Relevant bibliographies by topics / Pedagogical outcomes

Contents

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

Academic literature on the topic 'Pedagogical outcomes'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Pedagogical outcomes"

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Khoiriyah, Bait Anti, Ikaputera Waspada, and Kurjono Kurjono. "The impact of a teacher's pedagogical skills and the classroom environment on students’ academic achievements is mediated by their motivation to learn in the field of economics." Gema Wiralodra 14, no. 3 (2023): 1427–38. http://dx.doi.org/10.31943/gw.v14i3.567.

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The purpose of this study was to obtain information about the effect of teacher pedagogical competence and learning climate on learning outcomes by mediating learning motivation. This study uses a quantitative approach to the explanatory survey method with data collection techniques through questionnaires. The population of this study was 960 students of class XI Social Sciences at Bandung City Public High School in the Southeast Region. Using random sampling and proportional random sampling techniques, a sample of 241 students was obtained. The data analysis method used is descriptive statist
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Febriani, Suci Ramadhanti, Rahmawati Rahmawati, Muhammad Afif Amrulloh, and Kddour Guettaoui Bedra. "Teacher Pedagogic Competence in Improving Arabic Language Learning Outcomes Based on Curriculum Integration." Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran 10, no. 2 (2023): 70–79. http://dx.doi.org/10.21093/twt.v10i2.5964.

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The teacher's pedagogical competence influences the use of strategies and the ability to manage the learning system in the classroom. This encourages teachers' efforts to have pedagogical competence in carrying out learning activities optimally. Integrating the Ministry of Religion and the Diniyyah Arabic Center (DAC) curriculum is the basis for strengthening teachers’ pedagogical competence. On that basis, this study aims to identify the pedagogic competence of teachers based on integrating the Ministry of Religion curriculum and the Diniyyah Arabic Center curriculum (DAC) at Diniyyah Puteri
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Saminan, Saminan, and Roza Zulfira. "IMPLEMENTATION THE PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF PHYSIC TEACHER BASED-ON STUDENTS LEARNING OUTCOMES AT SMAN 4 BANDA ACEH." Jurnal Ilmiah Peuradeun 4, no. 3 (2016): 321. http://dx.doi.org/10.26811/peuradeun.v4i3.106.

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One of the factors of low student learning outcomes on physic learning coursed lack of ability teachers in effecting the pedagogic practice and knowing subject matter in the learning environment. Pedagogical content knowledge (PCK) is the blending of pedagogical knowledge and content knowledge which must have by teachers in realizing learning objectives. This research aims to showed the implementation pedagogical content knowledge (PCK) of physic teacher based on students learning outcomes on measurement and magnitude material at class of X IA4 SMAN 4 Banda Aceh. Outcomes of this research are:
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Quatbayevich, Urinbayev Saginbay. "LEARNING OUTCOMES IN MATHEMATICS EDUCATION." International Journal of Advance Scientific Research 4, no. 3 (2024): 160–63. http://dx.doi.org/10.37547/ijasr-04-03-29.

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The research investigates the effective integration of Digital Educational Resources (DERs) into mathematics instruction by utilizing constructivism, socio-cultural theory, multiple intelligences, and the TPACK framework. This approach aligns with pedagogical best practices and promotes active learning, collaboration, and differentiated instruction. It also analyzes the advantages and drawbacks of digital and conventional teaching techniques in the field of mathematics education.
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ГАСЫМОВА, А. Я. "ПРИНЦИПЫ УСОВЕРШЕНСТВОВАНИЯ СОДЕРЖАНИЯ ВЫСШЕГО ПЕДАГОГИЧЕСКОГО ОБРАЗОВАНИЯ". Actual Problems of study of humanities 2, № 2024 (2024): 288–94. http://dx.doi.org/10.62021/0026-0028.2024.2.288.

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Principles for Improving the Content of Higher Pedagogical Education Summary The principles of forming the content of higher pedagogical education, determining the content of education is considered the main indicator of general areas of activity. The article considers it important to take into account the following principles for improving higher pedagogical education: 1) the principle of goal priority in higher pedagogical education; 2) the principle of improving the content of higher pedagogical education through evolution; 3) the principle of taking into account the interests of students o
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., Suparti, and . "The Implementation of Fieldwork Program Based Lesson Study to Improve Pedagogical Skills of Teachers and Students Learning Outcomes." International Journal of Engineering & Technology 7, no. 3.21 (2018): 467. http://dx.doi.org/10.14419/ijet.v7i3.21.17214.

