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Journal articles on the topic 'And learners' academic outcomes'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Rokhaniyah, Hesti, and Oddy Virgantara Putra. "DEVELOPING WEB-BASED ONLINE TEST SYSTEM TO BOOST IELTS ACADEMIC READING SCORE." English Review: Journal of English Education 9, no. 2 (2021): 235–44. http://dx.doi.org/10.25134/erjee.v9i2.4348.

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Abstract: Web technology provides rich resources for both educators and learners in English teaching and learning process. In this context, the study aims at developing web-based online test for IELTS academic reading test on the users need for learners and educator of Universitas Darussalam Gontor. Addressing the issue of online test developing, this study utilized Alessi and Trollip instructional system design model. The formative evaluation and the increase in the average score at the pre-test and post-test of the learning motivation included alpha testing validated by two material and medi

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Nithya, Radhakrishnan, Karthikeyan Sathasivam, and Muthiah Ramanathan. "Uncovering the relationship between learning trends and graduation outcome: A retrospective approach." Journal of Engineering Education Transformations 37, IS2 (2024): 893–900. http://dx.doi.org/10.16920/jeet/2024/v37is2/24137.

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This study delves deeply into the complex interplay between distinct learner categories and their impact on performance trends and graduation outcomes within the pharmaceutical sciences domain. A cohort of 60 Bachelor of Pharmacy students was analyzed across different learner categories—slow, average, advanced, and non-performers. Methodologically, students' learning capacities were assessed, and tailored support measures were implemented. Graduation outcomes were measured based on industry placements, competitive exam success, and higher studies pursuit. Statistical analysis, including Chi-Sq

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Owens, Catherine. "Blended Learning Outcomes in Academic and Professional Writing." Journal of Education and Vocational Research 6, no. 3 (2015): 46–56. http://dx.doi.org/10.22610/jevr.v6i3.200.

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Much has been written about the potential of online learning. Advantages discussed in the literature include practical considerations such as career preparation, convenience, and savings in time and money, the ethical benefit of open access and the environmental one of reduced paper and printing; learning benefits such as improved creativity and support for a more learner centered environment, learner autonomy, and the establishment of standards. This study documents the learning outcomes of 28 undergraduate students studying Professional and Academic Writing in a blended learning environment.

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Aphrodis, Nyandwi, and Hesbon Opiyo Andala PhD. "SCHOOL CULTURAL PRACTICES AND LEARNERS ACADEMIC ACHIEVEMENT, IN PUBLIC PRIMARY SCHOOLS IN RWANDA: A CASE OF GASABO DISTRICT." International Journal of Advanced Research 12, no. 08 (2024): 1616–20. http://dx.doi.org/10.21474/ijar01/19409.

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This study investigates the impact of positive cultural practices in schools on the academic performance of learners in public primary schools in Gasabo District, Rwanda. It focuses on three key objectives: identifying the cultural practices upheld by school leaders, assessing the correlation between these practices and learners academic outcomes, and determining the overall influence of these practices on academic achievement. The research adopts both descriptive and correlational research designs, with data collected from a sample of 168 respondents through questionnaires and interviews. The

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Shahid, Muhammad Ahmad, Muhammad Safyan, and Abdullah Mustafa. "Machine Learning based Emotion Recognition using Facial Action Units over Edge-based Academic Infrastructure." Asian Bulletin of Big Data Management 5, no. 1 (2025): 15–29. https://doi.org/10.62019/abbdm.v5i1.286.

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Edge-based applications are envisaged to have a paramount impact on the academic landscape. One of the key aspects of academic activities is to keep the learners engaged. The pertinent engagement activities require constant analysis of the learner’s emotions and expressions. Both aspects of comprehending the learner’s engagement greatly rely on facial coding/recognition systems. Facial recognition widely depends upon the component analysis of facial action units which are structured sets of semantic features. This research proposes a lightweight machine learning-based framework for edge-driven

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Vigor, Rolando S. "Learner Engagement, Learning Adversities and Academic Achievements of Learners with Disabilities as Perceived by Teachers: A Mediating Analysis." Asian Journal of Education and Social Studies 51, no. 6 (2025): 275–92. https://doi.org/10.9734/ajess/2025/v51i61992.

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Low academic achievement among learners with disabilities is a global problem. This study aims to determine the mediating effects of learner engagement on the correlation between learning adversities and the academic achievements of learners with disabilities. Using the descriptive correlation design with the application of mediation analysis, the data were obtained from 240 respondents who were selected through stratified sampling. Results revealed that learners’ engagement fully mediated the correlation between learning adversities and the academic achievements of learners with disabilities.

