scholarly journals Innovating Through Structured Curriculum Development

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Catherine Sutton-Brady ◽  
Nicole Stegemann
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
Student Feedback ◽  
Course Development ◽  
Course Structure ◽  
Innovative Methods ◽  
Poster Sessions ◽  
Exam Anxiety ◽  
Improved Learning ◽  
Innovative Curriculum

Structured and innovative curriculum development can have a profound impact on learning outcomes.  This paper provides interesting and innovative ideas for educators in higher education institutions to allow them to achieve improved learning outcomes.  This paper showcases how engaging students throughout the course and supporting them through consistent, incremental course development leads to innovative curriculum development.  The improved course structure and students’ increased engagement achieve maximum learning outcomes.  Various research studies support the use of innovative methods though not much is said about consistency of assessments and course structure in curriculum development with the aim to reduce exam anxiety and ultimately enhance learning outcomes.  In our unit of study, seminar presentations and poster sessions in conference style were used to engage students and introduce them to a different way of learning other than reports.  The paper not only provides information for educators on how to design engaging course structures but more significantly supports the outcomes through the analysis of student feedback based on objective teaching evaluation conducted before exams.

Learning outcomes and curriculum development in psychology in Australia

2008 ◽  
Author(s):  
P. Wilson ◽  
D. Bath ◽  
G. Hannan ◽  
F. Martin ◽  
G. Farrell ◽  
...  
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes

MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VC SD NEGERI 164 PEKANBARU DENGAN MENGGUNAKAN METODE PEMBELAJARAN KOOPERATIF NUMBERED HEADS TOGETHER (NHT)

2019 ◽  
Vol 3 (1) ◽  
pp. 197
Author(s):  
Rosita L. Tobing
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Learning Outcomes ◽  
Class Actions ◽  
Heterogeneous Groups ◽  
The Social ◽  
Classroom Action Research ◽  
Improved Learning ◽  
Academic Year

The problem of classroom action research is the low learning outcomes of VC grade 164 students in Pekanbaru. This study aims to improve social studies learning outcomes of VC grade 164 students in Pekanbaru by applying the cooperative method of numbered heads together (NHT). The results of the research and class actions of the Social Studies Course conducted at the VC class SDN 164 Pekanbaru students concluded; Learning outcomes in the first cycle have increased compared to conventional learning. Pre-cycle learning outcomes are an average of 50.25 or sufficient categories; in cycle I, learning outcomes reached an average of 71.75 or in the Good category; in cycle II it increased again by 80.25 or in the Good category; Prasiklus classical completeness is 10 students (25.00%.); the first cycle is 27 students (67.50%); and in the second cycle were 38 students (95.00%). Students who have not been completed are remedial. Observers observed that VC grade 164 students at Pekanbaru Pekanbaru seemed to understand the Numbered Heads Together (NHT) Cooperative Method. They learn and understand shared material in heterogeneous groups of 4-5 students. Based on the results of improved learning studies, the application of the cooperative method of numbered heads together (NHT) succeeded in correcting the problem of the low social studies learning outcomes in VC Class SDN 164 Pekanbaru 2017/2018 Academic Year.

PENERAPAN STRATEGI MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR IPS KELAS IV SDN 005 KOTO SENTAJO KECAMATAN SENTAJO RAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 444
Author(s):  
Fuji Nengsih
Keyword(s):  
Action Research ◽  
Initial Data ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Activity Cycle ◽  
Student Activity ◽  
Teachers And Students ◽  
Classroom Action Research ◽  
Improved Learning ◽  
Daily Test

IPS learning is a science of socio-cultural phenomena, and economics. IPS education in primary schools aims todevelop student potential. This study is a classroom action research that aims to improve the learning processwith the ultimate impact of improved learning outcomes. Data obtained on teacher activity cycle II percentage62.5% and 71% at the second meeting. Cycle II the percentage of teacher activity 83% and 92% at the secondmeeting whereas in student activity on cycle I with percentage 50% and second meeting 62,5% increase in cycleII become 75% and 88% at second meeting cycle II. The activity of teachers and students influences the IPSlearning result data with average views on the initial data 68.3, increased to 79.8 and in the daily test II with anaverage of 89.5. The conclusions in this study are make-match strategies effective in improving IPS learningoutcomes.

