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Journal articles on the topic 'Program learning outcomes'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Bahous, Rima, and Mona Nabhani. "Assessing education program learning outcomes." Educational Assessment, Evaluation and Accountability 23, no. 1 (2010): 21–39. http://dx.doi.org/10.1007/s11092-010-9112-0.

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2

Zerafa, Esmeralda. "Supporting children with mathematics learning difficulties: Outcomes of an intervention program." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (2017): 296–303. http://dx.doi.org/10.18844/gjhss.v3i1.1778.

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Arif, Muamar Zainul, Arif Irfa'i, and Ali hasbi Ramadani. "Relevansi Lulusan Terhadap Program Learning Outcomes." JDMP (Jurnal Dinamika Manajemen Pendidikan) 6, no. 2 (2022): 97–101. http://dx.doi.org/10.26740/jdmp.v6n2.p97-101.

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Relevansi menyangkut dua dimensi, yaitu di program studi dan dunia kerja dunia usaha. Tujuan penelitian untuk mengetahui relevansi lulusan terhadap PLO S1 Pendidikan Teknik Mesin. Dari hasil penelitian akan dijadikan input dalam evaluasi, pengembangan PLO yang telah diterapkan. Metode penelitian bersifat deskriptif kuantitatif dengan pendekatan survey. Penelitian ini menggunakan instrumen angket melalui website tracer study Unesa. Hasil penelitian menunjukan adanya relevansi lulusan prodi S1 PTM dengan PLO, relevansi ditunjukan dengan adanya keeratan antara bidang studi dengan pekerjaan alumni

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Mageed Hag Elamin, Khalid Abd El. "From Program Goals to Student Achievement: A Framework for Mapping and Weighting Course Learning Outcomes in Electrical Engineering Program." Journal of Educational & Psychological Research 6, no. 2 (2024): 01–10. http://dx.doi.org/10.33140/jepr.06.02.04.

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This paper presents a systematic approach for directly assessing student learning outcomes in the Electrical Engineering program at the Al Neelain University. The focus is on aligning program learning outcomes (PLOs) with course learning outcomes (CLOs) and developing a method for calculating the numerical weight of each CLO based on its contribution to the overall assessment scheme. This method allowsfor a more accurate and transparent evaluation of student achievement and program effectiveness, ultimately supporting the university's pursuit of accreditation.

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Hasib, Masud Shaikh, and Arun Kumar Prof. "Implementing an Application for Attainment Calculation of Program Outcomes and Course Outcomes for Courses of University-Affiliated Engineering Programs." International Journal of Engineering and Advanced Technology (IJEAT) 11, no. 4 (2022): 49–56. https://doi.org/10.35940/ijeat.D3409.0411422.

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<strong>Abstract:</strong> The main goal of outcome-based education (OBE) is the achievement of program outcomes in a 4-year program. To achieve this, program outcomes need to be properly mapped with the course outcomes of courses of a particular program. Program Outcomes are the statements that describe what knowledge students will achieve by the time of graduation. OBE ensures that a graduate student not only possesses knowledge in a specific program but can also be globally accepted. The curriculum is designed in such a way that students get trained in all 12 program outcomes set by the Nat

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Anggreni, Ni Luh Putu Yesy. "PENGARUH MOTIVASI BELAJAR DAN DISIPLIN BELAJAR TERHADAP HASIL BELAJAR MAHASISWA SEMESTER II B PADA MATA KULIAH PERKEMBANGAN PESERTA DIDIK PROGRAM STUDI PENDIDIKAN EKONOMI FPIPS IKIP PGRI BALI TAHUN AKADEMIK 2016/2017." Widyadari 19, no. 1 (2018): 46–50. https://doi.org/10.5281/zenodo.1241207.

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The purpose of this study (1) to determine the significant effect of students' learning motivation on the students' learning outcomes of second semester B in the learner's developmental course, (2) to know the significant effect of students' learning discipline on student learning outcomes of second semester B on (3) to know the significant effect of the significant influence of learning motivation and learning discipline together towards the students' learning outcomes of second semester B in the course of student development Economic Education Study Program of FPIPS IKIP

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A., Sahira Banu. "Teaching – Learning Outcomes." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 26–28. https://doi.org/10.5281/zenodo.7323084.

