Learning Outcomes
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2022 ◽  
Vol 21 (1) ◽  
Andy R. Cavagnetto ◽  
Joshua Premo ◽  
Zachary Coleman ◽  
Kate Juergens

The study examines the relationship between scientific accuracy of contributions, peer idea consideration, one’s ability to direct the conversation, and learning outcomes of students engaged in small-group work in an introductory undergraduate biology lab course.

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Joakim Winborg ◽  
Gustav Hägg

PurposeIn the literature there is limited knowledge about how to prepare students for a corporate entrepreneurial career. The purpose is therefore to develop a framework for understanding the role corporate development projects play in corporate entrepreneurship education, and to examine the potential role of the design of the project. The study defines a corporate development project as a project being part of an academic education to provide students with working experiences situated in an experiential learning process.Design/methodology/approachBased on work-integrated learning literature, the authors first develop a conceptual framework. Thereafter, they undertake a multiple case study using data from a Master's Program in Corporate Entrepreneurship. Starting from the conceptual framework, the authors employ deductive thematic analysis in order to analyze data and finally to develop an elaborated framework.FindingsIn the framework, the authors identify and label five categories of learning outcomes from the corporate development project. The framework helps understand the interplay between the different learning outcomes in students' learning process and shows how the design of the project shapes the learning process.Practical implicationsThe framework can assist educators in designing and integrating the corporate development project as a key module within a corporate entrepreneurship academic program.Originality/valueBased on the framework, the study develops the knowledge about the design of corporate entrepreneurship education. Future research should test the framework using data from other academic programs in corporate entrepreneurship.

2022 ◽  
Vol 8 (1) ◽  
pp. 239-246
Fajryani Simal ◽  
Dahlia Mahulauw ◽  
Marleny Leasa ◽  
John Rafafy Batlolona

This study aimed to analyze the correlation between self-awareness, mitigating learning loss, and student science learning outcomes during the COVID-19 pandemic. Data was collected using a correlational study, a questionnaire, and data analysis using linear regression using the SPSS 16.00 application. The analysis results found that the correlation value or R correlation between self-awareness and learning outcomes was 0.020. The coefficient of determination (R2) was 0.000. In contrast, the regression between learning loss and learning outcomes was R, which was -0.073, the coefficient of determination (R2) was 0.005. The self-awareness regression coefficient on the correlation between self-awareness and learning outcomes is 0.018 or only 0.02%, so the equation becomes Y = 83,287 + 0.018X. In the correlation between self-awareness and learning outcomes, the regression coefficient of learning loss is -.119 or only <0, so the regression equation formed is Y = 94.480 -.199X. Therefore, it can be concluded that self-awareness has no correlation with students' cognitive learning outcomes, and there is no correlation between learning loss mitigation and student learning outcomes during the COVID-19 pandemic

2022 ◽  
Vol 12 ◽  
Xing Li ◽  
Xinyue Lin ◽  
Fan Zhang ◽  
Yuan Tian

Instructional interactions, which includes student–student interaction (SS), student–teacher interaction (ST), and student–content interaction (SC), are crucial factors affecting the learning outcomes in online education. The current study aims to explore the effects of instructional interactions on individuals’ learning outcomes (i.e., academic performance and learning satisfaction) based on the Interactive Equivalence Theory by conducting two empirical studies. In Study 1, we explored the direct relationships between instructional interactions and learning outcomes. A quasi-experimental design was used to manipulate the two groups of subjects (n1 = 192; n2 = 195), and the results show that not all of the three types of interaction can significantly positively predict learning satisfaction, among which ST cannot significantly predict learning satisfaction. When the total amount of instructional interactions is constant, adjusting the relative level of the three types of instructional interactions can effectively improve the learning outcomes to some extent. We further probed into the mediating effects of task value and self-regulated learning on the relationships between instructional interactions and learning outcomes in Study 2. We conducted an online survey and collected 374 valid data. The results showed that task values mediated the relationship between SS and learning satisfaction. In addition, SC can not only directly affect learning satisfaction, but also affect it through task value and self-regulated learning respectively, or via chain mediations of both task value and self-regulated learning. Our findings enrich the previous instructional interactions research and provide reference for online education curriculum design.

