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The first purpose of the present study was to characterize progressive and metacognitive dialogue in knowledge-building classrooms. The second purpose was to examine the association between the quality of classroom dialogue and students' learning outcomes, including domain knowledge and conception of collaboration. One hundred thirty college students and their teacher participated in this study. A total of 73 lessons were video-recorded. Qualitative analysis of -classroom dialogue identified dialogic moves into three categories—articulation and elaboration, building-on and connection, and reflection and coordination. The findings provide a rich illustration of how students engage in metacognitive and progressive dialogue. Quantitative analysis indicated that student engagement in classroom dialogue was positively associated with their domain knowledge and conception of collaboration. The results revealed that considering student involvement in classroom dialogue is essential for understanding how knowledge building occurs in classroom contexts and how collective knowledge and conception of collaboration are developed through classroom dialogue. [ABSTRACT FROM AUTHOR]

This study aims to measure the learning losses of Bangladeshi students in Grades 5–10 who faced prolonged school closures amid the Coronavirus (COVID-19) pandemic. Learning losses regarding students’ background characteristics were also compared. Three national assessment data sets were utilised. The sample sizes were 1,613 in 2002, 1,634 in 2016, and 4,600 in 2021. An exponential growth model was applied with the first two datasets to project students’ learning achievement in 2021. The projected achievement was compared to the achievement of 2021 observed in another assessment before reopening the schools. Multivariate regression analysis was carried out to explore the changes in learning achievement, controlling the effects of their background characteristics. The losses accounted for 13.9%, equivalent to the achievement that took nearly 14 years to gain. The losses were more among rural than urban students and boys than girls. Although learning achievement was positively correlated with student Grades of study and parental education, the losses had a reverse relationship with both. Students’ writing skills deteriorated more than reading, numeracy, or application. This study presents an alternative methodology for calculating learning losses in emergencies. Finally, some recovery strategies were suggested considering the overall state of the school education system. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital games have been used in various disciplines to enhance students' learning interest and effectiveness through the gaming contexts. However, most of the digital educational games use multiple-choice questions to confirm students' learning status, implying the challenge of understanding the actual learning status of students. Also, the gaming system cannot analyze the possible reasons for students' wrong answers and so provide suggestions. Therefore, this study proposed a two-tier assessment-based contextual gaming (TTA-CG) approach to confirm whether students correctly answer the questions based on the right reasons as well as identifying the reasons for students' wrong answers. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in a horticulture course. Two classes of first-year vocational high school students were recruited as the participants. One class with 35 students was the experimental group learning with the TTA-CG approach; the other class with 35 students was the control group adopting the conventional contextual gaming (C-CG) approach. The experimental results showed that the TTA-CG approach was more effective than the C-CG approach in terms of enhancing students' learning achievement, motivation, and self-efficacy. In addition, there was no significant difference between the two groups in terms of cognitive load. [ABSTRACT FROM AUTHOR]

Learning analytics has received increasing attention in the field of education. However, few studies have investigated the overall impact of learning analytics interventions on learning achievements. This study aims to close this research gap and examine the sizes of the overall effects of learning analytics interventions on learning achievements according to research conducted from 2012 to 2021. In total, 33 empirical studies including 3098 participants were synthesized in the present meta-analysis. The findings revealed that learning analytics interventions had a large effect size on learning achievements. Furthermore, the impacts of 13 moderator variables were analyzed in depth. The results indicated that sample levels, learning domains, learning approaches, learning analytics technologies, and learning analytics metrics significantly moderated the effectiveness of learning analytics interventions. These findings and their implications for the use of learning analytics interventions were discussed in depth. [ABSTRACT FROM AUTHOR]

This quasi-experimental study examined the influences of an Immersive Virtual Reality (IVR) adoption in the classroom and compared learning achievement, motivation, and perception between two versions of the learning approaches (IVR-based STREAM learning and Desktop Virtual Reality (DVR)-based STREAM learning). Twenty middle school students in the experimental group used a Head-Mounted Display, while twenty students in the comparison group used a DVR display to learn about tourism sites. The following data sources were used: (a) a multiple-choice questions pre-test and post-test measuring learning achievement (b) a validated questionnaire comprised of five-point Likert scale items measuring motivation and perceptions towards the utilization of IVR-based STREAM and DVR-based STREAM instructional approaches. The analysis of covariance (ANCOVA) and the independent samples t-test were used to examine the data. The results showed that the experimental group had significantly higher leaning achievement and motivation to learn. While the difference in the students' perception test scores between the two groups in this study was not statistically significant, the comparison group's mean was lower than that of the experimental group. Our findings support the use of IVR-based STREAM instructional approach in students' learning performances. It also explains how to integrate and adopt an IVR-based STREAM instructional approach in the classroom. [ABSTRACT FROM AUTHOR]