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The main purpose of this research was to explain how the implementation of Fieldwork Program (Praktik Pengalaman Lapangan/PPL) based lesson study can be improve pedagogical skills of teachers and students learning outcomes. The study was conducted based on basic question, how to improve teachers’ skills and students’ learning outcome. This research is a class action research that uses descriptive qualitative approach. The research is conducted in PGRI Vocational School in Malang, Indonesia, with 33 students (eleventh grade) and one teacher who became a model teacher. The instruments used in th
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Obro, Sunday, Clifford Edore Ogheneaokoke, and Williams P. Akpochafo. "Effective Social Studies Pedagogy: Effect of Simulation Games and Brainstorming Strategies on Students’ Learning Outcome." International Journal of Learning, Teaching and Educational Research 20, no. 3 (2021): 1–17. http://dx.doi.org/10.26803/ijlter.20.3.1.

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This study explored the effects of game simulation and brainstorming pedagogy strategies on students’ learning outcomes. In addition, the study compared the effects of three strategies on students’ learning outcomes. This study tested pedagogical strategies for effects on learning outcomes. The quasi-experimental research involved 180 students. The results reliably indicate that a simulation-game pedagogical strategy boosted students’ learning outcomes, while a brainstorming pedagogical strategy was effective on students’ learning outcomes. When equated with brainstorming and the lecture strat
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Putri, Yolanda Aurora Hartini, Esy Maestro, and Yos Sudarman. "KORELASI KOMPETENSI PEDAGOGIK GURU TERHADAP HASIL BELAJAR SISWA KELAS VIII.1 PADA PEMBELAJARAN SENI BUDAYA (MUSIK) DI SMP NEGERI 2 BATUSANGKAR." Jurnal Sendratasik 8, no. 3 (2019): 47. http://dx.doi.org/10.24036/jsu.v7i3.103296.

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AbstractThis article aims to determine the effect of teacher’s pedagogical competence on student learning outcomes in learning music art at SMPN 2 Batusangkar. The type of this research was quantitative research with a correlational method. The techniques used in order to adjust the research instruments were questionnaire and documentation instruments. The steps taken in analyzing data were quantifying data. The results of the study showed that there was a relationship or correlation between pedagogical competencies towards student learning outcomes at SMPN 2 Batusangkar. This was evidenced by
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Virtue, Emily E. "Pedagogical Reflection." Journal of Effective Teaching in Higher Education 4, no. 1 (2021): 128–42. http://dx.doi.org/10.36021/jethe.v4i1.213.

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Instructors in higher education are often asked to reflect on their pedagogical choices in formulaic, detached, rote ways such as end of the year faculty evaluations or in response to peer review of teaching. Yet, because of the parameters for these reflections, they often lack depth or much consideration. Particularly because higher education institutions, especially in the United States, are focused on assessment, outcomes, student performance, and retention, little time is focused on particular pedagogical choices or interaction with students. Numerous studies demonstrate that faculty-stude
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Fadil, Akhmad, and Ine Kusuma Aryani. "Improvement of Teacher Pedagogical Competence through In House Training Activities." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 2 (2021): 89. http://dx.doi.org/10.30595/dinamika.v13i2.11551.

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This study aims to determine the effect of In House Training (IHT) in increasing teacher pedagogical competence. Pedagogic competence is one of the teacher competencies which have an important vital role in achieving student learning outcomes quality. If the teacher's pedagogical competence is low, it may affect the learning outcomes of students. One of the efforts is through activities to increase teacher pedagogical competence. One of the activities to increase teacher competence is through training. The most effective and efficient competencies improvement training model is In House Trainin
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Dissertations / Theses on the topic "Pedagogical outcomes"

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Handa, Rhea. "A Lesson in Learning: Improving Learning Outcomes in India Via Pedagogical Innovation." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1105.

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When delivered well, education is key to addressing a host of individual and societal ills, from poverty and disease to crime and poor voter engagement. India has demonstrated considerable progress in improving various aspects of its primary education system, including infrastructure and buildings, teacher-student ratios, and school enrollment. However, student learning outcomes remain consistently low across the country. A review of the literature surrounding learning outcomes has highlighted gaps in school instruction and has shown the dire need for innovations in pedagogy and curriculum to
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Chambers, Timothy. "Three pedagogical approaches to introductory physics labs and their effects on student learning outcomes." Thesis, The University of Arizona, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620074.