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The overall purpose of education is to bring about worthwhile changes in the behavior patterns of pupils. Instructional objectives have the direct role to play in this process. Learning outcomes are measurable statements that articulate at the beginning what students should know, be able to do, or value as a result of taking a course or completing a program.  

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AR., Saravanakumar. "Creation, Application and Implication of Learning Outcomes." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 1–4. https://doi.org/10.5281/zenodo.7323076.

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Learning outcomes describe what students are expected to demonstrate and program outcomes describe what a program is expected to accomplish. Learning outcomes describe what students are expected to demonstrate and program outcomes describe what a program is expected to accomplish. Learning outcomes are guiding tools which guide the students to the desired results of the planned course. They also show and help the teachers the path to be followed and make the students aware what they will be able to achieve at the end of the course. Also, they help the teachers and the students know the route t

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Martin-Visscher, Leah A., Kristopher Ooms, and Peter Mahaffy. "Chemistry as if students matter: from student to student’s learning outcomes." Canadian Journal of Chemistry 99, no. 8 (2021): 685–91. http://dx.doi.org/10.1139/cjc-2020-0349.

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As a tribute to the legacy of Dr. Margaret-Ann Armour, we report on an initiative that involves university undergraduate students directly and meaningfully in the articulation and implementation of student learning outcomes for their chemistry programs. Student learning outcomes describe what a student should know, do, and value at the end of a learning experience. The initiative was carried out over several years at the King’s University in Edmonton, a small undergraduate liberal arts and science institution with a Chemical Institute of Canada accredited B.Sc. chemistry program. Senior studen

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T., Kalaiponni. "Teaching and Learning Outcomes." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 40–41. https://doi.org/10.5281/zenodo.7323092.

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The aim is to provide good knowledge to the learner. Learning goals and objectives generally describe what an instructor, program, or institution aims to do, whereas, a learning outcome describes in observable and measurable terms what a student is able to do as a result of completing a learning experience (e.g., course, project, or unit).  

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Lavanya, C. "Assessment and Attainment of Course Outcomes and Program Outcomes." Journal of Engineering Education Transformations 35, no. 4 (2022): 104–11. http://dx.doi.org/10.16920/jeet/2022/v35i4/22109.

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Abstract: Outcome Based Education (OBE) is an approach in the field of engineering education, accepted in recent years all over the world. Output in terms of Cumulative Grade Points Average (CGPA), pass percentage, etc. has been the traditional measurement in education whereas outcome focuses on the level of transformation and achievement in the student. Every institution endeavours to fulfil its mission through its programs which constitute courses and learning activities. The program objectives guide to form the program outcomes, which need to align with universally accepted graduate attribu

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Thi Viet Huong, VU. "A COMPARISON BETWEEN THE MASTER OF TESOL PROGRAM’S LEARNING OUTCOMES AND THE NATIONAL FRAMEWORK OF QUALIFICATIONS AND THE SMART PRINCIPLES." Vinh University Journal of Science 52, no. 3C (2023): 36–48. http://dx.doi.org/10.56824/vujs.2023b054.

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Learning outcome formulation is one of the first and most essential stages in program development. Previous research has acknowledged the importance of this stage and the benefits of outcome-based education. Outcome-based program development is becoming popular in Vietnam, especially after the promulgation of Circulars that instruct institutions to formulating program learning outcomes. As Vinh University gives priority to educational quality, it has periodically reviewed and adjusted learning outcomes of not only undergraduate programs but also graduate programs. This process has been done on

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H., Anupama, and Thippeswamy G. "Program Learning Outcomes: An Approach in OBE." International Journal of Computer Applications 182, no. 30 (2018): 28–29. http://dx.doi.org/10.5120/ijca2018918210.

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Suking, Arifin, Sitti Roskina Mas, and Fikram Anis. "STRATEGI PROGRAM STUDI MEWUJUDKAN LEARNING OUTCOME." Equity In Education Journal 4, no. 2 (2022): 53–58. http://dx.doi.org/10.37304/eej.v4i2.4916.

