The Influence of Undergraduate Students’ Academic Involvement and Learning Environment on Learning Outcomes

2014 ◽  
Vol 2 (2) ◽  
pp. 265-288 ◽  
Author(s):  
Genshu Lu ◽  
Wenjing Hu ◽  
Zhengxia Peng ◽  
Hui Kang
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Learning And Development ◽  
Academic Involvement ◽  
Study Results ◽  
Undergraduate Experience ◽  
Environment Factor ◽  
Experience Survey

AbstractThis study explores the influence of learning environment factor and academic involvement factor on students’ learning outcomes. The sample includes 3,946 undergraduates in Xi’an Jiaotong University. The variables about learning environment, academic involvement and learning outcomes are constructed in terms of the questionnaire “Xi’an Jiaotong University Undergraduate Experience Survey”. The study results indicate that learning environment and academic involvement significantly influence students’ learning outcomes. Meanwhile, the practical and policy significance of this study results in promoting students’ learning and development is also discussed.

Threaded Discussion

2020 ◽  
Vol 16 (1) ◽  
pp. 16-29 ◽  
Author(s):  
Michele T. Cole ◽  
Louis B. Swartz ◽  
Daniel J. Shelley
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Undergraduate Students ◽  
Threaded Discussions ◽  
Threaded Discussion ◽  
Study Results ◽  
Enrollment Status ◽  
Course Material ◽  
And Gender ◽  
Southwestern Pennsylvania

This article presents the results of two studies that focus on the role that threaded discussion plays in student learning. Over a period of three and one-half years, researchers conducted a series of surveys of graduate and undergraduate students at a private, nonprofit university in Southwestern Pennsylvania to determine how students viewed the value of threaded discussions in enhancing their ability to learn course material. Students were asked which types of threaded discussions they preferred; whether they found the threaded discussion to be a better tool for learning than a written assignment; and, which learning environment they felt was more conducive to learning, classroom or online. Results from the combined studies revealed some statistically significant differences based on enrollment status and gender. Upon comparing study results, researchers found statistically significant differences with regard to a preference for classroom versus online instruction and the usefulness of threaded discussions to learning.

scholarly journals From Classroom to Real World: Application of Outcomes-Based Assessment in English Courses

2019 ◽  
Vol 9 (1) ◽  
pp. 4860-4865
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Concurrent Validity ◽  
Teaching And Learning ◽  
English Language ◽  
Course Evaluation ◽  
Real World Application ◽  
Study Results ◽  
Classroom Evaluation ◽  
Current Concerns

Quality Assurance (QA) has become one of the current concerns in higher education worldwide. Learning outcomes are seen as central QA processes since the outcomes provide key benchmarks for maintaining standards and enhancing teaching and learning. Outcomes-based assessment (OBA) necessitates a change in educational practices, to a focus on what students have to learn rather than what educators have to teach. Moreover, it is connected with purposeful planning for the delivery and evaluation of intended outcomes. According to this, the purposes of this study were to investigate the expected learning outcomes of English courses for undergraduate students so that grading criteria can be established. In addition, the concurrent validity or investigation to prove whether students achieved the expected outcomes established from the expected language standards was implemented. Hence, the students’ study results and the scores obtained from an English language standard (TOEIC) were computed. The findings can be significant in several ways. Theoretically, the findings can contribute to a better understanding of expected learning outcomes. This information can assist English language instructors in developing their teaching and course evaluation. Finally, the assessment of the concurrent validity can be useful to the interpretation of the study results due to the measurements performed by the evaluating instruments and by the standard instruments. Therefore, the scores obtained from the study results can be compared with the standardized scores. This allows classroom evaluation to be connected with more meaningful standards outside the classroom.

scholarly journals College Experiences and Outcomes Among International Undergraduate Students at Research Universities in the United States: A Comparison to Their Domestic Peers

2017 ◽  
Vol 7 (2) ◽  
pp. 395-420 ◽  
Author(s):  
Young K. Kim ◽  
Christopher S. Collins ◽  
Liz A. Rennick ◽  
David Edens
Keyword(s):  
United States ◽  
International Students ◽  
Undergraduate Students ◽  
The United States ◽  
College Experiences ◽  
State Education ◽  
Undergraduate Experience ◽  
International College ◽  
Experience Survey ◽  
Practical Implications

