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.
As in other STEM disciplines, early computing courses tend to stress individual assignments and discourage collaboration. This can lead to negative learning experiences that compel some students to give up. According to social learning theory, one way to improve students’ learning experiences is to help them form and participate actively in vibrant social learning communities. Building on social learning theory, we have designed a set of software interventions (scaffolds and prompts) that leverage automatically collected learning process data to promote increased social interactions and better learning outcomes in individual programming assignments, which are a key component of early undergraduate computing courses. In an empirical study, we found that students’ interaction with the interventions was correlated with increased social activity, improved attitudes toward peer learning, more closely coupled social networks, and higher performance on programming assignments. Our work contributes a theoretically motivated technological design for social programming interventions; an understanding of computing students’ willingness to interact with the interventions; and insights into how students’ interactions with the interventions are associated with their social behaviors, attitudes, connectedness with others in the class, and their course outcomes.
This research is motivated by the low learning outcomes of students of class VIII MTs Al-Akbar Sorong City on Jurisprudence subjects caused by Jurisprudence teachers in presenting subject matter which is sometimes monotonous. Teachers are more likely to use the lecture method in learning so as to make students bored. Therefore the researcher chose one of the Articulation learning methods to improve student learning outcomes. This method uses a chain message delivery system, which is from the teacher to students and is passed from one student to another student. This study aims to improve student learning outcomes in Jurisprudence subjects using Articating learning methods for students of class VIII MTs Al-Akbar Sorong City. This type of research is classroom action research (CAR). The subject was students in class VIII MTs Al-Akbar Sorong City in the odd semester of 2016/2017 academic year totaling 38 people. This research was conducted in 2 cycles, namely the first cycle and the second cycle carried out as many as 4 meetings. Data retrieval is done by using test results of learning and observation. The collected data is analyzed quantitatively and qualitatively. Quantitative data is calculated using the SPSS 16.0 formula. The results obtained after the action are given, namely: (1) the activeness of students during the learning process in class has increased, (2) in the first cycle the average score of student learning outcomes tests on Jurisprudence subjects between the first and second meetings in the first cycle is 62, 89% and 74.47% and in the second cycle, the average test score of student learning outcomes in fiqh subjects has increased ie, 80.79% and 94.34%. From the results of this study, in general, it can be concluded that an increase in student learning outcomes in the subjects of Jurisprudence VIII MTs Al-Akbar Sorong after applying the Articulation method
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.
<p style="text-align: justify;">Numeracy is one of the essential competencies that the objectives of teaching math to primary students should be towards. However, many research findings show that the problem of “innumeracy” frequently exists at primary schools. That means children still do not feel at home in the world of numbers and operations. Therefore, the paper aims to apply the realistic mathematics education (RME) approach to tackling the problem of innumeracy, in the case of teaching the multiplication of two natural numbers to primary students. We conducted a pedagogical experiment with 46 grade 2 students who have not studied the multiplication yet. The pedagogical experiment lasted in six lessons, included seven activities and nine worksheets which are designed according to fundamental principles of RME by researchers. This is mainly a qualitative study. Based on data obtained from classroom observations and students’ response on worksheets, under the perspective of RME, the article pointed out how mathematization processes took place throughout students' activities, their attitudes towards math learning, and their learning outcomes. The study results found that students were more interested in math learning and understood the concepts of multiplication of two natural numbers.</p>
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