Relevant bibliographies by topics / Increased student learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Increased student learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Increased student learning"

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Syam Pratomo, Ryan Humardani, and Sri Mukminati Nur. "Learning Model Simas Eric Alternative Solutions to Increase Learning Motivation." JURNAL PEMBELAJARAN DAN BIOLOGI NUKLEUS 7, no. 1 (2021): 195–207. http://dx.doi.org/10.36987/jpbn.v7i1.2034.

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This study aims to determine the increase in learning motivation of class XI SMA YP PGRI 1 Makassar. This type of research is a classroom action research with implementation stages which include planning, implementation, action, reflection, and evaluation in each cycle. The research subjects were 30 student of class XI IPA for the 2019/2020 academic year. Instruments in data collection using observation sheets and questionnaire sheets. The observation sheet is used to determine the increase in student motivation through student activities. Questionnaire sheets were used to obtain data on incre
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Larombo, Sapiudin fiun, and Basuki Wibawa. "INCREASED ACTIVITY AND LEARNING OUTCOMES THROUGH BIOLOGY WITH GUIDED DISCOVERY LEARNING MODEL." Asia Proceedings of Social Sciences 4, no. 3 (2019): 8–10. http://dx.doi.org/10.31580/apss.v4i3.808.

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The purpose of this study is to improve the activities and student learning outcomes on biology subjects through the application of guided discovery learning models. This research is a type of Classroom Action Research. Classroom Action Research is carried out in 2 cycles. The results showed that the application of guided discovery learning models can improve the activity and learning outcomes of students of class XI IPA 1 SMAN 1 Asera. Learning outcomes in the cognitive realm increased by 22.77% after the action of the first cycle and amounted to 11.50% after the second cycle of action and ps
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Chad, Paul. "The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students." Journal of Marketing Education 34, no. 2 (2012): 128–39. http://dx.doi.org/10.1177/0273475312450388.

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Marketing educators are often faced with poor preclass preparation by students, declining student interest in attending classes as the semester progresses, and student complaints regarding previous bad experiences with team assessment activities. Team-based learning (TBL) is an innovative teaching strategy using semiformalized guidelines aimed to enhance student engagement and improve teamwork and, hence, overcome the typical problems faced by educators. This case study examines the first-time use of TBL in a postgraduate marketing subject at an Australian university. The results indicate that
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Hasibuan, Ali Rachmad. "Increased Triangular and Quadrilateral Mathematics Learning Outcomes of Class IV Students Through Learning Cycle Learning Models in 200503 Public Elementary Schools." International Journal of Theory and Application in Elementary and Secondary School Education 1, no. 1 (2019): 15–24. http://dx.doi.org/10.31098/ijtaese.v1i1.18.

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This study aims to Improve Student Learning Outcomes in Triangular Material and Quadrilateral Class IV 200503 Public Elementary School Education with 30 students. The findings of this study are as follows: (1) The average value of students' mathematics learning in Triangular and Quadrilateral material before the Learning Learning Cycle model is applied in Class IV 200503 Public Elementary School Education is 30%. Based on the average value, it can be said that the student learning outcomes before the application of the Learning Cycle learning model in class IV SD Negeri 200503 Pijorkoling is r
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Hasibuan, Ali Rachmad. "Increased Triangular and Quadrilateral Mathematics Learning Outcomes of Class IV Students Through Learning Cycle Learning Models in 200503 Public Elementary Schools." International Journal of Theory and Application in Elementary and Secondary School Education 1, no. 1 (2019): 15–24. http://dx.doi.org/10.31098/ijtaese.v1i1.20.