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Mugala, Lameck, and Rachel Mabuku Kabeta. "Head Teacher’s Motivational Strategies for Teachers and Their Effect on Learners’ Academic Performance in Public Secondary Schools in Ndola District, Zambia." European Modern Studies Journal 7, no. 5 (2023): 1–12. http://dx.doi.org/10.59573/emsj.7(5).2023.1.

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The academic performance of the learners in public secondary schools in Ndola district has been a major source of concern for the past four years (2016-2019), a few schools in the district have performed well while majority have performed poorly culminating into low academic performance in the district. One of the roles of the head teacher is to promote academic achievement of the learners and one of the ways the head teacher can do this is by motivating the teachers. Motivated teachers are essential for creating a conducive learning environment and facilitating improved learner outcomes. This

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Heller, Monica L., and Jerrell C. Cassady. "Predicting Community College and University Student Success." Journal of College Student Retention: Research, Theory & Practice 18, no. 4 (2016): 431–56. http://dx.doi.org/10.1177/1521025115611130.

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The current study explored the differential influences that behavioral learning strategies (i.e., cognitive–metacognitive, resource management), motivational profiles, and academic anxiety appraisals have on college-level learners in two unique learning contexts. Using multivariate analysis of variance and discriminant analysis, the study first compared these variables across learners from a community college and traditional 4-year university located within the same regional area. The study also employed a series of multiple regression analyses to investigate the influence of these variables i

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Pansacala, Roma Mae. "Influence of Parental Presence and Learners' Behavior on Their Academic Performance." World Journal on Education and Humanities Research, no. 3 (October 18, 2024): 212–23. https://doi.org/10.22048/wjher.4.3.

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This study assessed the influence of parental presence on the behavior of Grade 3 learners, utilizing a descriptive-correlational research design. The study examined the relationship between parental involvement in school activities and the learners' behavior, with data collected from 38 parents and one teacher through survey questionnaires. Descriptive statistics were used to summarize the learners' profiles, while Pearson’s correlation coefficient was employed to explore the relationship between parental presence and learner behavior. The findings revealed a significant moderate positi

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Mokoena, Nelly. "Exploring teachers' experiences in teaching learners with Dissociative identity disorder at rural schools in the Amajuba district KwaZulu-Natal." International Journal of Studies in Inclusive Education 1, no. 1 (2024): 32–39. http://dx.doi.org/10.38140/ijsie.v1i1.1277.

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This study aims to investigate how Dissociative Identity Disorder (DID) affects learners’ academic achievements, engagements, and overall school experience. The objectives were to identify the prevalence of DID among learners in rural KwaZulu-Natal schools, examine the impact of DID on their academic performance, and explore interventions that could support affected learners. The study gained qualitative insight from interviews and focus groups involving learners, teachers, and psychologists. This comprehensive method facilitated a nuanced understanding of DID's effects on learning and academi

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RAIZHA, MANTLI KADATUAN MAHIRAH M. SALIK and RAMLAH A. DUGE. "TEACHERS' INTEGRATION OF TECHNOLOGY IN TEACHING AND LEARNERS' ACADEMIC OUTCOMES." International Journal of Advanced Scientific and Technical Research 15, no. 2 (2025): 59–71. https://doi.org/10.5281/zenodo.15533240.

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<strong>ABSTRACT</strong> This study aimed to determine the teachers’ technology integration in teaching and learners’ academic outcomes of selected schools in Aleosan East District, Pagalungan District and Pikit North District. This study utilized a complete enumeration sampling technique provided that the respondents were elementary teachers of selected schools in Aleosan East District, Pagalungan District and Pikit North District. The findings revealed that the teachers’ integration of technology in teaching has a significant relationship with the learners’ academic

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Bipul, Chakraborty, Amitava Bhowmick Dr., patra Avijit, and Mondal Firoj. "IMPACT OF MENTAL HEALTH ON ACADEMIC OUTCOMES OF ADOLESCENCES LEARNERS OF NORTH 24 PARAGANAS : A PSYCHOSOMATIC ASSESMENT." Shodhbodhalaya 1, no. 3 (2024): 1–24. https://doi.org/10.5281/zenodo.11047884.

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In this research paper , mental health on academic outcomes of adolescent learners in the fact of teenagers yearn for freedom to make all their own decisions, yet they don't always display the sound judgment has been presented on the study area of north 24. Most teens are also racked with fears about looking foolish and keep up a fiercely protected image , even as they strive to assert their individuality they seek emotional safety and a sense of belonging academic outcomes. for measurment of outcomes , <strong>“Mental health assessment tools laois offaly longford westmeath mental health

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Susanti, Susanti. "KOMPETENSI PEDAGOGIK YANG DIMILIKI GURU KELAS TINGGI DI MI MA’ARIF NU 2 PANCASAN AJIBARANG." Jurnal Penelitian Agama 20, no. 2 (2019): 315–36. http://dx.doi.org/10.24090/jpa.v20i2.2019.pp315-336.