2022 ◽  
Vol 2 (1) ◽  
pp. 29-33

The purpose of this study was to determine the impact and implementation of the jigsaw method in learning science (Physics) subjects to improve student achievement in class IX of SMP Negeri 10 Malang, Malang City. The method used in this research is classroom action research (CAR). While the data collection techniques used were observation, interviews, documentation and descriptive data analysis. This research was conducted in 3 cycles, namely cycle I, cycle II and cycle III. The research subjects were 34 grade IX students of SMP Negeri 10 Malang in the 2016/2017 academic year. After doing research in class IX SMP Negeri 10 Malang, student learning outcomes using the jigsaw model learning method, can improve student achievement in class IX SMP Negeri 10 Malang. As proof that, from 34 students who carried out learning activities, it was found that the scores of 80, 90 and 100 had increased. Those who scored 80/good enough, in the first cycle: 8 (23.53%) students in the second cycle: 9 (26.47%) students in the third cycle: 13 (38.24%) students. Those who scored 90/good in the first cycle: 1 (2.94%) students in the second cycle: 5 (14.71%) students in the third cycle: 10 (29.41%) students. Those who scored 100/excellent in the first cycle: 0 (0%) students in the second cycle: 0 (0%) students in the third cycle: 1 (2,94%) students. Thus, the jigsaw method of learning can improve the learning outcomes of class IX students in the even semester of 2016/2017 academic year. ABSTRAKTujuan penelitian ini adalah untuk mengetahui dampak dan implementasi metode jigsaw dalam belajar mata pelajaran IPA ( Fisika ) dapat meningkatkan prestasi belajar siswa kelas IX SMP Negeri 10 Malang Kota Malang . Metode yang digunakan dalam penelitian ini adalah metode penelitian tindakan kelas (PTK). Sedangkan teknik pengumpulan data yang digunakan adalah observasi, wawancara, dokumentasi dan analisis data secara deskriptif. Penelitian ini dilakukan dalam 3 siklus yakni siklus I siklus II dan siklus III. Subjek penelitian adalah 34 orang siswa kelas IX SMP Negeri 10 Malang Tahun Pelajaran 2016/2017. Setelah dilakukan penelitian di kelas IX SMP Negeri 10 Malang, hasil belajar siswa dengan menggunakan metode pembelajaran Model jigsaw, dapat meningkatkan prestasi belajar Siswa Kelas IX SMP Negeri 10 Malang. Sebagai buktinya bahwa, dari 34 siswa yang melakukan kegiatan belajar didapatkan pada perolehan nilai 80 , 90 dan 100 mengalami peningkatan. Yang memperoleh nilai 80/cukup baik, pada siklus I : 8 (23,53%) siswa pada siklus II : 9 (26,47%) siswa pada siklus III : 13 (38,24%) siswa. Yang memperoleh nilai 90/baik pada siklus I : 1 (2,94%) siswa pada siklus II : 5 (14,71%) siswa pada siklus III : 10 (29,41%) siswa. Yang memperoleh nilai 100/sangat baik pada siklus I : 0 (0%) siswa pada siklus II : 0 (0%) siswa pada siklus III : 1 (2,94%) siswa. Dengan demikian, metode pembelajaran dengan metode jigsaw dapat meningkatkan hasil belajar siswa kelas IX semester genap tahun pelajaran 2016/2017.

2022 ◽  
Vol 2 (1) ◽  
pp. 145-169
Kailing Zhao ◽  
Kornsiri Boonyaprakob

Interaction in foreign language classrooms has been regarded as a key factor in enhancing learning outcomes (Allwright, 1984; Ginting, 2017; Hanum, 2016). This study examined interactions in a specific university classroom context in Thailand where 28 Chinese students were learning Thai as a foreign language with a Thai teacher. It employed a mix-method design. Quantitative data were gathered based on a modified Flanders’ model (Flanders Interaction Analysis Category System or FIACS), and the qualitative data were gathered from classroom observations. The analysis of 90-minute video records and field notes from the observations of three classes reveal the domination of teacher’s talk (77.59%), and the minimal students’ talk (6.16%). Besides, silence time occupies 16.25%. Out of the total of 22 categories of interaction, no student talk can be categorized as an initiation of talk, and no teacher talk can be categorized as procedural lectures and assigning homework. Characteristics of the interaction varied according to the quantity and categories of talk. Transcription of verbatim from the videos reveals details of the interaction. Findings suggest that quantity, category, and characteristics of talk are interrelated and must all be improved together to increase the quality of interaction to affect student learning outcomes.

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