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This study aims to Improve Student Learning Outcomes in Triangular Material and Quadrilateral Class IV 200503 Public Elementary School Education with 30 students. The findings of this study are as follows: (1) The average value of students' mathematics learning in Triangular and Quadrilateral material before the Learning Learning Cycle model is applied in Class IV 200503 Public Elementary School Education is 30%. Based on the average value, it can be said that the student learning outcomes before the application of the Learning Cycle learning model in class IV SD Negeri 200503 Pijorkoling is r
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Putri, Shinta Amanda, Lazim N, and Syahrilfuddin Syahrilfuddin. "IMPLEMENTATION OF TREFFINGER LEARNING MODEL TO INCREASE LEARNING MATHEMATICS RESULT STUDENTS V SDN 47 PEKANBARU." Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan 2, no. 2 (2019): 183. http://dx.doi.org/10.31258/jta.v2i2.183-191.

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The background of this study is caused by fifth grade student have low learning out come in SDN 47 Pekanbaru.The standard score in school is 70 from 41 students,only 20 students has reached the standard score with percentage 48,78% and there are 21 students didn't reached standard score yet,with percentage 51,21% and avarage score is 60,24.the aimof this research is for increase learning outcome mathematics of fifth grade students SDN 47 Pekanbaru by implemertation of treffinger learning model.The result showed that the average score of 60,24 increase in cycle Iasi 27,53% to 76,82. In cycle II
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Harefa, Nelius, Marudut Sinaga, and Saronom Silaban. "Students perception and interest on chemistry: Learning evaluation integrated quizziz media." Jurnal Pendidikan Kimia 12, no. 3 (2020): 143–50. http://dx.doi.org/10.24114/jpkim.v12i3.21163.

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Interest in learning is a passion or a great desire for something that is closely related to personality, motivation, expression and self-concept, identification, heredity, and external factors. Interest in learning affects the cognitive, affective, and psychomotor aspects of students. In this study, analyzed and interpreted student interest in learning through media-based learning Quizizz and students' perceptions of the media. Based on the analysis and interpretation of the data, indicators of student interest in the media Quizizz increased by 0.818 in the high category, indicators of studen
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Arofiq, Arofiq. "Increased Motivation and Student Outcomes Through Problem Based Learning (PBL) in Mathematics Learning." IJECA (International Journal of Education and Curriculum Application) 2, no. 3 (2019): 50. http://dx.doi.org/10.31764/ijeca.v2i3.2159.

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The material in mathematics learning is considered boring and monotonous. This proves that there are students who have not been able to reach the minimum success rate. Therefore, the purpose of this research is to know the increased motivation and learning outcomes of students through Problem Based Learning (PBL). This research is a class action research implemented over two cycles. Each cycle consists of planning, implementation, action, observation, and reflection phases. The research instruments used are observation sheets, tests, and polls. Data collection techniques using interviews and d
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Fatimah, Rizkayatul, Sholahudin Al Ayubi, and Tri Novita Irawati. "DISCOVERY LEARNING Application to Improve Student Activity and Learning Outcomes." Jurnal Axioma : Jurnal Matematika dan Pembelajaran 5, no. 2 (2020): 115–22. http://dx.doi.org/10.36835/axi.v5i2.736.

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This research is a classroom action research which the aims is to form students character in the classroom learning process and to determine student activities and student learning outcomes in VIIIB class at Darul Mukhlasin MTs for the 2019/2020 school year with 26 students as the reserh subject. Data collection methods used were documentation, observation, tests and interviews than data analysis in this study using qualitative analysis with the percentage of student activity and student learning outcomes. Based on the results of the study, it was obtained that the average percentage of studen
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Kumullah, Rahmah, and Ahmad Yulianto. "Two-Dimentional Figure Learning Through Problem Based Learning in Class V Students of Primary Schools." Journal of Education and Learning Mathematics Research (JELMaR) 1, no. 2 (2020): 85–90. http://dx.doi.org/10.37303/jelmar.v1i2.34.

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The problem of this research is the low student learning outcomes in mathematics subject class V Pai State Primary School. The purpose of this study was to improve mathematics learning outcomes through problem-based learning in fifth grade students. This type of research uses a Class Action Research that includes cycles of planning, implementation, observation, and reflection. The research subjects were teachers and fifth grade students with a total of 20 students, consisting of 9 men and 11 women. Data collection techniques used were observation, testing and documentation. Analysis of the dat
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Dissertations / Theses on the topic "Increased student learning"

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Backman, Joseph Samuel. "A District-Wide Study Confirming the Relationship Between Professional Learning Communities and Student Achievement in Elementary Schools." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3945.