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This study aims to determine: (1) adjustment of study program learning outcomes, and (2) study program strategies to realize learning outcomes. This study uses a quantitative approach with explanatory descriptive type. The subjects of this study were 15 lecturers. Data collection techniques using questionnaires, interviews, and documentation. The data analysis technique used is descriptive analysis technique using the percentage formula. The results of the study show that: (1) the adjustment of learning outcomes is in the good category, because it refers to the KKNI which is used as a referenc

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Carter, Shani D. "Doctoral Programs Outcomes Assessment: An Approach to Assessing Program Inputs, Learning Objectives, and Postgraduation Outcomes." Journal of Assessment and Institutional Effectiveness 4, no. 2 (2014): 160–82. http://dx.doi.org/10.5325/jasseinsteffe.4.2.160.

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Abstract Student learning outcomes assessment is conducted at the undergraduate level for academic departments to determine whether students are meeting learning goals. The assessments do not include course grades; rather, they include measures such as standardized tests or student coursework being rated outside the course by committees. Increasingly, there has been a movement to conduct outcomes assessment on graduate programs as well. This article presents an assessment methodology that can be applied to the special conditions of doctoral programs, which are generally structured very differe

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Rika, Fadila, and Irmawita. "Gambaran Rasa Percaya Diri Warga Belajar pada Program Pendidikan Keaksaraan Fungsional di PKBM Diknaker." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 1, no. 4 (2018): 523–30. https://doi.org/10.5281/zenodo.1486510.

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<em>The research was distributed by the phenomenon of functional literacy program success rate base on the South coast of Diknaker PKBM. This is evidenced by the high learning outcomes acquired citizens learn. Researchers suspect that the cause of the success of these KF due to high confidence that is owned by the citizens of learning. Type of this research is quantitative descriptive research. Withdrawal technique used is the sample census, all of the population sample was made as many as 20 people, which is called the respondent. Using data collection techniques interviews that is in the for

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Đào, Nam Giang. "A content analysis of under-graduate accounting programs in international context and recommendations for Banking Academy of Vietnam." Tạp chí Khoa học và Đào tạo Ngân hàng, no. 256 (September 2023): 72–86. http://dx.doi.org/10.59276/tckhdt.2023.09.2469.

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Using content analysis method, the paper analyses relevant guidance in accounting education provided by professional accounting associations (mainly by IFAC), standards and criteria for accounting programs of different accreditation organizations, public information on accounting undergraduate programs of some prestigious universities. The analysis determines common trends in accounting education, including: implementing learning outcomes approach, role of professional accounting organizations, experiential learnings, IFRS. The paper recommends that Banking Academy of Vietnam (as well as other

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Martin, Eric M., Scott J. Moorcroft, and Tyler G. Johnson. "Backwards Design and Program Level Approaches to Coach Development in Higher Education." International Sport Coaching Journal 6, no. 3 (2019): 329–38. http://dx.doi.org/10.1123/iscj.2018-0071.

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Because there is no single governing sport body in the United States devoted to coaching education, coaching requirements can vary greatly state-to-state and between organizations within the same state. Therefore, it often is up to club programs or universities to devise individual curriculum for coaching education. For those responsible for coaching education, utilizing backwards design can ensure programs meet the learning and professional development needs of coaches. In backwards design, identifying coaches’ needs and creating program-level learning outcomes occurs prior to specific conten

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Rollande, Raita, and Antons Mislevics. "THE SOLUTION FOR STUDY PROGRAMME LEARNING OUTCOME ALIGNMENT WITH STUDY COURSE LEARNING OUTCOME." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 612. http://dx.doi.org/10.17770/sie2020vol4.5188.

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The research question of this paper is - How can we better help professors with developing course descriptions and how we can help study program directors to reach study program aims through learning outcomes? This issue is very common for all Latvian higher education institutions as well as other higher education institutions outside of Latvia. It became clear after reading the new changes of the Law of Higher Education of the Republic of Latvia that two major changes had to be made first in course descriptions: updating the course descriptions to the new requirements and creating a mapping o

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Carter. "Doctoral Programs Outcomes Assessment: An Approach to Assessing Program Inputs, Learning Objectives, and Postgraduation Outcomes." Journal of Assessment and Institutional Effectiveness 4, no. 2 (2015): 160. http://dx.doi.org/10.5325/jasseinsteffe.4.2.0160.