This study examined the antecedents and effects of foreign language enjoyment (FLE) and foreign language learning boredom (FLLB) in synchronous online English courses. Using a mixed-methods design, it delved into first-year English major undergraduate students' first online learning experience. Surveys, short essays, and records of students' grade point averages (GPAs) were used to collect data at the end of the students' first online academic term. The data analysis involved exploratory factor analysis (EFA), correlation, regression, and thematic analysis, guided by previous studies. The findings revealed that students' enjoyment in online English classes was significantly affected by teacher and peer support, class satisfaction and personal pride, learning atmosphere, and personal feelings, while their boredom was generated by disengagement and learning duration. Their effects on online English learning outcomes were both positively and negatively significant, eliciting some pedagogical implications for online English teaching and learning. [ABSTRACT FROM AUTHOR]

In today's technology-driven world, digital citizenship is vital in fostering responsible technology use and essential skills for learning, problem-solving, and community participation. However, a significant focus emerges within digital citizenship--empowering individuals with disabilities. This research addresses this crucial area by spearheading the creation of a specialized Thai Massive Open Online Course (MOOC) meticulously designed for hearing-impaired learners. The core objective is to equip these individuals with indispensable digital citizenship skills for seamless integration and active engagement in digital environments. The study progresses through three key phases. Phase 1 involves crafting the MOOC course to meet the needs of hearing-impaired individuals. Phase 2 develops a course on the Thai MOOC platform, using the MOOC-based Design Thinking Model and universal design learning principles. Phase 3 assesses 20 hearing-impaired learners in the "Utilizing Online Media as Digital Citizenship Course." The research reveals two significant outcomes, highlighting the course's impact. First, an evaluation of digital media quality and learning activities was conducted by five experts with 15 to 30 years of experience in the field, the result was an impressive performance rating of 4.56 on a 5-point Likert scale, indicating the course's high suitability for hearing-impaired learners. Such findings validate the precise alignment of the course with its intended objectives. Second, the outcomes of learning achievement tests on the Thai MOOC platform involving 20 high school hearing-impaired learners revealed that 15 learners scored above 70 (passing), representing 75%. The average posttest score was higher than the pre-test, with an average score of 72.05 points. These results demonstrate the course's effectiveness in improving learning outcomes and meeting predetermined criteria, while also indicating that adopting the MOOC-based Design Thinking model has led to the creation of high-quality media that delivers tangible results for hearingimpaired individuals. This research contributes to the eLearning field by addressing the specific needs of hearing-impaired individuals in digital citizenship education through tailored online learning courses designed to bridge existing gaps. [ABSTRACT FROM AUTHOR]