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The results of this study are high-class teachers, should try as much as possible to educate their students ranging from first understand the learners in accordance with the characteristics, talents, intelligence and physical condition. Designing a learning device that matches the character of each learner and implements the design well in accordance with the student's condition and the state of the class. To evaluate the learners' understanding in the cognitive, affective and psychomechanical aspects in evaluating the process and learning outcomes to be a benchmark of teacher's success in tea

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Rechael Walog, Helen Revalde, Adrian Duites, Kaitlin Marie Opingo, Randy Mangubat, and Raymond Espina. "Building Social-Emotional Foundations in Early Childhood Education: Approaches and Outcomes." Journal of Humanities and Social Sciences Studies 6, no. 9 (2024): 144–50. http://dx.doi.org/10.32996/jhsss.2024.6.9.16.

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This study assessed the impact of socio-emotional learning (SEL) on academic performance and social competencies among early childhood learners. The findings revealed that learners with well-developed social-emotional competencies, particularly in areas such as emotional awareness, social skills, and pro- social behaviors, demonstrated significantly better academic performance. These competencies were also found to correlate with improved interpersonal relationships among learners and between learners and adults. Based on these results, the study strongly recommends the comprehensive integrati

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G., Panneerselvam, and Bella Wiselet S. "Anxiety and self-belongingness of inclusive learners: the stance, facet overcoming." International Journal of Evaluation and Research in Education (IJERE) 14, no. 2 (2025): 1286. https://doi.org/10.11591/ijere.v14i2.29993.

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<span>It was inevitable that young learners at this time would have to pay special attention to both prosaic life and their schoolwork. It is also acknowledged that the majority of learners live in a multi varied situations. This study focuses on and analyses academic anxiety and self-belongingness in learners in an inclusive setup. Academic anxiety is related to distinct characteristic of learner, including gender, venue, instructional media, and family structure. The study focused on these four personal characteristics, and an experimental design technique was used to perform the analy

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Roessingh, Hetty, and Scott Douglas. "Educational Outcomes of English Language Learners at University." Canadian Journal of Higher Education 42, no. 1 (2012): 80–97. http://dx.doi.org/10.47678/cjhe.v42i1.182449.

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This study compares the undergraduate academic achievement of domestic English language learners (ELLs) of different age on arrival (AOA) cohorts to native English speakers (NS), all of whom graduated from local high schools. The broad research question that frames the study is how the literacy levels of ELLs of different AOA cohorts influence retention, progress, and grade point average (GPA) as indicators of academic success. Findings suggest that ELLs are resilient and determined as they make progress toward degree status. However, their progress and achievement, regardless of AOA, is fraug

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Campanilla, Norveen S. "Exploratory analysis of learners’ motivation on learning Mathematics in Philippines." Journal of Social, Humanity, and Education 5, no. 1 (2024): 37–59. https://doi.org/10.35912/jshe.v5i1.2115.

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Purpose: The primary objective of this study was to investigate how motivation explains learners’ performance in mathematics. Research methodology: This study analyzed learners' age, sex, parents' educational attainment, siblings, occupation, and motivation using Mubeen and Reid's (2014) measurement. It also tested their relationship with mathematics achievement, and determined a regression model for predicting high school mathematics performance. Results: The study revealed a male-dominated population of Grade 9 learners at Matucay National High School, with satisfactory mathematics performan

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Amano, Shuichi, Kazumichi Enokida, Tatsuya Sakaue, Atsushi Nakagawa, and Katsuhiro Yamauchi. "Relationship Between Academic Procrastination and Differential Learning Outcomes in Asynchronous Online EFL Learning." AsiaCALL Online Journal 14, no. 2 (2023): 1–17. http://dx.doi.org/10.54855/acoj.231421.

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Although one advantage of asynchronous online language learning is that learners can choose when and where to learn, this learning environment can also lend itself to procrastination. However, procrastination during asynchronous language learning has not been sufficiently studied. Therefore, the present study investigates student procrastination in an asynchronous English learning environment and examines its impact on learning outcomes. University students engaged in asynchronous learning were divided into three groups, reflecting the timing of access to online materials: procrastinators, hab

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Izadpanah, Siros. "Evaluating the impact of smart technology on academic eagerness, academic seriousness, and academic performance in elementary english language learners as a foreign language." PLOS ONE 19, no. 5 (2024): e0300147. http://dx.doi.org/10.1371/journal.pone.0300147.