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Researchers have studied professional learning communities for over two decades. Educators have utilized the elements of professional learning communities in their schools to improve instruction and student learning. Yet, there is limited empirical evidence that establishes, describes, and confirms this relationship. This study was completed to better understand the nature, strength, and types of relationships between the individual elements of professional learning communities and student achievement. The sample for this study was 26 elementary schools, 439 teachers, and nearly 11,000 student
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Dorr, David L. "Enhanced learning performance in the middle school classroom through increased student motivation, by the use of educational software and question-based gaming technology." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5613/.

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The purpose of this research was to determine if the introduction of a competitive and collaborative computer-based gaming software system into middle school classrooms would result in improved attendance and grades, and motivate students to have a greater interest in their studies. This study was conducted over a 6 week period, with attendance and performance data being collected from 284 students. Two quantitative surveys were used to measure course interest and motivation: (a) the Course Interest Survey (CIS), and (b) the Instructional Materials Motivation Survey (IMMS). Participation in th
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Rothblum, Erica Lea. "Using service learning to increase mobile students' connection to school." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1579171931&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Christman, Carl. "Instructor Humor as a Tool to Increase Student Engagement." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/747.

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As various stakeholders examine the value and quality of higher education, a greater emphasis is being put on educational outcomes. There is constant focus on improving the quality of undergraduate education and one of the keys to this is understanding what makes a good instructor. Effective instructors rely on a variety of tools and techniques to engage their students and help them learn. One common tool that instructors in higher education rely on in the classroom is humor. The primary research question this study is attempting to answer is: In what ways, if any, does humor infused instructi
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Doran, Jacob S. "Using Video Game Playing to Increase Student Motivation To Read." Ohio Dominican University Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1272911814.

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Larkin, Scott M. "Impact of Increased Learning Time on Economically Disadvantaged Students at an Urban Elementary School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5215.

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At an urban school district, administrators were concerned about the English language arts (ELA) achievement gap between economically disadvantaged (ED) students and non-economically disadvantaged (NED). To address this gap in performance, district administrators instituted an extended day program (EDP) for ED students that included additional learning time and individualized strategies in ELA. The purpose of the study was to determine the extent of the impact that the EDP had on ED students in ELA achievement. The quasi-experimental quantitative design was guided by Carroll's model of school
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Anderson, Allison Rey. "Teacher perceptions of required support for increased integration of high school students with learning disabilities." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186851.

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The purpose of this study was to determine what support and programmatic changes high school teachers view as necessary for the successful implementation of a mainstreaming program as described in the Regular Education Initiative (REI). The REI is a position statement from the U.S. Department of Education, Office of Special Education and Rehabilitation Services, that calls for a new partnership between regular and special educators in addressing the needs of all children with learning problems, including those with disabling conditions. This study utilized the standardized focus group intervie
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Mockel, Lindsey Joan. "Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1420.

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This research study investigated the effect of using the think aloud protocol while reading informational text on students' ability to learn from text in a secondary science classroom. The participants in this study were high school students (n=47) in three classes of a mixed-grade Integrated Biology, Chemistry, and Physics course. The study tracked student achievement during a four-week curriculum unit on the theory of evolution and evidence for biological evolution. All students received instruction on using the think aloud protocol, and all students practiced the think aloud protocol when r
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Parks, Heidi L. "Using Picture Books to Increase Comprehension of Expository Texts in Students with Learning Disabilities." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594667815760761.

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Bogdon, Tara. "Achievement in the classroom what teachers can do to increase student learning and reduce achievement gaps /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bogdon_TMIT2010.pdf.

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Books on the topic "Increased student learning"

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Andresen, Lee. The influence of class size on teaching and learning law at the University of New South Wales: A study of student and staff perspectives during the 1989/1990 trials of increased class size. University of New South Wales, Professional Development Centre, 1991.