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<p>This dissertation presents the results of an experiment that measured the learning outcomes associated with three different pedagogical approaches to introductory physics labs. These three pedagogical approaches presented students with the same apparatus and covered the same physics content, but used different lab manuals to guide students through distinct cognitive processes in conducting their laboratory investigations. We administered post-tests containing multiple-choice conceptual questions and free-response quantitative problems one week after students completed these laboratory inves
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Törnsén, Monika. "Successful Principal Leadership: : Prerequisites, Processes and Outcomes." Doctoral thesis, Umeå universitet, Pedagogik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-21668.

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This thesis' main theme is successful principal leadership in secondary schools within the Swedish education system. Successful principal leadership is examined from three perspectives: What are the processes of a successful principal? Do the leadership processes relate to successful academic and social outcomes of schools? What are the prerequisites for successful principal leadership? The Frame Factor Model and the three concepts of prerequisites, processes and outcomes constitute an overarching framework. The prerequisites are categorized as internal prerequisites (the particular characteri
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Zweers, Liezell. "The use of assessment outcomes to inform the teaching of mathematics." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65479.

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The poor learner outcomes in the TIMSS assessment, the SACMEQ assessment, and the Grade 9 ANAs led to this study being conducted. The purpose of the study was to explore whether Grade 9 mathematics teachers’ teaching can improve learner outcomes. This study therefore investigated the literature regarding mathematics teachers’ classroom practices with an emphasis on teachers’ Pedagogical Content Knowledge (PCK), Pedagogical Content Knowledge and Skills (PCK&S), and how these teachers used assessment outcomes to inform their teaching of mathematics. In developing learners’ conceptual understandi
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Wilson, Jan. "A study of school improvement : understanding the processes and outcomes of planned pedagogical improvement in independent preparatory schools." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/4065/.

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This thesis describes the processes and outcomes of planned pedagogical improvement in a group of independent preparatory schools. It is an ethnographic investigation of these schools, which were researched and reported as multiple composite case studies. The research focuses upon two unusual and different aspects of school improvement. Firstly, a central theme of the study is the importance of the dynamic between improvement in classroom practice and the concomitant modification to school organisational arrangements.T he cases tudiesi nvestigate the essenceo f the mteractional processes that
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Silvia, Cont. "New Voices in the Woods : A Study of Children’s Experience of the Forest as an Outdoor Educational Space." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149007.

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There is a growing body of literature that recognizes the importance of outdoor learning spaces in educational practice with children. However, previous studies of the outdoor learning spaces have omitted to address the young children’s perspectives on the outdoor environments that they experience as a part of the Forest School’s educational approach. Research on the subject has been mostly restricted to an adult perspective. Furthermore, the previously published studies are limited to Scandinavian countries and available in Scandinavian languages and, therefore, not easily accessible to an in
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van, Louw Trevor John Arthur. "Koloniale en post-koloniale onderwys in Suid-Afrika en die erkenning van diversiteit as teenvoeter vir diskriminerende praktyke in skole." University of the Western Cape, 2002. http://hdl.handle.net/11394/8482.

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Philosophiae Doctor - PhD<br>This thesis examines the way in which the recognition of diversity can be applied as a strategy in South African education to erode the bitter legacy of colonial education. The establishment of formal education, built on a western foundation, was set up against a background of colonisation as a process aimed at political subjugation and economic exploitation. It is especially how education was utilised as a tool of colonisation in order to facilitate the above-mentioned subjugation and exploitation through a process of cultural subjugation that will be placed under
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Melchiori, Francesco Maria <1980&gt. "Un framework per la valutazione della formazione di conoscenza come outcome delle politiche socio-educative." Doctoral thesis, Università Ca' Foscari Venezia, 2011. http://hdl.handle.net/10579/1123.