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The proliferation of smart devices in educational settings has prompted a need to investigate their influence on learners’ attitudes and language learning outcomes. Recent advancements in smart technology (ST) have ignited curiosity regarding their impact on academic eagerness (AE), (AS), and academic performance (AP) among elementary English language learners. Despite this, there remains a dearth of comprehensive discussion in this area. This study encompasses all primary language students from the academic year 2023 as its sample. A multistage sampling method was employed for sample selectio

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Alghamdy, Rashed. "EFL Learners’ Behavior States and Academic Outcomes during Playing Games Strategy." Journal of Language Teaching and Research 10, no. 4 (2019): 826. http://dx.doi.org/10.17507/jltr.1004.20.

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To identify the impact of playing games on the achievements of EFL learners, a quasi-experimental design study was applied for 4 weeks at an elementary school in Saudi Arabia. This study examines the impact of playing games in enhancing EFL students’ English skills ability in learning English as a foreign language context. In particular, this study purposes to investigate the impact of playing games in comparison to traditional learning in learning English skills on the achievement of EFL learners and their behavioral states during playing games. The participants in this study were 52 male pup

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ŞEKER, Meral. "Deconstructing Learner Engagement: An Expanded Construct Model for Higher Education Learners." International Journal of Assessment Tools in Education 10, no. 3 (2023): 395–412. http://dx.doi.org/10.21449/ijate.1215747.

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Despite the unanimous agreement regarding the positive outcomes of learner engagement, theorists and researchers draw attention to the disparate conceptualizations and structural models of “engagement” construct. The present study, in this respect, attempts to contribute to the development of a theoretical framework by suggesting a multidimensional overarching model for assessing higher education learner engagement. Following the descriptive research design, the study reports the initial model construction and validation results. The findings show significant differences from the earlier conce

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Yusun, Timothy, and Ann Gagné. "Towards a supportive math pedagogy: Power dynamics and academic integrity considerations." Canadian Perspectives on Academic Integrity 4, no. 1 (2021): 70–90. http://dx.doi.org/10.55016/ojs/cpai.v4i1.71341.

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Mathematics is a discipline with implicit power dynamics that affects who is seen as a viable educator and learner. In this paper we explore the power dynamics of the teaching and learning of mathematics at the university level, highlighting the inequitable and exclusionary aspects of math pedagogy that can lead to academic misconduct. We argue that a supportive pedagogy that meets learners at their social location will model academic integrity and create an educational environment that is inclusive of diverse learners. The potential effect of a supportive pedagogy that keeps universal design

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Lyza Marie Chan Lauronilla, Helen Revalde, Adrian Duites, Kaitlin Marie Opingo, Randy Mangubat, and Raymond Espina. "Cultivating Emotional and Social Development in Early Learners." Journal of Learning and Development Studies 4, no. 3 (2024): 36–41. https://doi.org/10.32996/jlds.2024.4.3.4.

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This study aimed to examine the relationship between social-emotional development and academic performance among early childhood learners A quantitative descriptive correlational research design was used. Data on social-emotional development were gathered through a structured questionnaire assessing emotional awareness and expression, self-regulation, social skills, relationships with adults, and pro-social behavior. Academic performance in literacy and numeracy was obtained from school records. Statistical analysis, including Pearson’s correlation, was applied to determine the relationship be

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Dungca, Jasley L., Gabriel Yvonne Agbayani, Avril Laine G. Muñoz, et al. "Parental Involvement in Curricular Performance of Students at Risk." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 6 (2024): 2258–75. http://dx.doi.org/10.11594/ijmaber.05.06.27.

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Parental involvement plays an important role in the academic performance of at-risk learners facing educational challenges. However, many parents struggle to contribute effectively due to various challenges, such as limited educational backgrounds, busy schedules, and personal commitments. This study aims to describe the parental involvement in the academic performance of at-risk learners, specifically focusing on involvement, success, and support within the school. This study uses a Mixed-methods sequential explanatory design. The study involves quantitative analysis supplemented by qualitati

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Chiphambo, Shakespear M. "LEARNER SAFETY AT RISK: THE IMPACT OF UNQUALIFIED MATHEMATICS TEACHERS IN SOUTH AFRICA – A CRITICAL REVIEW (2014-2024)." PONTE 80, no. 1 (2024): 76–90. https://doi.org/10.5281/zenodo.14579944.