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Creating integrated curriculum: Proven ways to increase student learning. Corwin Press, 1998.

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Elena, Grigorenko, ed. Teaching for successful intelligence: To increase student learning and achievement. 2nd ed. Corwin Press, 2008.

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Shellard, Elizabeth. Harnessing the power of teacher collaboration to increase student learning. Education Research Service, 2004.

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Spencer, Sally (Sally A.), 1955-, ed. Collaborate, communicate, & differentiate!: How to increase student learning in today's diverse schools. Corwin Press, 2011.

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Shellard, Elizabeth. Writing across the curriculum to increase student learning in middle and high school. Educational Research Service, 2004.

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Silver, Harvey F. Math tools, grades 3-12: 64 ways to differentiate instruction and increase student engagement. Corwin Press, 2008.

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Silver, Harvey F. Math tools, grades 3-12: 64 ways to differentiate instruction and increase student engagement. Corwin Press, 2008.

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Radojevic, Nancy. Exploring the use of effective learning strategies to increase students' reading comprehension and test taking skills. Brock University, Faculty of Education, 2006.

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Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.

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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching visi
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Book chapters on the topic "Increased student learning"

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Taylor, Deborah L., Michelle Yeung, and A. Z. Bashet. "Personalized and Adaptive Learning." In Innovative Learning Environments in STEM Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_2.

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AbstractPersonalized and adaptive learning has been touted to be one of the most promising emerging tools for increasing student learning and student success. Yet, the terms are neither precise nor clearly defined at this time, thus making it difficult for institutions of higher education to adopt and implement a learning approach using technology that is in its infancy and not clearly understood by those who will be utilizing it. One goal of this chapter is to define adaptive and personalized learning as it is used at this time in the hopes that as the technology evolves the promise of increased student learning can come to fruition. Adaptive learning personalizes learning by continuously evaluating each student’s performance in real time and creating an ever-changing individualized learning pathway as directed by artificial intelligence and machine learning, thus increasing learning and student satisfaction.
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Cromlish, Alan. "Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements." In Critical Assessment and Strategies for Increased Student Retention. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2998-9.ch007.

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This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.
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Dalal, Rajiv A. "Effective Physical Therapy Education Through Increased Student Engagement." In Cases on Digital Learning and Teaching Transformations in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9331-7.ch009.

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As technology grows, there are many applications into the educational arena. Educators are tasked with incorporating technology in teaching. This is best done through a systematic means to create effective change. The Digital Learning Initiative (DLI) was created with this in mind. This is a case study in the transformation of teaching methods through the DLI. The redesign was centered around the principles of assessment and course mapping. The course was reworked to allow for more feedback and interaction with the instructor. Digital apps were utilized to supplement content. Class sessions changed from traditional lecture into a flipped environment using active learning techniques. After the redesign, students improved in graded performance, as well as in engagement with the instructor and classmates. The instructor also reported increased engagement with students and more in-depth content coverage. Redesign is a dynamic process with some trial and error; however, with a solid framework based on assessment, there is potential for meaningful short and long-term course change.
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Canny, Eric. "Study Abroad Effect on Retention and Student Success." In Critical Assessment and Strategies for Increased Student Retention. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2998-9.ch002.

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This chapter discusses the positive correlations between study abroad and student success broadly, as well as the ways in which study abroad programs operate from a student success model. Both may help influence home-campus practitioners in working with all students. First, this chapter will first focus on the history of study abroad within higher education to contextualize it specifically relating to retention and student success. Second, the chapter will focus on the positive, and not often discussed, positive relationship between student retention and graduation rates correlated to study abroad. Third will be a section devoted to exploring the research findings of the high-impact nature of study abroad linked to learning outcomes, as data shows deep student learning, including self-reflection, which could be indicators of student success. Finally, the chapter will draw correlations between these topics and international on-site models of student success to support this transformational and challenging experience for students.
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Dasenko, Betsy. "Engaging Students Through Connection to Individual Experience." In Advances in Early Childhood and K-12 Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9775-9.ch012.