Education in emergencies (EiE) is relevant because it focuses on populations affected by natural disasters or conflicts. To our knowledge, no prior study has analyzed learning achievements among internally displaced persons (IDPs) using residence subgroups. Therefore, this study examines the learning outcomes of 309 children enrolled in the Jesuit Refugee Service's accelerated learning program (JRS-ALP) for IDPs in northeastern Nigeria. Drawing on a broad evaluation of the project, we examine the achievement gains of different participant subgroups to provide evidence to support related practices and contribute to knowledge about accelerated learning pedagogy vis-à-vis EiE. The results show a substantial achievement gain in literacy and numeracy across groups, with some differences emerging by gender and geographical spread. Our conclusion is that in northeastern Nigeria, where there has been a historically low penetration of formal education and other barriers to the education of displaced individuals, the JRS-ALP is robust in bridging the gap of inequities in EiE. Using the accelerated learning pedagogy-EiE model, humanitarian education could foster hope when transitioning beneficiaries to formal schools and restoring the dignity of displaced persons. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Formative assessment promotes positive learning outcomes and evaluates students over time. We aimed to evaluate students' learning achievements after implementing a formative assessment technique by using a normalised gain method. Methods: This retrospective observational study was conducted at the School of Medicine and Health Science, Faculty of Medicine, Prince of Songkla University, Thailand. There were 118 fifth-year medical students who attended a general pediatric course in the 2021–2022 academic year. Results: In the summative assessment, the post-test scores were significantly greater than the pretest scores (mean difference 20.53, 95% CI (18.63–22.44), P < 0.001). The median value of the overall student learning gain (g) was 0.34 (0.23, 0.45). Students with medium gains had significantly higher scores than those with low gains (P < 0.001). Students' learning gains had a positive correlation with post-test scores. (R = 0.6, P = 0.01). Conclusions: The formative assessment technique is a valuable method for enhancing students' learning outcomes by offering timely and effective feedback through mentoring systems. It is essential to integrate formative assessments into standard assessment strategies in undergraduate medical education. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Augmented reality (AR) technology provides context-aware experiences by overlaying digital information onto the real world to enhance learning effectiveness and reduce cognitive load. This study aimed to develop an AR Mobile Learning System (ARMLS) to address the limitations of traditional teaching materials and help elementary-school students learn geometric concepts. The ARMLS was designed based on the fifth-grade mathematics curriculum, covering topics such as definitions, geometric properties, different views of prisms and pyramids, and their relationships. A teaching experiment was conducted to compare students' learning achievement, motivation, and cognitive load when using the ARMLS versus traditional teaching materials. This study adopted a quasi-experimental design, where four fifth-grade classes were selected from an elementary school in northern Taiwan as experimental subjects. A total of 66 students participated in the experiment, divided into two groups: 32 students from two classes as the experimental group (using the ARMLS) and 34 students from the other two classes as the control group (using traditional teaching materials). In the teaching experiment, data were collected through pre-tests, post-tests, and questionnaires. Achievement tests assessed learning effectiveness, while learning motivation and cognitive load were measured with standardized scales. System satisfaction was evaluated using a questionnaire. The Johnson–Neyman method determined the regions of significance in the analysis of covariance. Independent-sample t-tests evaluated differences in learning motivation and cognitive load between the groups, and descriptive statistics summarized system satisfaction responses. The results indicated that (1) the ARMLS enhanced the learning achievement among low- and moderate-achieving students, (2) there was no significant difference in learning motivation between the two groups, (3) the ARMLS helped reduce students' cognitive load, and (4) most students expressed satisfaction with the ARMLS according to the questionnaire results. The ARMLS enhances engagement and deepens understanding by making abstract geometry topics more accessible. It effectively overcomes the limitations of traditional teaching materials, providing elementary students with an interactive, hands-on approach to learning geometric concepts. [ABSTRACT FROM AUTHOR]

This research is a preliminary research on the correlation of teacher creativity in the era of 5.0 on chemistry learning achievement and students' argumentation skills which will be continued into a more complete research. The ultimate goal to be achieved from this research is to find out the correlation of teacher creativity on chemistry learning achievement and students' argumentation skills. This research uses a descriptive analysis method, which is research that uses descriptive data results obtained from existing data. This type of research conducted by collecting several sources relevant to the topic discussed in order to obtain valid data to support this research. Teacher creativity during learning is proven to improve chemistry learning achievement and students' argumentation skills. Chemistry is an abstract, real, tiered science and cannot be learned directly, so there needs to be the right technique in learning chemistry. The result of the research showed that the teacher creativity in designing learning, choosing the right methods and media can make it easier for students to understand the material and help students improve their argumentation skills.

Background: Nowadays, the advancement and integration of new technologies in educational settings have emerged as significant and complex challenges. Among these innovations, Robotic-based Learning (RBL) has garnered considerable interest from researchers and educators alike. This study aimed to explore the impact of RBL on students' Emotional Intelligence (EI) and Academic Achievement.Methods: This semi-experimental study employed a pretest-posttest design featuring two groups: an intervention group that underwent training using the RBL method and a control group that received traditional training. The research was carried out at a secondary school in Behbahan City, Iran, from September 2022 to May 2023. A total of 30 eligible students were selected through a convenience sampling method, with 15 randomly assigned to the intervention group and 15 to the control group. A learning achievement test comprising 20 open-ended questions covering various mathematical domains was administered as a pre-test in September 2022 and again as a post-test immediately after the intervention in May 2023. Additionally, the Brief Emotional Intelligence Scale (BEIS-10) was employed to evaluate the emotional intelligence (EI) of the students. Data analysis was performed using analysis of covariance and independent samples t-tests, utilizing SPSS version 24, with a significance threshold set at a P-value of less than 0.05.Results: The results indicated that RBL has a significant effect on students' EI and sub-dimensions of self-motivation (P=0.081), self-awareness (P