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Abstract This comprehensive review aims to analyse the challenges and implications of placing learners under the supervision of teachers without mathematics qualifications, as highlighted in the literature from 2014 to 2024. The study examined the impact on learner performance, classroom management and safety, teacher confidence and efficacy, institutional policies and recruitment practices, and the role of professional development as a mitigation strategy. This study adopted a comprehensive literature review approach, synthesising findings from peer-reviewed publications between 2014 and 2024

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AKUAMOAH-BOATENG, CLARA. "Study Centre Sanitary Conditions and Its Impact on Health and Academic Outcomes of Distance Learners at University of Cape Coast." International Journal for Innovation Education and Research 7, no. 12 (2019): 515–28. http://dx.doi.org/10.31686/ijier.vol7.iss12.2103.

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This study examined the impact of Study Centre Sanitary and hygiene conditions and its impact on health and academic outcomes of Distance Learners at the University of Cape Coast (UCC). The major objective of the study was to find out how sanitary conditions at the host institutions used by the College of Distance Education (CoDE), as study centers for distance education (DE) delivery, impact on the health and academic status of distance education learners. Data was gathered using mainly self-developed and administered questionnaire. The simple random technique was used to select 300 DE learne

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Gacusan, Jenifer C., Sanny J. Dangis, and Bonimar T. Afalla. "Tailoring education for alpha learners: Harnessing learning styles for maximum learning outcomes." Nurture 17, no. 3 (2023): 302–13. http://dx.doi.org/10.55951/nurture.v17i3.335.

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Purpose: Everyone learns in a different way, depending on what suits them best. Hence, this study explored the learning styles of Alpha learners as perceived by their parents and teachers, with a particular focus on identifying effective teaching techniques that promote engagement and academic success. Design/Methodology/Approach: This descriptive survey was conducted among 52 teachers and 403 parents in Nueva Vizcaya, Philippines. The participants were selected randomly, and a modified teaching-learning styles questionnaire, validated beforehand, was utilized. The collected data were an

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Jaiswal, Preeti, and Abdulghani Al-Hattami. "Enhancing Learners’ Academic Performances Using Student Centered Approaches." International Journal of Emerging Technologies in Learning (iJET) 15, no. 16 (2020): 4. http://dx.doi.org/10.3991/ijet.v15i16.14875.

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Abstract- Contemporary higher education institutions place students at the centre of their thinking and emphasize on student centered approaches to help learners construct knowledge during their learning paths in higher education. The study was guided by Bloom’s taxonomy in designing learning outcomes, incorporating engaging learning activities and assessing learning outcomes. Bloom’s Taxonomy of Educational Objectives provides a hierarchical classification system that classifies thinking abilities from basic information acquisition to more complex processes. The purpose of this study was to e

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Coronel, Ethelyn Maureen, and Wilfredo Miasco. "Social and Economic Barriers to the Academic Performance of Alternative Learning System Learners." Psychology and Education: A Multidisciplinary Journal 42, no. 9 (2025): 1343–51. https://doi.org/10.70838/pemj.420910.

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This research explores the social and economic barriers affecting the academic performance of learners enrolled in the Alternative Learning System (ALS) in Malaybalay City, Bukidnon. ALS serves as an inclusive educational intervention for individuals who have been marginalized from formal schooling due to various socio-economic factors. This study identifies the primary barriers ALS learners face, particularly in terms of limited family support, inadequate study environments, financial difficulties, and competing work obligations. A descriptive-correlational design was employed to analyze the

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Catayas, Clarissa, and Omar Hussien. "Classroom Management Strategies, Practices, and Learners' Academic Performance." Psychology and Education: A Multidisciplinary Journal 23, no. 8 (2024): 973–89. https://doi.org/10.5281/zenodo.13315676.

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This study explored the intricate dynamics of classroom management strategies and their impact on the academic performance of grade 6 students at Kiwalan Elementary School in Iligan City, Philippines. Utilized adapted structured questionnaires with a 5-point Likert scale for teachers and learners. Learners positively perceived their teachers' strategies across dimensions like physical classroom conditions, discipline, routine care, and time management. Teachers, in turn, displayed unwavering confidence in these strategies, emphasizing their commitment to maintaining optimal learning conditions

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Ipseeta Nanda, Et al. "ALBERT-Based Personalized Educational Recommender System: Enhancing Students’ Learning Outcomes in Online Learning." International Journal on Recent and Innovation Trends in Computing and Communication 11, no. 10 (2023): 2190–201. http://dx.doi.org/10.17762/ijritcc.v11i10.8906.

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Online learners must navigate vast educational resources to find materials that meet their needs. This study introduces an ALBERT-based personalized educational recommender system to improve student learning. ALBERT (A Lite BERT), an optimized variant of the BERT algorithm, captures contextualized word representations and understands the semantic meaning of learning resources, student profiles, and interactions. This study evaluates the ALBERT-based recommender system’s personalized learning recommendations. To assess learning outcomes, a diverse group of students from different educational do

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Yoo, SooKyung, and Ji-woong Jang. "Development and Implementation of a Collaborative Group Study Educational Model Based on Flipped Learning." Korean Career, Entrepreneurship & Business Association 9, no. 1 (2025): 93–111. https://doi.org/10.48206/kceba.2025.9.1.93.