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Connecting English speakers of other language (ESOL) learning to individual experiences leads to increased student competencies. Through the building of teacher/student trust and relationships by valuing individual life experiences, competencies increase. When students feel that they are valued members of the academic community, they become vested in their learning process leading to increased attendance, scores on assignments, and higher overall grades. This is accomplished by intentional professional separation. In addition, coaching students to use inclusive non-judgmental language will also help to increase competencies. The research question (Will students who have prior experience with a topic have a greater increase in competencies?) attempts to shine light on these thoughts. Students reflecting on the subject matter and attempting to make connections to topics or curriculum also increases competencies. Also, students whose individual experiences connect with the curriculum will have increased competencies.
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Reio, Thomas G., and Cyntianna C. Ledesma Ortega. "Online Learning." In Handbook of Research on Teaching and Learning in K-20 Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4249-2.ch027.

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Online education continues to grow appreciably to meet both institutional needs for short- and long-term viability and student personal and professional needs for flexible delivery of course offerings. Faculty remains decidedly ambivalent, however, about the legitimacy of online course offerings. This doubt emerges from perceptions of: increased workloads as compared to face-to-face courses, inadequate compensation, lack of a fair reward system for promotion and tenure, and online course inferiority as a means of fostering optimal learning. After being identified through a structured review of recent empirical research, demotivators (e.g., questionable learning outcomes) and motivators (e.g., opportunity for personal growth) of faculty online teaching participation are examined through the lens of self-determination theory. Recommendations such as providing increased support are put forward to increase the likelihood of faculty online teaching.
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Akyol, Zehra, and D. Randy Garrison. "Learning and Satisfaction in Online Communities of Inquiry." In Student Satisfaction and Learning Outcomes in E-Learning. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-615-2.ch002.

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The purpose of this chapter is to explain the capability of the Community of Inquiry (CoI) framework as a research model to study student learning and satisfaction. The framework identifies three elements (social, cognitive, and teaching presence) that contribute directly to the success of an e-learning experience through the development of an effective CoI. It is argued that a CoI leads to higher learning and increased satisfaction. The chapter presents findings from two online courses designed using the CoI approach. Overall, the students in these courses had high levels of perceived learning and satisfaction, as well as actual learning outcomes.
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Korstange, Ryan, and Kevin S. Krahenbuhl. "Cognition and the First Year Experience." In Critical Assessment and Strategies for Increased Student Retention. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2998-9.ch016.

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This chapter extrapolates information processing theory and advances in research in memory formation and effective learning practices on to the first-year student. The authors will lay a context for what FYE is, and why it matters, survey advances in memory research, and explore the study practices that students actually use. Finally, the authors posit a structure for organizing FYE courses around the best practices in cognitive and educational psychology so as to change student study behavior and help them increase their academic performance.
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Ololube, Nwachukwu Prince. "Active Learning Application of Technology Tools and Services and Increased Student Achievement." In Online Course Management. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch009.

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This chapter evaluated the use of technology tools and services and increased student achievement in online and blended learning environments in higher education institutions, which have experienced universal uptake and is responsible for enormous changes in online and blended learning environment, not only in industrialized nations, but in developing countries education as well, particularly sub-Saharan Africa. Given the role that online and blended learning can play in educational development worldwide, higher education institutions, students, employers, and governments are increasingly urged to examine the economic, demographic, and technological environments of the present so as to ensure comprehensive preparedness for the future. This study employs an inclusive data gathering process. The findings reveal a significant improvement in the use of online and blended learning methods to achieve effective and active academic performance in students. The impact of online and blended learning in higher education institutions is evidenced in the changing instructional strategies to increase student academic achievement, which results from more active interactive learning processes.
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Ololube, Nwachukwu Prince. "Active Learning Application of Technology Tools and Services and Increased Student Achievement." In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch006.