Abstract Background Formative assessment promotes positive learning outcomes and evaluates students over time. We aimed to evaluate students’ learning achievements after implementing a formative assessment technique by using a normalised gain method. Methods This retrospective observational study was conducted at the School of Medicine and Health Science, Faculty of Medicine, Prince of Songkla University, Thailand. There were 118 fifth-year medical students who attended a general pediatric course in the 2021–2022 academic year. Results In the summative assessment, the post-test scores were significantly greater than the pretest scores (mean difference 20.53, 95% CI (18.63–22.44), P

Research on self-assessment has overwhelmingly conceptualized it as a product and treated students as a homogeneous group, restraining our understanding of the topic. To address this gap, this study aimed to identify different student profiles based on their self-assessment and to examine how it related to their learning achievement over time. Quantitative data from 52 undergraduate interpreting students were analyzed using longitudinal cluster analysis and correlation analysis. Three distinct student profiles were identified: Active, Jumper, and Inactive. The Active Profile demonstrated a positive correlation between self-assessment and learning achievement, while the Jumper Profile showed a largely negative correlation, and the Inactive Profile showed volatile correlations. It is suggested that instructors should pay close attention to students in the Jumper Profile, as their self-assessment tends to fluctuate and may not be beneficial. Additionally, the findings highlight the importance of a process-based and person-driven approach to understanding self-assessment, which can help explore its complexity and recognize individual differences. [ABSTRACT FROM AUTHOR]

Knowing the factors affecting students’ learning achievement in digital learning is a crucial educational issue nowadays. However, recent research has paid less attention to how an individual’s internal factors (prior knowledge) influence their learning achievement through cognitive engagement, and previous studies generally employed students’ self-reported data, which are subjective. This study investigated the relationships between students’ prior knowledge, cognitive engagement, and learning achievement in digital game-based learning by using eye-tracking technology to analyze their visual behaviors. A total of 55 university students volunteered to use the game to learn about programming, during which their visual behaviors were recorded by an eye tracker to investigate their cognitive engagement and visual transition patterns. Their prior knowledge of programming was assessed one week before the game started, while their learning achievement was tested immediately after the game ended. The results of the study showed that: (1) Students’ prior knowledge had a moderately positive predictive effect on their learning achievement; (2) Students’ learning concentration played a mediating role in the predictive effect of prior knowledge on learning achievement; (3) Students’ cognitive strategies moderated the predictive effect of prior knowledge on learning achievement; and (4) Groups of students with different prior knowledge and cognitive engagement adopted significantly different modes of visual transformation in the game. These findings further revealed the complex relationship between learners’ prior knowledge, cognitive engagement and learning achievement in the game environments, which would be a good reference for understanding individual differences in the game environment and for designing game-based adaptive learning systems.

Understanding the predictor of learning achievement among college students is crucial to adopting the appropriate learning strategy. Academic buoyancy is one of the predictors of learning achievement, playing a vital role in helping students navigate academic setbacks and adversities. However, the previous studies failed to reveal a robust link between the two variables. Therefore, this study aims to explain the nexus between academic buoyancy and students’ learning achievement more clearly by introducing the mediating variable, motivational constructs, which include self-efficacy, persistence, and anxiety. This study involved 493 college students in Indonesia. Structural equation modeling (SEM) was utilized to examine the research hypotheses. The results show that academic buoyancy directly affects learning achievement. Furthermore, motivational constructs (self-efficacy, persistence, and anxiety) significantly mediate the relationship between academic buoyancy and learning achievement. This study contributes to the literature by explaining how academic buoyancy affects learning achievement through motivational constructs as a mediating variable. Furthermore, the university must promote students’ academic buoyancy and motivational constructs by providing counseling services and encouraging students to recognize and address the adversities during lecture activities.