PENERAPAN MODEL PEMBELAJARAN PETA KONSEP UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VI SD NEGERI 022 JAYA MUKTI KOTA DUMAI

2018 ◽  
Vol 2 (3) ◽  
pp. 395
Author(s):  
Burhanuddin Burhanuddin
Keyword(s):  
Social Sciences ◽  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Concept Map ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Model Concept ◽  
Student Activity ◽  
Improved Learning

This research is motivated by the learning result of Social Sciences of Grade VI SD Negeri 022 Jaya Mukti KotaDumai which is still very low. This study aims to improve the learning outcomes of Social Sciences students.From the data analysis there is an increase of both teacher activity, student activity, and student learning result,that is teacher activity at meeting 1 cycle I percentage is 65% (enough) and at meeting 2 increase to 80%(good). In the second cycle of meeting 3 it increases again to 90% (very good) and at meeting 4 increases to95% (very good). Judging from the student activity also increased from the 1st meeting of cycle I was 60%(enough) and at meeting 2 increased to 70% (good). In the second cycle of meeting 3 it increased to 85% (verygood) and at the 4th meeting to 95% (very good). Judging from student learning outcomes, the average basicscore 63 increased to 75 in the first cycle of increase 12 points later in cycle II increased to 95 in cycle II largeincrease of 20 points. From the data analysis there is an increase both from teacher activity, student activity,and student learning outcomes. It can be concluded that the Improved Learning Model concept map can improvethe learning outcomes of IPS students of class VI SD Negeri 022 Jaya Mukti Kota Dumai.

Transforming the economics curriculum by integrating threshold concepts

2016 ◽  
Vol 58 (5) ◽  
pp. 492-509 ◽  
Author(s):  
Prashan Shayanka Mendis Karunaratne ◽  
Yvonne A Breyer ◽  
Leigh N Wood
Keyword(s):  
Learning Outcomes ◽  
Curriculum Design ◽  
Student Experience ◽  
Threshold Concepts ◽  
Content Type ◽  
Course Structure ◽  
Learning And Teaching ◽  
Entry Level ◽  
Higher Education Economics ◽  
Survey Responses

Purpose – Economics is catering to a diverse student cohort. This cohort needs to be equipped with transformative concepts that students can integrate beyond university. When a curriculum is content-driven, threshold concepts are a useful tool in guiding curriculum re-design. The paper aims to discuss these issues. Design/methodology/approach – The evidence for this pedagogic need can be seen in the UK’s higher education economics curriculum framework which is formulated around the threshold concepts of economics. Through a literature review of the application of threshold concepts in economics, the researcher has systematically re-designed an entry-level economics course. This research has been applied to the course structure, the learning and teaching activities, as well as the assessments. At the end of the semester, students students were surveyed on the student experience of the curriculum design and the course activities. The course grades noted the achievement of the students’ learning outcomes. Findings – When comparing the survey responses and the student course results to the previous semesters, there is a significant improvement in student experience as well as student learning outcomes of the course curriculum. Practical implications – This research provides curriculum developers with a benchmark and the tools required to transform economics curricula. Social implications – An engaging, transformative and integrative entry-level economics course is often the only exposure most business graduates have to the economics way of thinking and practice. Originality/value – This is the first comprehensive study that applies a curriculum re-design based on threshold concepts across an entry-level economics course.

scholarly journals Development of an ERP System Design Course to Improve Students' Learning Outcomes

2021 ◽  
Vol 16 (12) ◽  
pp. 276
Author(s):  
Basma Alharbi
Keyword(s):  
Life Cycle ◽  
System Design ◽  
Open Source ◽  
Learning Outcomes ◽  
Course Design ◽  
Positive Impact ◽  
Erp System ◽  
Improved Learning ◽  
The University ◽  
System Selection