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Alghamdi, Nawal G., and Muhammad Aslam. "Improving Benchmarking Student Learning Outcomes Using Repetitive Sampling Control Chart." Journal of Computational and Theoretical Nanoscience 13, no. 10 (2016): 7036–39. http://dx.doi.org/10.1166/jctn.2016.5668.

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In recent years research on the application of Shewhart control charts in evaluating the performance of educational programs have gain sufficient grounds. These control charts aid in process understanding and identify changes that indicate either improvement or deterioration in quality of the program. Current research proposes control charts using repetitive sampling on the data taken from Weber State University’s construction management program, which uses the Associate Constructor Level 1 exam as an assessment tool. A code was developed to run the proposed control charts. Both the traditiona

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Beyl, Caula A. "Demystifying Learning Outcomes Assessment at the Program Level." HortTechnology 20, no. 4 (2010): 672–77. http://dx.doi.org/10.21273/horttech.20.4.672.

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In addition to being an essential part of the continuous cycle of improvement, program assessment helps provide for documented accountability, improved learning content, and enhanced pedagogy. The process of using descriptions of the ideal graduate, program descriptive material, faculty and student input, and overlapping course outcomes to develop meaningful program learning outcomes is described. Both direct and indirect assessment methods can be used to determine if the program is meeting its desired learning outcomes as well as using classroom-embedded assessment, capstone experiences, coll

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Jeong, Jin Su, David González-Gómez, Florentina Cañada-Cañada, Alejandrina Gallego-Picó, and Juan Carlos Bravo. "Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course." Journal of Technology and Science Education 9, no. 2 (2019): 217. http://dx.doi.org/10.3926/jotse.530.

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Distance education programs in higher education are gaining popularity mostly due to the flexibility of the formative programs to fit all the requirements that brick-and-mortar educational institutions are not able to provide to students. However, quite often these distance programs report feelings of isolation, lack of self-direction and management, and eventual decrease in motivation levels. Thus, the main aim of this research is to assess the effect of following an active learning methodology on the students’ emotions, self-efficacy beliefs and learning outcomes in the context of a distance

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Cooper, Nelson, Joseph Flood, and Eric Gardner. "Establishing a Learning Outcomes Plan for Campus Recreation." Recreational Sports Journal 33, no. 1 (2009): 12–24. http://dx.doi.org/10.1123/rsj.33.1.12.

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Higher expectations among campus recreation professionals for establishing and tracking learning outcomes have become essential components of effective program planning and assessment. This has been motivated by college/university accreditation procedures, the increased expectation to illustrate performance of all college/university services, and the growing transparency of college/university administrative decision making. The demand for quantifiable learning outcomes has exposed the need for continued training of staff and highlighted the need for cultural change among campus recreation prog

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Krishnan, Lata A., K. Andrew R. Richards, and Jennifer M. Simpson. "Outcomes of an International Audiology Service-Learning Study-Abroad Program." American Journal of Audiology 25, no. 1 (2016): 1–13. http://dx.doi.org/10.1044/2015_aja-15-0054.

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Purpose The purpose of this study was to evaluate students' academic and civic learning, with particular interest in cultural competence, gained through participation in the Speech, Language, and Hearing Sciences in Zambia study-abroad program. Method Twelve female students participated in the program. Quantitative data collected included pre- and postprogram administration of the Public Affairs Scale (Levesque-Bristol & Cornelius-White, 2012) to measure changes in participants' civic learning. Qualitative data included journals, end-of-program reflection papers, videos, and researcher fie

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Sisto, Clark Daniel, and Marilou Rodriguez. "Professional Development Programs: Its Impact on Knowledge, Practice and Efficacy of Teachers and Pupils' Learning Outcomes." Psychology and Education: A Multidisciplinary Journal 28, no. 2 (2024): 83–90. https://doi.org/10.5281/zenodo.14190040.