Several studies have investigated the effect of Artificial Intelligence (AI) on students’ learning achievement in education. However, limited research targeted Computer Science (CS) education, which is considered crucial regardless of the future profession. Consequently, scant information exists on how AI might impact students’ learning achievement in CS education. To address this research gap, this study conducts a systematic review and a meta-analysis to investigate how AI integration affects learning achievement in CS education and the potential moderating variables of this effect. Specifically, 28 studies (n = 2765 participants in total) were included and meta-analyzed, and the obtained effect size was very large (g = 1.36, p

This study aims to determine the effectiveness of web-assisted learning multimedia in improving Maths learning achievement among primary school students. This study used a quasi-experimental approach, using a pre-test and post-test design to measure students' learning achievement. Data collection was conducted using test instruments designed to assess learning outcomes in a structured and objective manner. The effectiveness of the web-based multimedia intervention was measured through the Normalised Gain (N-Gain) test, which evaluates the level of improvement in students' mathematics learning achievement. Differences in the dependent variable between the experimental and control groups were further analysed using Paired Samples t-test and Independent t-test. The results of the N-Gain test indicated that the experimental group showed significantly greater improvement in Mathematics learning achievement compared to the control group, with the experimental group achieving a medium category N-Gain score of 0.68, while the control group's score was categorised as low at 0.17. In addition, the Paired Samples t-test and Independent t-test showed significance levels below 0.05, further validating the substantial impact of the web-based multimedia on student achievement. These findings underscore the potential of web-based multimedia as an effective instructional tool to improve students' learning achievement, especially in the area of Mathematics. This research contributes to the growing body of knowledge in educational technology and offers practical insights to enhance the learning process among young learners

Augmented reality (AR) technology has potential advantages for application in STEM education. However, existing relevant studies lack a comprehensive quantitative analysis of the impact of AR on student achievement in STEM education. In this study, a meta-analysis of 33 studies published in eight SSCI journals of educational technology between 2010 and 2023 found that AR had a moderate impact (ES = 0.586) on student achievement in STEM fields, and the overall impact tended to increase gradually over time across years. Analysis of the six moderator variables revealed that AR had a more positive effect on student achievement in science and math, and that its intervention effects were better in primary and lower secondary education. The positive effects of AR were better with the integration of tablet and smartphone-like mobile devices. AR was predominantly multimedia-based in presenting STEM-related content, but integration of other pedagogical approaches had the potential to achieve better results. AR had the strongest contribution to student STEM achievement when the duration of the experiment was 1 week-1 month. In informal environments, AR was more effective in terms of intervening in student achievement in STEM education. Finally, this study offers some suggestions for future research and application of AR in STEM education. [ABSTRACT FROM AUTHOR]

This study explores the impact of gamification on students' collaboration skills, engagement, and learning achievement in the context of 21st-century education. Utilizing an experimental method, the research was conducted to observe the effects of implementing gamification, particularly through the Quizizz application, in classroom learning. The findings revealed that students in the experimental group, who experienced gamified learning, showed significant improvement in collaboration skills, engagement, and academic achievement compared to the control group. The application of gamification provided an interactive and engaging learning environment that promoted active participation and collaboration among students. The use of gamification as a learning strategy not only enhances students' soft skills but also contributes positively to their overall academic performance. These results suggest that gamification is an effective tool in modern educational settings, providing valuable insights for educators and policymakers to enhance learning outcomes. [ABSTRACT FROM AUTHOR]

Online homework has become an important teaching and learning activity due to the impact of COVID-19 pandemic-related restrictions. This study explored the relationship between primary students' online homework completion and learning achievement. It also investigated the moderating effects of key factors including the role of the students and the involvement of their parents on this relationship. Based on a total of 3,210 Chinese online homework assigned in the Spring of 2020 to fourth grade primary school students in Wuhan, China, hierarchical linear modeling was employed to examine the relationship between primary students' online homework completion and their learning achievement. Simultaneously, the effects of potential moderators including students' information literacy, students' prior academic achievement, parental digital self-efficacy, and parent – teacher partnership were investigated. The results showed a significant positive effect of students' online homework completion on learning achievement. Moreover, students' information literacy, students' prior achievement, and parent – teacher partnership positively moderated this relationship. Based on the findings, practical implications for school administrators, teachers, and parents are discussed herein to promote online homework completion and enhance students' learning achievement. [ABSTRACT FROM AUTHOR]

The purpose of this research is to find out whether there is an influence of self-efficacy on student learning achievement. This research analyzes data in the form of numerical values with improved methodology using quantitative methodology. The research was conducted at Tani School 006, Bunut District, Pelalawan Regency. Once the project has been vetted, which is scheduled to begin in July and August 2024, this study will be conducted. The population in this study were all fifth grade students at SD Negeri 006 Tantani, totaling 44 students in Bunut District, Pelalawan Regency. Research findings show that the self-efficacy variable has a large and good influence on student learning achievement. In other words, learning achievement increases along with student selfefficacy; On the other hand, learning achievement decreases along with student self-efficacy. This statement is supported by analysis findings which show a result of 20.5% with a significance value of 0.000<0.05 and a calculated f of 0.849. It is hoped that based on the theory used, future researchers can investigate the impact of self-efficacy on additional factors or supporting data [ABSTRACT FROM AUTHOR]