Using a large dataset from a state education system, this study examined the experience of international college students in the United States as well as the connection to their cognitive, affective, and civic outcomes. The study utilized data from the 2010 University of California Undergraduate Experience Survey (UCUES) and a sample of 35,146 junior and senior undergraduate students across 10 campuses. The results of this study showed that international students may uniquely experience college and may not benefit from those experiences as much as their domestic peers. Furthermore, this study identified a broad range of college experiences that contribute to the key outcomes for international students. The study discusses the theoretical and practical implications of the findings

PENERAPAN PEMBELAJARAN MATEMATIKA REALISTIK INDONESIA (PMRI) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I SD NEGERI 011 BUKIT GAJAH KECAMATAN UKUI KABUPATEN PELALAWAN

2017 ◽  
Vol 5 (3) ◽  
pp. 451
Author(s):  
Ipi Hanapiati
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Average Value ◽  
Study Results ◽  
Teachers And Students

This research was motivated by the low results of students' mathematics learning. Of the 35students only 15 students (40.54%) who completed study results, while the average valueobtained by the students was 68.65. This study aims to increase the students' mathematicslearning through PMRI. This research is a class act who performed two cycles. Based on theresearch of learning outcomes and learning activities teachers and students expressedincreased. In the first cycle 1 meeting activities for teachers to get a score of 14 (70%), in thefirst cycle 2 meeting increased with a score of 15 (75%). In the second cycle 1 meeting obtaina score of 17 (85%) and the second cycle 2 meeting obtain a score of 18 (90%). Besides thestudent activity also increased in the first cycle of meeting one activity students obtain a scoreof 12 (60%), in the first cycle 2 meeting increased with a score of 16 (80%). In the secondcycle 1 meeting obtain a score of 17 (85%) and the second cycle 2 meeting obtain a score of17 (85%). The results of students' mathematics learning increases the basic score averagevalue obtained was 68.65 increase in the first cycle with an average value of 95.41 hasincreased in the second cycle with an average value of 97.97.

scholarly journals Variation in performance on common content items at UK medical schools

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
David Hope ◽  
David Kluth ◽  
Matthew Homer ◽  
Avril Dewar ◽  
Richard Fuller ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Standard Setting ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
Pass Rates ◽  
Cross Sectional ◽  
Study Results ◽  
Institutional Differences ◽  
Common Content ◽  
The Impact

Abstract Background Due to differing assessment systems across UK medical schools, making meaningful cross-school comparisons on undergraduate students’ performance in knowledge tests is difficult. Ahead of the introduction of a national licensing assessment in the UK, we evaluate schools’ performances on a shared pool of “common content” knowledge test items to compare candidates at different schools and evaluate whether they would pass under different standard setting regimes. Such information can then help develop a cross-school consensus on standard setting shared content. Methods We undertook a cross-sectional study in the academic sessions 2016-17 and 2017-18. Sixty “best of five” multiple choice ‘common content’ items were delivered each year, with five used in both years. In 2016-17 30 (of 31 eligible) medical schools undertook a mean of 52.6 items with 7,177 participants. In 2017-18 the same 30 medical schools undertook a mean of 52.8 items with 7,165 participants, creating a full sample of 14,342 medical students sitting common content prior to graduation. Using mean scores, we compared performance across items and carried out a “like-for-like” comparison of schools who used the same set of items then modelled the impact of different passing standards on these schools. Results Schools varied substantially on candidate total score. Schools differed in their performance with large (Cohen’s d around 1) effects. A passing standard that would see 5 % of candidates at high scoring schools fail left low-scoring schools with fail rates of up to 40 %, whereas a passing standard that would see 5 % of candidates at low scoring schools fail would see virtually no candidates from high scoring schools fail. Conclusions Candidates at different schools exhibited significant differences in scores in two separate sittings. Performance varied by enough that standards that produce realistic fail rates in one medical school may produce substantially different pass rates in other medical schools – despite identical content and the candidates being governed by the same regulator. Regardless of which hypothetical standards are “correct” as judged by experts, large institutional differences in pass rates must be explored and understood by medical educators before shared standards are applied. The study results can assist cross-school groups in developing a consensus on standard setting future licensing assessment.

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

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