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The study attempted to present the professional development programs and its implication to knowledge, practice, and efficacy of teachers and pupils’ learning outcomes. Descriptive-correlational research method was utilized and the Statistical tools used in the study were mean, standard deviation, frequency count, and percentages to analyze the extent of the professional development program, the level of pupils’ learning outcomes. Pearson-Product Moment Correlation was utilized to ascertain the significant relationship between the level of pupils; learning outcomes and the extent o

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Ni, Yongmei, Andrea K. Rorrer, Diana Pounder, Michelle Young, and Susan Korach. "Leadership matters: preparation program quality and learning outcomes." Journal of Educational Administration 57, no. 2 (2019): 185–206. http://dx.doi.org/10.1108/jea-05-2018-0093.

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Purpose Informed by learning transfer theory, the purpose of this paper is to validate the instrument measuring educational leadership preparation program (LPP) quality attributes and graduates’ leadership learning and to assess the direct and indirect relationships among them, as reported by program graduates. Design/methodology/approach This study uses data collected from the 2016 INSPIRE-G Survey, which gathers information from LPP graduates in the USA on their perceptions of program quality and leadership learning. Structural equation modeling was used to determine which program quality fa

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Postrado, Fernando, and John Vincent Aliazas. "DESIGNING ENRICHMENT PROGRAM IN SCIENCE UTILIZING BLENDED LEARNING MODELS." International Journal of Innovation Scientific Research and Review 6, no. 6 (2024): 6568–77. https://doi.org/10.5281/zenodo.12660345.

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Aims: Implementing efficient teaching and learning strategies is vital in the ever-evolving field of education. In today's rapidly changing educational scene, blended learning emerges as a potential solution to fulfil the diverse demands of students. The main objective of this study was to examine the effective utilization of blended learning models to enhance academic outcomes. Study design: The study used a descriptive-developmental research design. Place and Duration of Study: The study's respondents are one hundred (100) Grade 7 students of Janopol Oriental NHS during the school year 2023-

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Batbaatar, Munkhzaya, and Saranchimeg Nasanjargal. "Continuous Improvement System on Outcome Planning and Assessment: Case Study of UFE." Academic Society for Appropriate Technology 9, no. 3 (2023): 221–34. http://dx.doi.org/10.37675/jat.2023.00402.

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Purpose of Research: The move to outcome-based education necessitates a process of continuous improvement for academic programs including outcome-based planning, implementation, and assessment. UFE has been demonstrating a commitment to academic excellence through emphasizing outcome-based education since 2009. To do so, the university initiated and developed undergraduate program policy and regulations that indicate learning outcomes at each level including the course and programs. In other words, it shows how course learning outcomes support the programs and we constantly try to measure and

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Morisue, Megumi. "An Effective Design for Intercultural Training Programs: Boosting Participants’ Program Learning Outcomes." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 9, no. 5 (2009): 31–48. http://dx.doi.org/10.18848/1447-9532/cgp/v09i05/39770.

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Nachouki, Mirna. "Assessing and Evaluating Learning Outcomes of the Information Systems Program." World Journal of Educational Research 4, no. 4 (2017): 524. http://dx.doi.org/10.22158/wjer.v4n4p524.

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<p class="Newparagraph"><em>Program assessment is an essential procedure of academic programs accreditation review. As such, it is a cornerstone of quality, enhanced education. At Ajman University, the process of assessing and evaluating courses is done at the departmental level. This paper describes a model that the Department of Information Systems uses to assess the achievement of its program learning outcomes. This model enables the measurement of the level of achievement of each learning outcome to identify areas for improvement in students’ performance and suggest remedial ac

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M. Mabborang, Jomel, Darwin Dumlao, and Kurt Warren Cusap. "Effect of Service-Learning Program on Student’s Outcomes." International Journal of Research and Innovation in Social Science VIII, no. VIII (2024): 2580–89. http://dx.doi.org/10.47772/ijriss.2024.8080197.