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La riduzione della disponibilità delle risorse per il Welfare, unitamente alla necessità di un loro uso più adeguato e pertinente, ha determinato una maggiore attenzione verso la valutazione dei risultati ottenuti dai differenti interventi delle politiche pubbliche - e in particolare delle politiche socio educative - che si è poi rivolta anche verso la ricerca delle logiche e delle ragioni sottostanti al funzionale raggiungimento degli obiettivi di risultato delle politiche; la stessa Commissione Europea ha avviato uno specifico percorso di ricerca, denominato Social Outcome of Learning (SOL),
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Forssten, Seiser Anette. "Stärkt pedagogiskt ledarskap : Rektorer granskar sin egen praktik." Doctoral thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-63822.

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The aim of the study is to generate knowledge about principals´ pedagogical leadership practice. Furthermore, the study aims at generate knowledge of what is happening in a joint action research practice when principals explore a pedagogical leadership. In the study the theory of practice architectures interacts with the choice of methodological orientation and is used to analyse the results. The study is embedded in the Nordic action research tradition. Partnership between universities and practitioners is seen as an important arena for professional development. The results are of importance
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Federle, Giovanni <1954&gt. "Basic design: la formazione al design nella scuola secondaria." Doctoral thesis, Università Ca' Foscari Venezia, 2010. http://hdl.handle.net/10579/1016.

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L’indagine condotta sul modello educativo al design attuato oggi nella scuola secondaria ci permette di cogliere la sua storica oscillazione tra il modello accademico e l’eredità del Bauhaus: la sua attuale fragilità epistemica pertanto mostra la necessità di una nuova fondazione teorica per ridefinirlo. Oggi l’ampia letteratura scientifica sul design suggerisce che il fulcro della sua formazione propedeutica parte dalle competenze del “configurare” ma deve poggiare sull’apprendimento esperienziale e nella pratica riflessiva, oltre che sulla padronanza delle regole dei linguaggi della comunica
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Books on the topic "Pedagogical outcomes"

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Scott, Townsend J., Tannehill Deborah, and National Association for Sport and Physical Education, eds. Assessing student outcomes in sport education: A pedagogical approach. National Association for Sport and Physical Education, 2003.

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Boor, Ilja, Debby Gerritsen, Linda Greef, and Jessica Rodermans. Meaningful Assessment in Interdisciplinary Education. Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729048.

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Today’s university lecturers are faced with the challenge of educating students to see beyond the limits of their own discipline and to come up with innovative solutions to societal challenges. Many lecturers would like to put more emphasis on teaching students how to integrate diverse forms of knowledge, work together in teams, critically reflect and become self-regulated learners. These lecturers are breaking down the silos of scientific disciplines as well as the barriers between academia and society and responding to the changing role of universities in society. Just as teaching and learni
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Chan, Hum, and Iwan Zahar. Maximizing Learning Outcomes by Socratic Questioning: Exploring the Pedagogical Applications and Challenges among Language Lecturers at Universiti Malaysia Kelantan. GRIN Verlag GmbH, 2013.

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Onopriienko, Oksana. New Ukrainian school: innovative system of evaluation of learning outcomes of primary school students. Ranok Publishing House, 2021. http://dx.doi.org/10.32405/978-617-09-7618-5-2021-208.

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The manual reveals the didactic and methodological principles of control and evaluation of learning outcomes of primary school students in the context of the implementation of the latest functions of control and evaluation activities. The semantic range of educational achievements of primary school students is determined; describes the method of creating tools for measuring academic achievement at different stages of the learning process. For scientists, teachers of higher pedagogical education, teachers, applicants for higher education, authors of textbooks and manuals for primary school.
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Tohuzov, Oleh, ed. Distance learning in quarantine: experience and prospects. Analytical and methodical materials. Pedahohichna dumka, 2021. http://dx.doi.org/10.32405/978-966-644-596-7-2021-192.

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The publication presents analytical and methodological materials prepared by the staff of the Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, covering the experience of organizing distance learning in general secondary education in quarantine restrictions and promising areas of its development. Issues of implementation of distance learning as a pedagogical technology, design of educational environment taking into account the features of distance and blended learning, organization of distance learning in primary school and secondary education II and III degrees
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Bauer, William I. Music Learning Today. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197503706.001.0001.

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Grounded in a research-based, conceptual model called Technological Pedagogical and Content Knowledge (TPACK), the essential premise of Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music is that music educators and their students can benefit through use of technology as a tool to support learning in the three musical processes—creating, performing, and responding to music. Insights on how technology can be used to advantage in both traditional and emerging learning environments are provided, and research-based pedagogical approaches that align technologies
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Browning, Birch P. Designing Meaningful Instruction. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199928200.003.0009.

