Strategic planning enhancement through improved learning strategies - a case for business students

This study examines undergraduate business students’ attitude towards and use of Powerpoint® slides provided as a supplement to class attendance, textbook reading, and other traditional course resources. A survey of students with six majors (accounting, finance, marketing, management, international business and management information systems) enrolled in the undergraduate introductory financial accounting class in which the instructor provided Powerpoint® slides in addition to traditional course lectures and materials for student use. The students’ learning strategies, as self reported in a questionnaire, (Table 7) were compared against class attendance, test performance, and overall course performance. Consistent with several prior studies, this study found little relationship between use of these resources and grades on exams or overall course grades. Further, this study found that students do not view these supplemental on-line resources as a substitute for class attendance.

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MENINGKATKAN MINAT BELAJAR IPS DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE SCRAMBEL UNTUK SISWA KELAS VIII A SMP NEGERI 3 BELAWANG

Jurnal Socius ◽

10.20527/jurnalsocius.v4i1.3289 ◽

2015 ◽

Vol 4 (1) ◽

Author(s):

Annie Annie

Keyword(s):

Action Research ◽

Learning Outcomes ◽

Learning Strategies ◽

Teaching And Learning ◽

Average Score ◽

Test Cycle ◽

Post Test ◽

Class Viii ◽

Classroom Action Research ◽

Improved Learning

This classroom action research is motivated learning conditions IPS in SMP Negeri 3 Belawang particular class VIII A shows the very low interest in learning and learning outcomes that have not reached the minimum standard of thoroughness is 68. The exact cause is lack of teaching and learning strategies are applied, thus requiring their approach and a suitable method in learning. The hypothesis in this study is action If implemented cooperative learning model tife Scrambel, then the interest and student learning outcomes VIIIA class in SMPN 3 Belawang will increase. The method used in this research is a classroom action research method, commonly known by the term Classroom Action Research, which is a scrutiny of the learning activities in the form of an action, which is deliberately raised and occur within a class together. Based on the first cycle there is an increase in total score of 2.00 out of a score of 75.57 into a 77.57 score in spite of the increase in the average score of the class in the first cycle small however, can be overcome with improved learning outcomes in the second cycle is counted from 75.21 into 80.15 as well as the classical completeness also increased from post test cycle 1 at 78.57 percent and the post test cycle 2 at 82.14 percent.Keywords: Interest, Learning Outcomes, IPS, Model Scrambel

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Bilingual learning strategies to support Chinese EAL business students

Journal of International Education in Business ◽

10.1108/jieb-10-2020-0083 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Sally Ann Ashton-Hay ◽

Geoffrey Lamberton ◽

Yining Zhou ◽

Tania von der Heidt

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Business Students ◽

Strong Support ◽

Learning System ◽

Teaching Staff ◽

Positive Contribution ◽

Content Type ◽

Bilingual Learning ◽

The Impact

Purpose This study aims to examine the effectiveness of bilingual learning strategies designed to support Chinese undergraduate business students facing significant learning challenges in an Australian university capstone curriculum delivered at their Chinese university. These challenges include the students’ difficulty understanding discipline-specific English terminology, using this terminology to discuss disciplinary concepts with their instructors and stress caused by an abnormally high study load. Design/methodology/approach In response to these challenges, the project team implemented a suite of bilingual strategies to reduce cognitive load and enhance learning, which included Chinese-English glossaries to build disciplinary-specific vocabularies; a bilingual teaching assistant to enable students to communicate in their language of choice; the use of WeChat to connect students to staff and to provide translanguaging opportunities; and bilateral managerial and academic support for strengthening the institutional cross-cultural relationship through staff exchange and language learning programs. A series of surveys were administered to measure the impact of these strategies on students’ learning, and WeChat logs were analysed to determine students’ linguistic preferences during discussions with staff and students. Findings The results of this project show strong support for each bilingual strategy, high academic performance amongst the student cohort, the positive contribution to learning and connection provided by social media technology, students’ language of choice preferences and chosen translanguaging styles and the important role of teaching staff in supporting international students’ intercultural learning and adaptation to a foreign university learning system. Originality/value This original evidence-based study helps to address the gap in bilingual education in Australian higher education demonstrating a successful strategy for dealing with language and discipline-specific challenges confronting EAL students.

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Research on the Correlation between the Learning Strategies on English Listening and the Corresponding Performance among College Students

Journal of Contemporary Educational Research ◽

10.26689/jcer.v4i2.1013 ◽

2020 ◽

Vol 4 (2) ◽

pp. 13-17

Author(s):

Xuemei Zhang

Keyword(s):