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This study was conducted to evaluate the impact of service-learning program on students’ outcomes as a basis for enhancement. This study utilized a quantitative type of research employing a descriptive survey method. The respondents of the study were the 792 Senior High School Students of USL for theSY 2023-2024. Mean was used to assess the impact of the service-learning program on students’ outcomes. Mann-Whitney U test and Kruskal Wallis were also utilized to test the significant difference on the impact of service-learning program on students’ outcomes when grouped according to profile. Civ

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Applegate, Rachel. "Student Learning Outcomes Assessment and LIS Program Presentations." Journal of Education for Library and Information Science 47, no. 4 (2006): 324. http://dx.doi.org/10.2307/40323824.

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Nor Afiqah Wan Othman, Wan, Aziman Abdullah, and Awanis Romli. "Predicting Graduate Employability based on Program Learning Outcomes." IOP Conference Series: Materials Science and Engineering 769 (June 9, 2020): 012018. http://dx.doi.org/10.1088/1757-899x/769/1/012018.

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Nakamura, Akihiro, Yoichi Hasegawa, and Miwako Kamei. "Learning Outcomes of Six-year Pharmaceutical Education Program." YAKUGAKU ZASSHI 135, no. 3 (2015): 331–32. http://dx.doi.org/10.1248/yakushi.14-00206-f.

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Schoepp, Kevin, and Scott Benson. "Meta-Assessment: Assessing the Learning Outcomes Assessment Program." Innovative Higher Education 41, no. 4 (2015): 287–301. http://dx.doi.org/10.1007/s10755-015-9347-2.

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Sunarti, T., and M. Z. B. Amiruddin. "Analysis Multi Representation Ability and Learning Outcomes of Optical Materials." Journal of Physics: Conference Series 2392, no. 1 (2022): 012009. http://dx.doi.org/10.1088/1742-6596/2392/1/012009.

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Abstract The purpose of this study was to describe students' ability of multi-representation in solving physics problems on optical material and students' learning outcomes in Physics Department, Universitas Negeri Surabaya. This study is quantitative descriptive research. The sample of this research is one class of students in the physics education study program and one class of students in the physics study program who took program courses in the odd semester of 2021/2022. The research data are multi-representation abilities and learning outcomes of optical materials. The test instrument use

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Mulyono, Wahyu Dwi, Gde Agus Yudha Prawira Adistana, Heri Suryaman, Desi Ratna Artaningtyas, and Yuli Sutoto Nugroho. "Analysis of Program Learning Outcome As A Result of Curriculum Evaluation In Higher Education." IJORER : International Journal of Recent Educational Research 5, no. 6 (2024): 1407–19. https://doi.org/10.46245/ijorer.v5i6.705.

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Objective: One measure of achieving educational goals in higher education is the achievement of program learning outcomes (PLO). This learning achievement needs to be monitored and evaluated to develop the curriculum of the study program. This research aims to analyze the learning outcomes of undergraduate programs in building construction education. Method: This research is a type of evaluation research. The research subjects were all courses in The Undergraduate Program of Building Construction Education, Faculty of Engineering, Universitas Negeri Surabaya. Data collection techniques used do

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Aseervatham, Abisha, and Madhava Priya Dananjayan. "Decoding Digital Learning Outcomes Among Diverse Learners." International Journal of Virtual and Personal Learning Environments 13, no. 1 (2023): 1–16. http://dx.doi.org/10.4018/ijvple.325474.

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The democratization of online platforms through technological advancements has helped in the growth of new tools for digital learning. The global pandemic in 2019 accelerated the shift to a digital environment for organisations worldwide. With a shift to online learning, there has been a sudden spike in enrolments for massive open online courses. The present study addresses this gap in the literature by analysing the impact of MOOC courses on the achievement of program outcomes of a formal education program. The authors attempt to understand if digital learning outcomes vary among diverse lear

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Hussin, Nazimah. "Assessing Performance in Talent Development Program through Learning Outcomes in Leadership Course." International Journal of Research and Innovation in Social Science IX, no. III (2025): 1523–28. https://doi.org/10.47772/ijriss.2025.90300119.