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The chapter outlines and discusses many steps in instructional design as well as assessing its effectiveness. The role of knowledge of subject matter, pedagogy, how students learn, and instructional context is stressed. The six challenging questions relating to pedagogical content knowledge are presented and discussed. Designing instruction is a temporally backward process, in that the first step is to determine the desired outcomes. The reader is taken through the three major stages of planning instruction: defining outcomes, planning assessment, and designing the learning plan. The importanc
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Burns, Anne, and Jack C. Richards, eds. The Cambridge Guide to Pedagogy and Practice in Second Language Teaching. Cambridge University Press, 2012. http://dx.doi.org/10.1017/9781009024778.

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This collection of original articles provides a state-of-the-art overview of key issues and approaches in contemporary language teaching. Written by internationally prominent researchers, educators, and emerging scholars, the chapters are grouped into five sections: rethinking our understanding of teaching, learner diversity and classroom learning, pedagogical approaches and practices, components of the curriculum, and media and materials. Each chapter covers key topics in teaching methodology such as reflective pedagogy, teaching large classes, outcomes-based language learning, speaking instr
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Grogan-Kaylor, Andrew. Multilevel Thinking. Oxford University PressNew York, NY, 2025. https://doi.org/10.1093/9780197806494.001.0001.

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Abstract This book introduces the ideas of multilevel modeling. Chapters cover: the cross-sectional model; the longitudinal model; models for binary outcomes; and models for more complicated structures with multiple levels, or levels that are cross classified. Throughout the book, there is a focus on pedagogical effectiveness and intuitive presentation. Interwoven throughout the book also is the idea that multilevel models do not only allow one to control for statistical clustering or nesting but also allow one to explore the variation and diversity across a data set. This book provides a tuto
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Dewar, Jacqueline M. Evidence: From Interviews, Focus Groups, and Think-Alouds. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821212.003.0007.

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Chapter 6 gives detailed instructions for gathering evidence through focus groups, interviews, and think-alouds. When seeking to answer questions about science, technology, engineering, or mathematics (STEM) student thinking, motivation, attitudes, or underlying reasons for certain behaviors, a scholarship of teaching and learning (SoTL) investigator should consider using one or more of these methods even though they may be unfamiliar. Numerous examples are given of studies of student learning in science, engineering, and mathematics that employed these methods. The investigator is advised to
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Book chapters on the topic "Pedagogical outcomes"

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Smith, Stephanie C. "Pedagogical Differences and Child Outcomes." In Against Race- and Class-Based Pedagogy in Early Childhood Education. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1007/978-1-137-48202-0_10.

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Graham, Carroll. "Pedagogical Partnerships: Collaborations for Positive Student Outcomes." In Professional and Support Staff in Higher Education. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1607-3_1-1.

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Graham, Carroll. "Pedagogical Partnerships: Collaborations for Positive Student Outcomes." In Professional and Support Staff in Higher Education. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-1607-3_1-2.

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Graham, Carroll. "Pedagogical Partnerships: Collaborations for Positive Student Outcomes." In Professional and Support Staff in Higher Education. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6858-4_1.

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Arun, Kumar A., S. Rajakarunakaran, and L. Ganesan. "Achieving program outcomes in engineering education: Strategies for curriculum integration and assessment refinement." In Pedagogical Revelations and Emerging Trends. CRC Press, 2024. https://doi.org/10.1201/9781003587538-7.

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Sheeba, Joice C., Shanthini S. Hitha, C. Jenisha, and John D. Rodney. "Evaluating learning outcomes by comparing conventional and activity-based learning methods in control system engineering." In Pedagogical Revelations and Emerging Trends. CRC Press, 2024. https://doi.org/10.1201/9781003587538-10.

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Chandrakant, Soni Maitrik, and Sankarsan Panda. "Study of pedagogical impacts and outcomes by natural language processing techniques." In Challenges in Information, Communication and Computing Technology. CRC Press, 2024. http://dx.doi.org/10.1201/9781003559092-129.

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Hussain, Syed Munassir, and Noman Abdul Rehman. "Incorporating Artificial Intelligence (AI) into Pedagogical Approaches to Optimize Learning Outcomes." In Sustainable Economy and Ecotechnology. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-92942-7_2.