This paper describes the design and evaluation of an ERP system design course, which utilizes experiential learning theory along with open ERP sys-tem to provide the students with a holistic and cost-free learning environ-ment. The objective of the course is to familiarize students with the ERP se-lection and implementation life-cycle. When designing the pedagogical framework, the goal was to help students, especially those with little to no working experience to acquire the necessary knowledge, and develop the practical technical experience. Additionally, it was necessary to help students appreciate the depth and issues involved in the ERP system selection and implementation life-cycle. Lectures, case discussions, system demos with interactive labs, and group projects were used all together to enable in depth learning of the proposed topics. We focus on open source ERP system to provide the students with the required hands-on experience, and also to demonstrate that such approach can be utilized even by low resource universities. This paper includes details of the proposed framework. The proposed framework was taught and evaluated in a 1-semester graduate level course at the university of Jeddah, in Jeddah, Saudi Arabia. The course design was in-directly assessed using a survey, and the results revealed the positive impact that the proposed framework had on students’ learning outcomes. The results of the assessment support that experiential based learning using open source ERP systems can lead to improved learning outcome.

scholarly journals Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization

2018 ◽  
Author(s):  
Benjamin Piper ◽  
Yasmin Sitabkhan ◽  
Jessica Mejia ◽  
Kellie Betts
Keyword(s):  
Qualitative Methods ◽  
Instructional Practices ◽  
Learning Outcomes ◽  
Group Work ◽  
Substantial Variation ◽  
Improved Learning ◽  
Written Word ◽  
Instructional Routines ◽  
The Impact ◽  
Quantitative And Qualitative Methods

This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.

scholarly journals DEVELOPMENT OF STATIC FLUID LEARNING PROPS TO IMPROVE STUDENTS' ARGUMENTATION SKILLS

2018 ◽  
Vol 6 (6) ◽  
pp. 296-309
Author(s):  
Muhammad Iwan ◽  
Agus Suyatna ◽  
Warsito
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Questionnaire Data ◽  
Design Development ◽  
Cross Sectional ◽  
Static Fluid ◽  
Preliminary Study ◽  
Improving Student Learning ◽  
Improved Learning ◽  
Led Lights

This study aims to develop static fluid material props in an effort to improve students' argumentation skills. Design development using 4-D development model consists of four stages, namely Define, Design, Development, and Disseminate. The test subjects of this study were 5 physics teachers and 75 students from three high schools in Bandar Lampung. Data were collected through observation in the preliminary study, questionnaires to see the responses of students, teachers, and experts on the developed aids and tests of the method of one pretest and posttest design. The questionnaire data were analyzed using scoring techniques and improved learning outcomes using the N-gain formula. According to the response of students and teachers there is a clear U-shaped hose that contains water that can be observed movement, there are sensors and LED lights that can live when the movement of water through the sensor. The second props are simple hydraulics to prove Pascal's law by laying loads of different weight on both sides of the piston with different cross-sectional areas. An effective tool for improving student learning outcomes and argument skills involves making claims and warrants, effective enough to improve the skills of backing, but less effectively to improve rendering skills.

scholarly journals How Student Worksheets Based Metacognitive can Improve Learning Outcomes on Material Price Index and Inflation?

2020 ◽  
Vol 3 (1) ◽  
pp. 54-61
Author(s):  
Royhatul Jannah ◽  
Jun Surjanti ◽  
Riza Yonisa Kurniawan
Keyword(s):  
High School ◽  
Research And Development ◽  
Student Learning ◽  
Learning Outcomes ◽  
Price Index ◽  
Student Learning Outcomes ◽  
Average Percentage ◽  
Improved Learning ◽  
Improve Student Learning ◽  
Material Price

The purpose of this paper is to improve student learning outcomes. This study is a Research and Development (R&D) using the 4D model Thiagarajan which includes stages Define, Design, Develop, and Disseminate but the Disseminate stage is not carried out. The findings showed that the feasibility of the material, language, evaluation, and graphics of 87%, 85%, 85%, 87% with a very decent category. The average N-gain score got a score of 0.6 categorized as moderate and classical completeness of student learning outcomes is 90%. While the results of the responses of students get an average percentage of 90,4% categorized as very feasible. Improved learning outcomes can be obtained using MMPII worksheets which include metacognitive features namely planning, monitoring, and evaluating. This study uses limited trials that were conducted on 20 students of XI IPS class Kanjeng Sepuh Senior High School.

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