class 4 at MIMA Karangpucung is currently only theoretical and only sees pictures. Therefore students are not easy to understand the learning of the theory. So that student learning outcomes decline or are not satisfactory. So it requires the use of natural media that can be found in the environment around Madrasas. The goal is to be able to revive the spirit of students in the process of learning Natural Sciences. The results of the study are expected for the teacher to be able to develop knowledge and skills and arouse self-confidence so that they will always be excited and eager to improve their learning. For students to improve understanding in absorbing the material being studied so that the learning process and outcomes will be further improved. For schools it is useful to assist schools in creating quality educational institutions that will become a model or model for schools, teachers who are professionally experienced and are trusted by parents, the community and the government

scholarly journals Pengaruh Motivasi Terhadap Hasil Belajar Siswa Sekolah Menengah Pertama

2021 ◽  
Vol 7 (1) ◽  
pp. 7-11
Author(s):  
Eva Julyanti
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Motivation ◽  
Linear Regression Analysis ◽  
Student Learning Outcomes ◽  
Motivation To Learn ◽  
Self Confidence ◽  
Mathematics Student ◽  
Class Viii ◽  
Good Learning

Motivasi merupakan salah satu faktor penting yang mempengaruhi belajar dan hasil belajar siswa. Seseorang yang memiliki motivasi mempunyai kecenderungan untuk mencurahkan segala kemampuannya untuk mendapatkan hasil belajar yang optimal sesuai dengan tujuan yang diharapkan. Semakin tinggi motivasi yang dimiliki siswa akan mendorong siswa belajar lebih giat lagi dan frekuensi belajarnya menjadi semakin meningkat, sehingga hasil belajarnyapun meningkat. Tujuan penelitian ini adalah untuk mengetahui bagaimana motivasi belajar matematika siswa, hasil belajar siswa, dan membuktikan apakah ada pengaruh motivasi belajar siswa terhadap hasil belajar. Populasi penelitian ini adalah siswa kelas VIII MASS Irsyadul Islamiah berjumlah 22 orang Siswa. Analisis data menggunakan  analisis regresi linier sederhana. Metode pengumpulan data yang digunakan dalam penelitian ini adalah angket (kuesioner), dokumentasi dan observasi. Hasil penelitian menunjukkan bahwa motivasi belajar pada siswa kelas VIII MASS Irsyadul Islamiah sangat positif dan baik dilihat dari prolehan nilai indikator motivasi dan jumlah siswa, siswa motivasi tinggi berjumlah 4 (15%), sedang 13 (68)% siswa dan rendah 5 (17%) siswa. Sehingga diperoleh bahwa ada pengaruh motivasi belajar terhadap hasil belajar siswa. Berdasarkan hasil penelitian dan pembahasan, disarankan agar guru selalu berusaha membangkitkan rasa percaya diri peserta didiknya, hal ini diharapkan untuk menumbuhkan motivasi siswa untuk belajar, agar siswa termotivasi lebih giat belajar dan memaksimalkan potensinya, dan guna mencapai hasil belajar yang baik.Motivation is one of the important factors that affect student learning and learning outcomes. A person who has motivation has a tendency to devote all his abilities to get optimal learning outcomes in accordance with the expected goals. The higher the motivation that the students have, the more active the students will be and the learning frequency will increase, so that the learning outcomes will increase. The purpose of this study was to determine how students' motivation to learn mathematics, student learning outcomes, and prove whether there is an effect of student motivation on learning outcomes. The population of this study were 22 students of class VIII MASS Irsyadul Islamah. Data analysis used simple linear regression analysis. The data collection method used in this research is a questionnaire, documentation and observation. The results showed that the motivation to learn in class VIII MASS Irsyadul Islamah students was very positive and good seen from the results of the value of the motivation indicator and the number of students, high motivation students were 4 (15%), medium 13 (68)% of students and low 5 (17% ) students. So it is found that there is an effect of learning motivation on student learning outcomes. Based on the results of research and discussion, it is suggested that teachers always try to arouse their students' self-confidence, this is expected to foster student motivation to learn, so that students are motivated to be more active in learning and maximize their potential, and in order to achieve good learning outcomes.

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