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This study empirically analyzed the impact of an educational model combining flipped learning and collaborative group study on learners' academic achievement, self-directed learning attitudes, academic self-efficacy, learning engagement, and learning presence in IT vocational education. The study targeted a Python programming course for 15 weeks in the Department of Computer Engineering, where a flipped learning-based collaborative group study model was designed and implemented to observe its effects on learners. The participants included 20 second-year undergraduate students, and changes in s

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Bendijo, Marian June, Lilibeth Pinili, Randy Mangubat, and Veronica Calasang. "Influence of Family Attributes on Academic Outcomes for Children with Special Educational Needs." International Journal of Social Sciences and English Literature 9, no. 1 (2025): 34–38. https://doi.org/10.55220/2576683x.v9.256.

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This study examined the influence of family stability and involvement on the academic outcomes of learners with special educational needs (SEN). Utilizing a descriptive-correlational design, the research analyzed responses from 50 parents of SEN learners using a validated questionnaire. Statistical tools, including Pearson’s correlation, revealed strong positive relationships between family stability and family involvement with academic performance. Findings showed that consistent family routines, emotional and financial support, and active parental engagement significantly enhanced academic o

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Andrade, Honey. "Learners' Motivation as a Moderating Variable in the Relationship of Teaching Strategies and Academic Performance of Learners in Multigrade Schools in Third Congressional District of Quezon." Ignatian International Journal for Multidisciplinary Research 3, no. 5 (2025): 992–1005. https://doi.org/10.5281/zenodo.15461842.

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This study investigates learners’ motivation as a moderating variable in the relationship between teaching strategies and academic performance. Employing a quantitative, descriptive-correlational research design, data were gathered from 49 multigrade teachers and 299 learners using a structured survey questionnaire. The analysis reveals that while learners demonstrate strong intrinsic motivation, particularly in independence, responsibility, and classroom engagement, they also experience challenges such as difficulty concentrating and anxiety when learning alongside older peers. Teachers

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Roessingh, Hetty, Pat Kover, and David Watt. "Developing Cognitive Academic Language Proficiency: The Journey." TESL Canada Journal 23, no. 1 (2005): 1. http://dx.doi.org/10.18806/tesl.v23i1.75.

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This study tracks the development of cognitive academic language proficiency of 47 academically competent high school ESL learners of differing age on arrival (AOA) who received instructed ESL support and one comparison group of six young arrivals who received little if any ESL support during their educational experiences. Although intake and outcome measures appear similar on the surface for all 47 students, variability in the subscores of the outcomes measure provided the catalyst for taking a closer look at progress during the ESL program. The outcomes provide a refined understanding of the

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Umoren, Rachel A., Julie A. Poore, Linda Sweigart, et al. "TeamSTEPPS Virtual Teams: Interactive Virtual Team Training and Practice for Health Professional Learners." Creative Nursing 23, no. 3 (2017): 184–91. http://dx.doi.org/10.1891/1078-4535.23.3.184.

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Medical errors because of communication failure are common in health care settings. Teamwork training, such as Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS), improves team performance and patient outcomes. Academic institutions seek high-quality, low-cost curricula for interprofessional education (IPE) to prepare learners for clinical experiences before and after graduation; however, most IPE curricula involve lectures, simple tabletop exercises, and in-person simulations and are not readily accessible to geographically distributed and asynchronously engaged

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Zheng, Ruimengyuan. "The Impact of Adverse Childhood Experiences on Educational Outcomes in Adolescents." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 634–40. http://dx.doi.org/10.54097/qg7vxm92.

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This paper's purpose is to review past literature on the effect of adverse childhood experiences on the educational outcomes of adolescent learners. Over the past few years, literature pieces through various researchers and writers have identified the great need to sensitize the reasons for the outcomes that adolescents get when they go through school. Most researchers have also focused on the possible solutions that could be used in addressing adolescents' different needs and challenges. One of the challenges that most researchers still need to identify is the early childhood experiences that

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Achmad Romadin, Vika Puji Cahyani, Fahri Anwar, Erniyani Erniyani, and Muhammad Taufiq Arfah. "Strategies for Understanding Vocational High School Learners Through Identification of Self Characteristic." International Journal of Integrative Sciences 4, no. 2 (2025): 279–88. https://doi.org/10.55927/ijis.v4i2.8.