Learning Strategies ◽

Listening Skills ◽

College English ◽

Language Standardization ◽

Language Communication ◽

Teachers And Students ◽

Strategic Training ◽

Improved Learning ◽

Important Position ◽

Teaching Of Listening

Listening is very important for the learning of a language. We must ensure that there are language standardization and foundation of practice while learning any languages. By improving listening, the language communication ability can be improved. Learning other languages requires listening as the foundation of learning. In college English teaching, listening also takes very important position. However, due to the current situation of Chinese education and the characteristics of students' learning, Chinese students generally have a lower level of listening skills, and usually, most of them score very low in the listening part in level 4 or level 6 of the College English Tests. The root cause of this phenomenon is that listening test in some underdeveloped areas of China is not included as part of the test results of the middle and high school entrance examinations, and very often, listening was neglected in English lessons. As a result, many students end up with poor listening performance result. However, in college, the teaching of listening still follows the traditional education model of the past, and there are many lessons allocated to this aspect of English learning. In addition, there is almost no strategic guidance in the learning process, making students unable to begin on listening practice. Although both teachers and students tried to improve their listening skills, the results were unsatisfactory. Therefore, it is imperative to solve the problem of poor English listening level of students. Experts such as Huang Zidong and Wang Yu believe that strengthening strategic training is currently a very important method to improve students' English listening skills.

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Differentiated: segmentation for improved learning strategies

Journal of Marketing for HIGHER EDUCATION ◽

10.1080/08841241.2020.1761931 ◽

2020 ◽

pp. 1-20

Author(s):

Sarath A. Nonis ◽

Gail I. Hudson ◽

Melodie J. Philhours

Keyword(s):

Learning Strategies ◽

Improved Learning

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Using Active Learning Strategies to Promote Deep Learning in the Undergraduate Paleontology Classroom

The Paleontological Society Special Publications ◽

10.1017/s247526220000928x ◽

2012 ◽

Vol 12 ◽

pp. 135-154 ◽

Cited By ~ 1

Author(s):

Margaret M. Yacobucci

Keyword(s):

Active Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

New Technologies ◽

Role Playing ◽

Learning Approaches ◽

Research Areas ◽

Active Learning Strategies ◽

Improving Student Learning ◽

Improved Learning

In the most effective learning environments, undergraduates go beyond memorization to become more deeply engaged with the material. Active learning approaches, in which students participate in activities that result in improved learning, promote this sort of deep experience. Educational theories such as constructivism and recent research in cognitive and learning sciences demonstrate the importance of allowing students opportunities to confront misconceptions, reason out solutions, work collaboratively, and construct their own understandings of key concepts. Numerous studies have documented improved learning in classes using active learning approaches when compared to traditional class formats. Various obstacles to implementing active learning strategies exist, such as student and faculty resistance to such practices and the academic reward structure, which penalizes faculty who invest time in innovative teaching. These obstacles, however, are not insurmountable—effective communication of the benefits of active learning for improving student learning outcomes and the recruitment and retention of STEM majors can help. Paleontology instructors have a wide variety of active learning techniques to choose from, including some that make use of our field's uniquely visual and temporal characteristics (e.g., concept sketches, timelines), current research areas (e.g., textual analysis, case studies, guided inquiry), and classic controversies (e.g., role-playing, debates, and panel discussions). New technologies, such as classroom response devices and Web 2.0 tools, can facilitate many of these activities both in and out of the classroom. Incorporating active learning approaches into paleontology courses can help instructors clarify their course goals and learning outcomes while empowering students to succeed.

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MOTIVATION, LEARNING STRATEGIES AND PERFORMANCE AMONG BUSINESS UNDERGRADUATES AT UNIVERSITY COLLEGES IN SWEDEN

Business Management and Education ◽

10.3846/bme.2019.10512 ◽

2019 ◽

Vol 17 (2) ◽

pp. 111-133

Author(s):

Elias Bengtsson ◽

Britta Teleman

Keyword(s):

Academic Performance ◽

Deep Learning ◽

Learning Strategies ◽

Business Students ◽

Student Characteristics ◽

Learning Approaches ◽

University College ◽

And Performance ◽

And Gender ◽

Learning And Performance

Purpose – This paper brings new material to the understanding of interlinkages between motivation, learning and performance in academic contexts. By investigating these interlinkages in a new context – students of business and management at a Swedish university college – it seeks to answer the following research questions: How do students’ degree and type of motivation relate to their learning strategies?; how do students’ degree and type of motivation and learning strategies relate to their academic success?; and how do student characteristics in terms of experience and gender influence the nature and strength of these relationships? Research methodology – The data used in this paper is based on student surveys and a centralised system of reporting and archiving academic results. The latter contains information on the academic performance of individual students, whereas the surveys gathered information on the students’ background characteristics (experience and gender), their motivation for pursuing academic studies and their learning strategies. The difference in proportion tests and OLS regressions were then applied to investigate differences between student groups and relationships between the different variables. Findings – The findings reveal that business students are more extrinsically than intrinsically motivated; that deep learning approaches lead to higher grades for particular examination forms, and that female students are typically more intrinsically motivated, engage more in deep learning approaches and perform better than their male counterparts. Practical implications – The findings suggest that practitioners in higher education involved with the business and/or university college students have good reasons to stimulate motivation generally, and intrinsic motivation in particular. However, this must be accompanied by examination forms that promote deep learning. Originality/Value – In contrast to most research, this paper focuses on the interlinkages between motivation, learning and performance among business students in a university college setting. This contrasts most research on this topic which tends to be focused on university students, particularly in the US, in other fields of study or accounting. Moreover, this paper also takes student characteristics into account and uses a variety of measures to operationalise academic performance.