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A well-structured talent development program is a key driver of organizational success. Assessing participant performance within such programs is essential, as it directly reflects their effectiveness and impact. One effective method of performance evaluation is through the assessment of learning outcomes. This study examines a talent development program involving 28 participants from a single organization, whose performance was measured based on the learning outcomes of a leadership course. The findings reveal that participants performed above average, successfully achieving the targeted lear

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Samuel, Jusuf Litualy, Serpara Henderika, and Crystle Wenno Eldaa. "The effect of Kahoot! learning media on learning outcomes of German language students." Journal of Education and Learning (EduLearn) 16, no. 2 (2022): 254–61. https://doi.org/10.11591/edulearn.v16i2.20458.

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This study aimed to determine the effect of the Kahoot! educational game learning media on German language students' learning outcomes in the <em>Sprechfertigkeit</em> 2 course. The sample of this study consisted of 37 students. The test instruments were given during the pretest and posttest. The data were processed and analyzed by the SPSS program. The Cronbach Alpha validity test showed that the study had high validity (0.764). The instrument normality test shows the value of p> alpha (0.05). The statistical test resulted that the value of t-test=631 (>t-table=398). The study revea

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Putu, Dessy Fridayanthi. "UPAYA MENINGKATKAN HASIL BELAJAR MATA KULIAH KEPEWARAAN PADA MAHASISWA PRODI PENDIDIKAN BAHASA INDONESIA DENGAN METODE GUIDED INQUIRY TEACHING MELALUI MEDIA PEMBELAJARAN." Widyadari 23, no. 2 (2022): 258–69. https://doi.org/10.5281/zenodo.7189641.

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<em>The presenter is the person in charge of leading and managing the course of an event. An emcee requires skills, knowledge, a pleasant voice and an attractive appearance. The purpose of this study was to determine the responses and learning outcomes of students in the civil service subject at the Indonesian Language Education Study Program, Universitas PGRI Mahadewa Indonesia after the Guided inquiry teaching method was implemented by utilizing learning media. This type of research is classroom action research. This action research is designed using several cycles, where each cycle consists

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Rao, N. J. "Outcome-based Education: An Outline." Higher Education for the Future 7, no. 1 (2020): 5–21. http://dx.doi.org/10.1177/2347631119886418.

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Things we can do because of learning are called outcomes of learning. Outcome based education (OBE) was propounded by William Spady in the 90s to bring the focus of formal education to what the students learn rather than what they were taught. OBE is a system of education giving priority to ends, purpose, accomplishments, and results. All decisions about the curriculum, assessment, and instruction are driven by the exit learning outcomes the students should display at the end of a program or a course. This paper presents a method of writing outcomes for General higher education programs. Outco

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Wahyuni, M. Jannah. "Penerapan Model Pembelajaran inquiry Dalam Meningkatkan Hasil Belajar Perserta Didik Pada pokok bahasan Pengukuran Di Kelas VII SMP Negeri 6 Halmahera Selatan." Kuantum: Jurnal Pembelajaran dan Sains Fisika 4, no. 1 (2023): 130–51. https://doi.org/10.5281/zenodo.8401431.

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Application of the inquiry learning model in improving student learning outcomes in the concept of measurement in class VII SMP Negeri 6 South Halmahera under the guidance of Mrs. Susi and Mrs. Kartini Lana. Physics Education Study Program at Kie Raha High School of Teaching and Education Ternate This research aims to improve the learning outcomes of students in Class VII of SMP Negeri 6 Halmahera Selatan through the application of an inquiry learning model. The research model used is qualitative with the research being carried out at SMP Negeri 6 Halmahera South, totaling 18 students. Sources

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Lord, Gillian. "Rosetta Stone for Language Learning." IALLT Journal of Language Learning Technologies 46, no. 1 (2016): 1–35. http://dx.doi.org/10.17161/iallt.v46i1.8552.