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Understanding the characteristics of learners in vocational education is an important element in creating an effective learning environment that supports vocational development. This article uses the literature review method to analyse the factors that influence learner characteristics and the pedagogical approaches that can be applied. Characteristics such as social background, interest in vocational fields, and intrinsic motivation have a significant influence on learning outcomes. By identifying learners‘ individual characteristics, educators can apply customised learning strategies, such a

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Upadhyay, Priya, Shruti Lashkari, Raj Mishra, Nisha Rathi, Rishikesh Pawar, and Ashwinee Gadwal. "Smart Education for Slow and Fast Learners: An Adaptive Learning Approach." Recent Research Reviews Journal 4, no. 1 (2025): 108–19. https://doi.org/10.36548/rrrj.2025.1.007.

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This study examines personalized learning within smart education to address the diverse needs of both fast and slow learners. Traditional teaching methods frequently neglect individual learning styles, resulting in disengagement and unequal academic performance. In this study, we provide customized learning materials and support to participants. Following a preliminary quiz that categorizes learners into distinct groups, personalized YouTube video tutorials are made available. Continuous internal assessments monitor progress, ensuring that learners receive the necessary support. A comprehensiv

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�� and Ivan Dashkevich. "Technology to Monitor Learners� General Purpose Intellectual Educational Activities." Standards and Monitoring in Education 3, no. 1 (2015): 22–31. http://dx.doi.org/10.12737/7447.

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The paper considers technologies on how to monitor completeness of general purpose intellectual educational activities (such as skills to analyze, to synthesize, to compare, to generalize and to classify) based on criteria, put forward by the author, and also on the author�s proprietary level-sensitive description of the degree of these activities� completeness, as displayed by learners. Universality of educational activities manifests itself in their abovedisciplinary nature, as these actions provide for consistency of common cultural, individual and cognitive development of a learner�s perso

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MacFarlane, Marco. "Core academic language skills as a predictor of academic success in Grade 6 South African learners." South African Journal of Education 44, no. 1 (2024): 1–10. http://dx.doi.org/10.15700/saje.v44n1a2400.

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With this article I explore the relationship between core academic language skills (CALS) – a construct representing a set of high-utility language skills needed to manage the linguistic features prevalent in academic texts across content areas – and schooling outcomes. There has long been an understanding that there is a distinction between academic language and colloquial language, originally described by Jim Cummins (1976) as cognitive academic language proficiency (CALP) and basic interpersonal communication skills (BICS). The construct has only recently been operationalised (Uccelli, Phil

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Mwaibingila, Godson, Winfrida Malingumu, and Karoli Mrema. "Basic Education and Its Impact for Career Development Goals among Adult Learners’ in Tanzania." Asian Research Journal of Arts & Social Sciences 23, no. 1 (2025): 82–94. https://doi.org/10.9734/arjass/2025/v23i1634.

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This study examines the impact of basic education attainment for career development among adult learners’ in Rukwa region, Tanzania, revealing the academic performance of adult learners in basic education in Tanzania, and exploring the influence of adult academic performance for their career development goals in Tanzania. Andragogy and Social cognitive career theory applied. The study employed mixed methods and used a correlational design for the quantitative component. The target population was 506 respondents. The study used a sample of 230 respondents. The adult learners were randomly selec

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Pabilona, Raquel, and Lelanie Perido. "Health Status as Correlates to Academic Performance of Selected Learners in New Era Elementary School." Psychology and Education: A Multidisciplinary Journal 28, no. 8 (2024): 884–93. https://doi.org/10.5281/zenodo.14432055.

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This study delves into the intricate relationship between students' health status and academic performance in New Era Elementary School. The findings highlight the significance of promoting positive health habits and addressing challenges in stress management and social support to enhance students' overall well-being. The study reveals a substantial association between health status and academic performance, emphasizing the importance of a holistic approach to education that integrates health promotion initiatives into the curriculum. By acknowledging demographic differences in health status a

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Oumelaid, Najim, Brahim El Boukari, and Jalila El Ghordaf. "Analyzing the impact of digital classrooms on mathematics calculation skills and learners’ motivation." Journal of Education and Learning (EduLearn) 19, no. 3 (2025): 1270–78. https://doi.org/10.11591/edulearn.v19i3.22564.

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This paper presents the findings of a comprehensive experimental study examining the impact of computer-assisted instruction (CAI) compared to traditional teaching methods on learner performance and motivation in mathematics education. The study, conducted with 80 first-year college learners from a primary school in Morocco, aimed to assess the effectiveness of CAI in enhancing learning outcomes and promoting learner engagement. Through pre- and post-intervention tests, the study evaluated mathematical calculation abilities, while questionnaires were utilized to measure changes in learner moti

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Vilakazi, Zanele, Lydia Mavuru, and Sam Ramaila. "MULTILINGUAL EDUCATION IN LIFE SCIENCES: TEACHERS' AND LEARNERS' BELIEFS ABOUT CODE-SWITCHING." Journal of Baltic Science Education 23, no. 6 (2024): 1291–309. https://doi.org/10.33225/jbse/24.23.1291.