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Spada, Nina. "Reflecting on task-based language teaching from an Instructed SLA perspective." In Task-Based Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/tblt.17.09spa.

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Abstract Task-based language teaching (TBLT) and instructed second language acquisition (ISLA) have much in common in terms of theory, research, and educational relevance. The distinguishing characteristic between the two is that TBLT adopts communicative tasks as the central unit for instruction and assessment, whereas ISLA comprises a broader range of instructional activities and assessment practices. In this presentation, I focus on two of the conference themes: Instruction and Outcomes. With respect to Instruction, I draw attention to the pedagogical timing of form-focused instruction (FFI
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Lark, Amy M., Gail Richmond, and Robert T. Pennock. "The Influence of Instructor Technological Pedagogical Content Knowledge on Implementation and Student Affective Outcomes." In Evolution in Action: Past, Present and Future. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39831-6_36.

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Conference papers on the topic "Pedagogical outcomes"

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Jansen, Sebastian, Nadine Scheller, Anna-Maria Rommel, and Joshua Weidlich. "CHOOSING YOUR DIGITAL TEACHER: HOW CHOICE INFLUENCES LEARNING OUTCOMES WITH PEDAGOGICAL AGENTS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1223.

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Agrawal, Kajal, Asma B. Shahin, Sushil Kumar, Shilpa, S. Thamizharasan, and T. Rajan Babu. "AI-Driven Pedagogical Approaches in Science Classrooms: Enhancing Digital Literacy and Learning Outcomes." In 2025 First International Conference on Advances in Computer Science, Electrical, Electronics, and Communication Technologies (CE2CT). IEEE, 2025. https://doi.org/10.1109/ce2ct64011.2025.10939398.

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Obi, Joy Nneamaka, and Emmanuel Ojo. "UNPACKING PLURALISM IN SUSTAINABLE ECONOMICS EDUCATION: A BIBLIOMETRIC ANALYSIS OF PEDAGOGICAL APPROACHES AND OUTCOMES." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0336.

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Alnajjar, Fady, Alreem R. Alneyadi, Habiba Almetnawy, et al. "Exploring the Pedagogical Potential of Large Language Models: A Multimodal Study on Student Learning Outcomes." In 2024 6th International Workshop on Artificial Intelligence and Education (WAIE). IEEE, 2024. https://doi.org/10.1109/waie63876.2024.00024.

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Hadjiliasi, Aimilios, Louis Nisiotis, and Irene Polycarpou. "A Comparative Assessment of Technology Acceptance and Learning Outcomes in Computer-based versus VR-based Pedagogical Agents." In 2024 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct). IEEE, 2024. https://doi.org/10.1109/ismar-adjunct64951.2024.00148.

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Mphaga, Joseas Makwena, Thabang Jerry Masedi, Kitsiso Seete, and Phinda Mkontwana. "THE IMPACTS OF SOCIAL MEDIA AND EMERGING TECHNOLOGIES ON EDUCATIONAL STANDARDS AT ODEL INSTITUTIONS: CRITICAL ANALYSIS OF PEDAGOGICAL SHIFTS AND LEARNING OUTCOMES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1756.

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Mhlungu, Hlengiwe, and Lokesh Ramnath Maharajh. "TRANSFORMING GEOMETRY EDUCATION IN THE TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) COLLEGES: EVALUATING THE IMPACT OF TECHNOLOGY INTEGRATION ON STUDENT LEARNING OUTCOMES AND PEDAGOGICAL PRACTICES." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0945.

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Umarova, Saian Khalimovna, and Aksana Bunkhoevna Gatsaeva. "The role of pedagogical approaches in improving educational outcomes." In All-Russian scientific and practical conference with international participation. Publishing house Sreda, 2025. https://doi.org/10.31483/r-138859.

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Hasan, Mahbub, Md Shahadat Khan, A. K. M. Foysal Ahmed, Azharul Karim, Md Akbar Hossain, and A. K. M. Parvez Iqbal. "Variation theory in teaching and phenomenography in learning: What’s their impact when applied in engineering classrooms?" In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1368.