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This chapter evaluated the use of technology tools and services and increased student achievement in online and blended learning environments in higher education institutions, which have experienced universal uptake and is responsible for enormous changes in online and blended learning environment, not only in industrialized nations, but in developing countries education as well, particularly sub-Saharan Africa. Given the role that online and blended learning can play in educational development worldwide, higher education institutions, students, employers, and governments are increasingly urged to examine the economic, demographic, and technological environments of the present so as to ensure comprehensive preparedness for the future. This study employs an inclusive data gathering process. The findings reveal a significant improvement in the use of online and blended learning methods to achieve effective and active academic performance in students. The impact of online and blended learning in higher education institutions is evidenced in the changing instructional strategies to increase student academic achievement, which results from more active interactive learning processes.
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Conference papers on the topic "Increased student learning"

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Lucey, Siobhán, Brendan McElroy, and Lauren McInally. "Teaching in the 21st century – Engaging students in active learning using student response systems." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.05.

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The prevalence of student response systems (hereafter SRS) in higher education has grown significantly in the last few years. Student classroom participation and student’s assessment of performance particularly in larger classes, has often been regarded as problematic in pedagogical research (Black and Wiliam, 1998; Fies and Marshall, 2006). Growth in technology, coupled with popularity of handheld devices has led to the development in SRS with the intention of increasing classroom participation and engaging students in the lecture setting (Denker, 2013). Studies identify benefits to students
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Patitsas, Elizabeth, Michelle Craig, and Steve Easterbrook. "Comparing and contrasting different algorithms leads to increased student learning." In the ninth annual international ACM conference. ACM Press, 2013. http://dx.doi.org/10.1145/2493394.2493409.

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Kumar, Poonam, Anil Kumar, and Karl Smart. "Assessing the Impact of Instructional Methods and Information Technology on Student Learning Styles." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2803.

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In an era of increased accountability in assessing student learning outcomes, greater emphasis has been focused on factors that influence student learning. In this paper we examine the impact of instructional methods and information technology on student learning styles, all critical factors affecting student learning. A research framework that suggests the relationship of instructional processes and information technology to learning styles is proposed. Using the framework, pre-and post-tests based on the Grasha-Riechmann Student Learning Styles Scales were used to assess changes in student l
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Ostafichuk, Peter M., H. F. Machiel Van der Loos, and James Sibley. "Using Team-Based Learning to Improve Learning and the Student Experience in a Mechanical Design Course." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39270.

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In 2008, a design course on mechanical components (MECH 325) at the University of British Columbia was converted from a conventional lecture-based format to a team-based learning (TBL) format. The MECH 325 course is content-rich and covers the characteristics, uses, selection, and sizing of common mechanical components (including gears, flexible drives, bearings, and so on). With the shift in course format to TBL, student performance on exams as well as responses to teaching evaluations and course surveys all indicate an improvement in the students’ perception of the course and student learnin
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Buzzetto-More, Nicole, and Ojiabo Ukoha. "The Efficacy of a Web-Based Instruction and Remediation Program on Student Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3319.

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Faculty today are challenged to meet the individualized learning needs of what is frequently a disparate student population while engaging in meaningful assessment of student learning outcomes. Learning styles and levels of preparation vary among students especially in the area of mathematics and the ability to diagnosis deficiencies and remedy needs can increase student success. Computerized homework and test management systems complete with interactive tutorials and targeted remediation exercises are being presented as a means of meeting the individual instructional needs of learners while a
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Kritzinger, Angelique, Juanclaude Lemmens, and Marietjie Potgieter. "Improving the quality of learning in a blended learning environment for first-year biology." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7917.

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Improving the quality of learning in a blended learning environment for first-year biology Abstract Increased class sizes and rapid advancement of information technology has prompted institutions to move toward blended learning. The effectiveness of the instructional design of the blended learning courses has not been studied extensively in large classes. This study aims to interrogate the effectiveness of the instructional design of a large first year biology class with the aim of providing the most effective blend for all students but focusing on the at-risk and murky middle students. This w
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Dunai Dunai, Larisa, José Alfonso Antonino Daviu, and Ismael Lengua Lengua. "Improving student interest with portable laboratory tools in engineering." In INNODOCT 2020. Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11905.