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In South Africa, where multilingualism is prevalent, code-switching—a practice of alternating between languages—plays a significant role in shaping classroom dynamics and learning outcomes. This study explores the beliefs of both teachers and learners regarding code-switching in Life Sciences classrooms. Utilizing quantitative methods, the research is grounded in the Cognitive Academic Language Proficiency (CALP) framework which emphasizes the pivotal role of language in the learning process. Data were collected from 100 learners and 44 secondary school teachers across multilingual areas in Se

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Obod, Kenjie, and Lutchie Ducot. "Assessing Modular Distance Learning in Araling Panlipunan: Implementation Extent, Challenges, and Academic Outcomes in Talakag District III." Psychology and Education: A Multidisciplinary Journal 34, no. 10 (2025): 1175–82. https://doi.org/10.70838/pemj.341001.

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This study aimed to explore the relationship between the extent of Modular Distance Learning (MDL) implementation, challenges encountered during its process, and learners' academic achievement in Araling Panlipunan at Talakag District III during SY 2020–2021. The research employed a descriptive-correlational design and utilized a validated questionnaire developed by Prof. Nuri Gomleksiz to gather data from teachers across 12 schools in the district. The results showed that MDL was implemented to a moderate extent across module content, utilization, teacher facilitation roles, but only to a low

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Magdum, Rohit, Prashant Jadhav, Anjali Magdum, Shailesh Shirguppikar, Ramchandra Deasavale, and Sachin Khot. "Enhancing Learning Outcomes: The Impact of Competition on Slow Learners' Engagement and Academic Performance." Journal of Engineering Education Transformations 38, IS2 (2025): 458–62. https://doi.org/10.16920/jeet/2025/v38is2/25056.

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The classroom management plays a crucial role in enhancing students' understanding and engagement. This study introduces "Learning by Competing," a novel approach aimed at involving slow learners—students with below-average cognitive abilities who often remain passive during classroom activities. The method was implemented in a classroom of 30 students enrolled in a Textile Technology elective course, known for its challenging and theoretical content. The approach involves dividing the class into heterogeneous groups, with slow learners assigned as group leaders. These leaders, along with thei

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Umadhay, Jezza Mae L. "Ethnic Identity, Academic Self-Concept, and Achievement of Blaan Learners Within the Municipality of Tampakan." American Journal of Interdisciplinary Research and Innovation 4, no. 2 (2025): 27–36. https://doi.org/10.54536/ajiri.v4i2.4606.

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The study provided a deeper understanding of how ethnic identity and academic self-concept influence the academic outcomes of Blaan learners, offering implications for educational policies, culturally responsive teaching strategies, and student support programs. This study looked into the relationship of ethnic identity to academic self-concept and achievement of Blaan learners within the Municipality of Tampakan. As a descriptive-correlational study, this considered 241 full-blooded Blaan learners as respondents. The total enumeration was used as a sampling technique, assuming the population

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Munyaradzi, Chidarikire, and Mweli Patrick. "Exploring Interconnection of Rural Female Learners' Psychological Resilience and Academic Achievement Amidst Climate Change in Zimbabwe." Journal of Ecohumanism 4, no. 4 (2025): 388–403. https://doi.org/10.62754/joe.v4i4.6741.

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This qualitative study explored the intricate relationship between the psychological resilience of rural female learners and their academic achievement in the context of climate change in Zimbabwe. Focusing on two secondary schools in the Masvingo North region, the research employed a case study design to examine the lived experiences of 13 participants, including learners, educators, and community members. Despite the growing body of literature on climate change and education, a specific gap existed regarding the interplay between psychological resilience and academic performance among rural

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Susanti, Susanti. "KOMPETENSI PEDAGOGIK YANG DIMILIKI GURU KELAS TINGGI DI MI MA’ARIF NU 2 PANCASAN AJIBARANG." Jurnal Penelitian Agama 19, no. 2 (2018): 1–19. http://dx.doi.org/10.24090/jpa.v19i2.2018.pp1-19.

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Abstract: The background of this research is that all teachers must have pedagogic competence in managing learners' learning, which includes learners' related understanding, planning and implementation of learning, evaluation of students' learning outcomes and the development of potential learners who are instructed by teachers in various activities according to their potential. This journal article is used as a reference in conducting research. The theoretical basis discussed in this article is Pedagogic Competence, High Class Teachers and Pedagogic Competencies of High Class Teachers in SD/M

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