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Although phenomenographic research approach has been widely used by education researchers to investigate students’ learning, little attention has been paid to the relationship between a pedagogical approach adopted by teachers and students’ learning outcomes, particularly in engineering education. This experimental study proposes integrating variation theory as a pedagogical approach to a face-to-face classroom environment for teaching complex engineering contents and adapting a phenomenographic approach to evaluate students’ learning outcomes. The teachers who participated in the experimental
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Yusupova, Zulfiya F. "Developing Subject Competence Among Student Teachers: Outcomes Of Pedagogical Practice In Russia." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.46.

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Reports on the topic "Pedagogical outcomes"

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Watchravesringkan, Kittichai, Nancy Nelson Hodges, Seoha Min, Sukyung Seo, and Youngji Lee. Teaching Virtual Technology through Industry Collaboration: An Assessment of Pedagogical Process and Outcomes. Iowa State University. Library, 2019. http://dx.doi.org/10.31274/itaa.8833.

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Lozano Carvajal, Iris, and Diana Pérez Marín. Pedagogical agents in advancing computer science and mathematics education: A systematic review of effective practices and outcomes. Fundación Avanza, 2025. https://doi.org/10.60096/fundacionavanza/12642025.

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Este estudio presenta una revisión sistemática de la literatura utilizando la metodología PRISMA para investigar el uso de agentes pedagógicos en la mejora de la enseñanza de Programación y Matemáticas.
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Shyshkina, Mariya, Uliana Kohut, and Maiia Popel. The Comparative Analysis of the Cloud-based Learning Components Delivering Access to Mathematical Software. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3171.

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In the article, the problems of the systems of computer mathematics use as a tool for the students learning and research activities support are investigated. The promising ways of providing access to the mathematical software in the university learning and research environment are considered. The special aspects of pedagogical applications of these systems to support mathematics and computer science disciplines study in a pedagogical university are considered. The design and evaluation of the cloud-based learning components with the use of the systems of computer mathematics (on the example of
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Zhang, Junlong, Kim Geok Soh, Wensheng Xiao, Mohd Ashraff Mohd Anuar, and Xiaorong Bai. Optimizing Learning Outcomes in Physical Education: A Comprehensive Systematic Review of Hybrid Pedagogical Models Integrated with the Sport Education Model. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2024. http://dx.doi.org/10.37766/inplasy2024.1.0027.

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Shyshkina, Mariya, Uliana Kohut, and Maiia Popel. The Design and Evaluation of the Cloud-based Learning Components with the Use of the Systems of Computer Mathematics. Sun SITE Central Europe, 2018. http://dx.doi.org/10.31812/0564/2253.

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In the article the problems of the systems of computer mathematics use as a tool for the students learning and research activities support are investigated. The promising ways of providing access to the mathematical software in the university learning and research environment are considered. The special aspects of pedagogical applications of these systems to support operations research study in the process of bachelors of informatics training are defined. The design and evaluation of the cloud-based learning components with the use of the systems of computer mathematics (on the example of Maxi
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Opare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.

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A considerable proportion of mental health problems surface in early childhood and adolescent years, with early onset mental health problems having the potential to affect the long-term development of young people. Research shows that positive teaching and learning school climates are associated with positive socio-emotional, behavioural, and academic student outcomes. The pedagogical intervention Teaching at the Right Level (TaRL) creates an enabling learning environments through fun and engaging, targeted instruction—proven to improve foundational numeracy and literacy outcomes of young peop
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Álvarez Marinelli, Horacio, Samuel Berlinski, and Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effective
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staige
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Lee, Ngan Hoe. Translating productive failure in the Singapore A-level statistics curriculum. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22626.

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In the recommendations made to the revised Singapore-Cambridge General Certificate of Education Advanced Level (A-level) Mathematics curriculum (Ministry of Education (MOE): Curriculum Planning and Development Division (CPDD), 2015a, 2015b), an emphasis was placed on the use of constructivist pedagogy to deepen students’ understanding of concepts and appreciation of the disciplinarity of the subject, and the development of students’ critical and inventive thinking capacities that are relevant to the 21st century. Current practices in the Junior Colleges (JCs), with its lecture and tutorial sys
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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova, and Arnold E. Kiv. Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4413.

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The article deals with the actual issue of the specificity and algorithm of the introduction of innovative AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders (ASD). An innovative element of theoretical and methodological analysis of the problem and empirical research is the detection of vectors of a constructive combination of traditional psycho-correctional and psycho-diagnostic approaches with modern AR technologies. The analysis of publications on the role and possibilities of using AR technologies in the process of support chi
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