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The Rosetta Stone program advertises that it can teach language as effectively as, or even more effectively than, a typical classroom-learning environment. Little research has examined this claim, but as institutions are asked to cut costs and simultaneously embrace digital technologies, these programs are often considered as a possible solution to potentially replace teachers or other personnel. This exploratory multiple case study examines the claims and learning outcomes of the Rosetta Stone program among beginning Spanish learners to assess the effects of a semester-long treatment in which

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Muchtadi, Muchtadi, Hartono Hartono, and Dwi Oktaviana. "Hubungan Aktivitas dan Respon terhadap Hasil Belajar Program Linier Setelah Diterapkan Pembelajaran Genius Learning pada Program Studi Pendidikan Matematika." Edu Sains: Jurnal Pendidikan Sains & Matematika 5, no. 1 (2017): 45. http://dx.doi.org/10.23971/eds.v5i1.668.

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<em><span lang="IN">This research aimed to know the correlation of activity and response to the learning outcomes of linear program after applied learning genius learning on mathematics education program. The research method used is quantitative with the form of quasi-experimental research. The population of this study is all students of the sixth semester with a sample of one class obtained using cluster random sampling technique. The result of data analysis shows that there is a significant relationship between learning activities and responses to student learning outcomes after

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Li, Bingxuan, Antonio Castellanos, Pengyi Shi, and Amy Ward. "Combining Machine Learning and Queueing Theory for Data-Driven Incarceration-Diversion Program Management." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 21 (2024): 22920–26. http://dx.doi.org/10.1609/aaai.v38i21.30330.

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Incarceration-diversion programs have proven effective in reducing recidivism. Accurate prediction of the number of individuals with different characteristics in the program and their program outcomes based on given eligibility criteria is crucial for successful implementation, because this prediction serves as the foundation for determining the appropriate program size and the consequent staffing requirements. However, this task poses challenges due to the complexities arising from varied outcomes and lengths-of-stay for the diverse individuals in incarceration-diversion programs. In collabor

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Chelsey, Nicole R. Quijana, Ann Y. Bondoy Grace, Earl E. Clemente Tosh, et al. "Centro Escolar University-Manila virtual community pharmacy internship: Evaluation on the achievement of learning outcomes and satisfaction of students." GSC Biological and Pharmaceutical Sciences 19, no. 3 (2022): 237–47. https://doi.org/10.5281/zenodo.6849014.

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Part of the pharmacy education curriculum in the Philippines is the completion of a 300-hour experiential pharmacy practice or internship in the community pharmacy to provide students with expertise and competence in promoting the role of pharmacists in the healthcare setting. To ensure continuity of learning amid the threat of the COVID-19 pandemic, onsite pharmacy internships shifted to a remote setting. This study aims to evaluate the achievement of learning outcomes and satisfaction of Centro Escolar University-Manila students on virtual community pharmacy internship. The study utilizes Cr

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Swamy, Kilari Veera, Thirumala Devi S, and Srilakshmi Aouthu. "Mapping Engineering Course Outcomes to Program Outcomes Using an Intelligent Framework." Journal of Engineering Education Transformations 38, IS2 (2025): 188–92. https://doi.org/10.16920/jeet/2025/v38is2/25023.

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Outcome Based Education is an important aspect as per National Education Policy 2020. To accomplish Program Outcomes, Course Outcomes are crucial. A group of subject matter experts typically maps Course Outcomes to Program Outcomes. This is a tedious process. To overcome this an intelligence framework is proposed in this paper. Course Outcome statements along with mapped program outcomes are considered as a data set in this paper. Split the data set as training and testing sets. A training data set is used to train the Machine Learning algorithm. Course Outcomes mapped with Program Outcomes by

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Al-Thani, Shaikha Bint Jabor, Ali Abdelmoneim, Adel Cherif, Dalal Moukarzel, and Khaled Daoud. "Assessing general education learning outcomes at Qatar University." Journal of Applied Research in Higher Education 8, no. 2 (2016): 159–76. http://dx.doi.org/10.1108/jarhe-03-2015-0016.

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Purpose – The purpose of this paper is to assess the effectiveness of a new general education program at Qatar University (QU) in achieving English writing and critical thinking outcomes. Design/methodology/approach – Collegiate Assessment of Academic Proficiency (CAAP) test was used as direct assessment tool to identify the extent to which QU students are making progress with respect to general education outcomes, and how well QU students perform compared to US students on general education outcomes that are measured by the CAAP test. Findings – Findings show evidence that students make progr

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