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The desire for improving student motivation and interest in engineering learning promote new methodologies for active learning. The present paper present a new methodology based on project learning and portable learning technology. The goal of the method was to improve students confidence and learning in industrial design and prototyping during one semester. The results indicate that students motivation for learning was very high, also it has been maintained during all semester. Also the confidence on their learning and retention ability increased that indicate that the method havd a positive
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Morrison, Jennifer Symonds. "Getting to know you: Student-faculty interaction and student engagement in online courses." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13160.

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Covid-19 presented many challenges to universities around the world as brick-and-mortar courses were moved to an online format. This work is an unofficial study of faculty-student interaction and student engagement in 7-week online graduate-level courses conducted in Spring 2020, Fall 2020, and early Spring 2021. Research shows that instructor presence in online courses leads to increased student engagement, as well as motivation, well-being, and academic achievement. Student engagement is shown to have a direct impact on a student’s emotional, behavioral, and cognitive successes. This work pr
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Issen, Kathleen A., John C. Moosbrugger, Andrea J. Howard, Mathew D. Ingraham, Bridget A. Reardon, and Lisa M. Sabini. "Transforming Student Perspectives Through Summer Undergraduate Research." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43793.

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Undergraduate research is a commonly accepted method for increasing student interest in graduate study. An important outcome of this process is the transformation of student perspectives, such that students view themselves as potential graduate students. The Research Experience for Undergraduates (REU) site studied here seeks to accomplish this transformation through multidisciplinary research projects, community-building activities, and workshops, which expose students to graduate study, while increasing self-confidence and promoting exploration and risk taking. Based on direct student feedba
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Zagrai, Andrei N., Warren J. Ostergren, Laurie Tacheny Borden, and Scott Zeman. "Improving Competitiveness of Engineering Students With Disabilities Through Focused Learning." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-67982.

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On many university campuses, students with disabilities form a noticeable group of the student population. Over the past years, enrollment of students with disabilities has markedly increased and this trend is expected to continue in the future. Although students with disabilities often prefer to major in non-technical areas, a considerable number of them choose to seek career opportunities in science, engineering and technology. The majority of prior studies on educating special engineering and STEM students have been oriented towards students with physical disabilities. A balanced approach i
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Reports on the topic "Increased student learning"

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Bakhshaei, Mahsa, Angela Hardy, Jason Ravitz, and John Seylar. Scaling Up Classroom Coaching for Impactful Technology Use. Digital Promise, 2019. http://dx.doi.org/10.51388/20.500.12265/82.

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Research findings from the second year of the Dynamic Learning Project suggest that technology coaching leads to an increase in impactful use of technology in the classroom. In the 2018-19 school year, we worked with coaches in 100 schools across seven states, doubling in size from the pilot year. Our data shows that teachers who received coaching as part of the Dynamic Learning Project reported greater skills in leveraging technology in their teaching, which resulted in increased student engagement and learning.
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Filmer, Deon, James Habyarimana, and Shwetlena Sabarwal. Teacher Performance-Based Incentives and Learning Inequality. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/047.

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This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below pre-baseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across scho
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden
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Mockel, Lindsey. Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science? Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1419.

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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and conso
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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only
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Datta, Sandip, and Geeta Kingdon. Class Size and Learning: Has India Spent Too Much on Reducing Class Size? Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/059.

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This paper examines the efficacy of class-size reductions as a strategy to improve pupils’ learning outcomes in India. It uses a credible identification strategy to address the endogeneity of class-size, by relating the difference in a student’s achievement score across subjects to the difference in his/her class size across subjects. Pupil fixed effects estimation shows a relationship between class size and student achievement which is roughly flat or non-decreasing for a large range of class sizes from 27 to 51, with a negative effect on learning outcomes occurring only after class size incr
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the
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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors ide
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou
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