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EFFECT OF ACTIVE LEARNING STRATEGY THE GREAT WIND blows TYPE OF STUDENT LEARNING ON THE MATERIAL RESULTS IN NO LIMIT TO CLASS XI MA SITI MARIAM

Jurnal PTK dan Pendidikan ◽

10.18592/ptk.v2i2.1026 ◽

2016 ◽

Vol 2 (2) ◽

Author(s):

Fatma Wati

Keyword(s):

Active Learning ◽

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Strategy ◽

Field Research ◽

Research Field ◽

School Year ◽

Active Learning Strategies ◽

Improved Learning

This type of research is a field research (field research) with quantitative approach. This study used an experimental method that is pre-experimental design. The study population was students grade XI MA Siti Mariam, and sampling using sampling saturated. Data analysis techniques in this research is descriptive statistics, normality test, heteroscedasticity test and simple linear regression. The results show that there is active learning strategies influence the type of the great wind blows toward student learning outcomes in the material in the limit of infinite grade XI MA Siti Mariam 2015/2016 school year, as indicated by thitung> t table (6.532> 2.120) and the regression coefficients X amounted to 0.632 states that any type of active learning strategies influence the great wind blows (X) rose unit then learning results in an infinite limit students will increase by 0.632 units. In R2 test known type of active learning strategies the great wind blows has the effect of 73% for improved learning outcomes in infinite limit. Keywords: influence, active learning, the great wind blows, the limit at infini

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IMPROVEMENT OF PHYSICS ACTIVITIES AND LEARNING OUTCOMES THROUGH NUMBERED HEADS TOGETHER COOPERATIVE LEARNING IN CLASS XI MIPA3 SMA 2 TEMBILAHAN

Jurnal Geliga Sains: Jurnal Pendidikan Fisika ◽

10.31258/jgs.8.1.42-48 ◽

2020 ◽

Vol 8 (1) ◽

pp. 42

Author(s):

Yasni Yasni

Keyword(s):

Data Analysis ◽

Data Collection ◽

Cooperative Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Descriptive Analysis ◽

Learning Model ◽

Research Subjects ◽

Student Activity ◽

Improved Learning

The quality of learning in the classroom is stated to be good if the learning objectives are achieved which is marked by increased student activity and learning outcomes. For that, we need alternative learning strategies that are more effective and efficient, one of which is to use the cooperative learning model type Numbered Heads Together (NHT). This study aims to improve the activity and learning outcomes of physics on wave material through the application of the NHT learning model. The research subjects were students of class XI MIPA3 of SMA Negeri 2 Tembilahan. This research is a classroom action research conducted in 2 cycles. Data collection instruments used were activity observation sheets and written tests of learning outcomes in the form of daily tests with data collection techniques in the form of observations and giving the test. The data analysis technique used is descriptive analysis to determine the extent of increased student activity and learning outcomes by applying the NHT learning model. The results of data analysis obtained an increase in student learning activities in the first cycle from 29.60% increased to 66.40% in the second cycle with a very good category. Improved learning outcomes from 12 students completed with a percentage of 48.00% in the first cycle, to 19 students who completed the second cycle with a percentage of 76.00%. Thus it can be concluded that the use of the NHT learning model can improve the activities and physics learning outcomes of students of class XI MIPA3 in SMA Negeri 2 Tembilahan on wave material.

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Formative Assessment and Consequential Validity: A Practice Yet to be Effectively Implemented in Saudi Higher Education

Pakistan Journal of Education ◽

10.30971/pje.v32i2.18 ◽

2015 ◽

Vol 32 (2) ◽

Author(s):

Muhammad Umer

Keyword(s):

Formative Assessment ◽

Learning Strategies ◽

Positive Impact ◽

Informative Feedback ◽

Validity Data ◽

Academic Context ◽

Consequential Validity ◽

English Major ◽

Improving Student Learning ◽

Improved Learning

Standardized tests have been found in various settings strongly influencing students’ learning processes as well as outcomes, but such tests have been reported being unhelpful in improving student learning. In contrast, formative assessment (FA) is employed to help students know the level of their learning during a course and allow them to increase the standard of their learning, through knowing their learning weaknesses, receiving informative feedback from their teachers and applying adequate learning strategies, in order to achieve the formulated goals of the course. A thorough examination of empirical published research in the field revealed that insightful studies in Saudi academic context are still awaited. Therefore, this exploratory study was an attempt to investigate consequential validity of formative assessment at a Saudi university. To examine the nature of the consequential validity, data were collected from 960 English-major students via a survey (of whom 465 responded), 18 classroom observations and 4 focus-group interviews. The data underwent both statistical and content analysis. The results showed that FA, in the context of this study, seriously lacks intended consequential validity—positive impact on students’ learning. Besides, the data indicated a strong unintended consequential validity i.e., negative bearing of FA on what the students learnt, how they learnt it and the depth of their learning. Therefore, it is recommended that FA practices should be urgently revisited with expert understanding for the sake of students’ improved learning. Finally, teachers should be trained in how to employ FA tools more skillfully and effectually.

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