Online discussions, as a critical interaction tool, have become increasingly popular among instructors and students who can share learning experience and psychological feelings by the means of discourse interactions. Self-regulated learning (SRL) and cognitive engagement are key elements of online learning, which are essential to helping students achieve high learning achievement. However, the relationship between these two elements and their impact on learning achievement are still unclear, which may hinder our understanding of student cognitive processing and psychological mechanism during online self-directed learning. To fill these gaps, this study designed an eight-week quasi-experiment in which students were grouped according to their self-reported SRL features (e.g., metacognitive skills, time management), and investigated the effects of SRL on cognitive engagement and learning achievement. The results showed that students in four SRL groups varied significantly in five dimensions of cognitive engagement within discussions over time. Weak regulators became less engaged over time and tended to share collected information and passively respond to peers, while self-regulators performed better overall and were able to actively think and elaborate their ideas to peers. Besides, SRL played a positive moderating role in the relationship between cognitive engagement and learning achievement, with self-regulators having the strongest moderating effect and better learning achievement. This study suggested that SRL can explain part of the variability in students' cognitive engagement in online discussions. It also provided inspiration for educational researchers on the design of SRL interventions including the necessity to integrate support for weak self-regulators in online learning. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop and evaluate the effectiveness of a self-regulated vocabulary learning mobile application (SRVL-MAPP) to improve English as a foreign language (EFL) students’ English vocabulary learning achievement and motivation. To evaluate the effectiveness of SRVL-MAPP, an experiment was conducted with 60 fourth-grade students from a primary school in Henan Province, China. These students were divided into two classes and randomly assigned to either the experimental group, which used SRVL-MAPP, or the control group, which used a mobile vocabulary learning application (NSRVL-MAPP) without the SRL mechanism, with 30 students in each group. The experiment lasted for three weeks. The results revealed that students in the experimental group outperformed those in the control group in both vocabularies learning achievement and motivation. In addition, the results also indicated that SRVL-MAPP significantly improved the English vocabulary learning achievement and motivation of field-dependent learners, while no such effect was observed for field-independent learners. [ABSTRACT FROM AUTHOR]

Authentic contextual learning (ACL) with mobile apps near home became prevalent and promising due to the COVID-19 pandemic since students were asked to learn near home without going to school. However, learning with mobile apps may cause problematic issues, such as anxiety and acceptance of either students or parents. This study aims to investigate students' learning achievements and anxiety and acceptance of students and parents toward ACL with a mobile app, called UG, in two different places, Taoyuan-Taiwan (TG) and Yogyakarta-Indonesia (YG), during the COVID-19 pandemic. The results indicate that students' achievements in both places were significantly improved. Regarding anxiety, significant differences were found between students' and parents' anxiety in both places; a high positive acceptance of students and parents in both places implies no significant difference. In addition, we discuss the different correlations of students' mobile phone entertainment daily usage, parents' educational levels, anxiety, acceptance, and achievements between TG and YG. [ABSTRACT FROM AUTHOR]

This study designed and pilot-tested a learning path in Personal Learning Environments (PLEs) to facilitate learners' Self-regulated Learning. 122 postgraduates who joined an International English Language Testing System (IELTS) course at a comprehensive university in China were evenly divided into two groups. The experimental group used PLEs with a learning path design, while the control group used PLEs without a learning path design. The pre-and-post-tests of IELTS were conducted to assess participants' cognitive achievements. The results indicated that both groups improved cognitively, with the experimental group indicating significantly better improvements than the control group. Further, a questionnaire on participants' satisfaction with the PLEs platform was administered. The results showed that the experimental group was highly satisfied with the path-controlled PLEs, while the controlled group expressed their need for scaffoldings in PLEs. The study could provide learning platform designers with useful guidance to improve learners' learning performance and satisfaction. [ABSTRACT FROM AUTHOR]

This research aims to examine the effect of digital teaching materials based on their classification on learning achievement at various levels of education. The research design is a systematic literature review (SLR). The stages of conducting a review consist of three major parts: planning, conducting, and reporting. The articles reviewed in this study were drawn from reputable academic databases. The inclusion criteria for this research are as: i) indexed by Scopus; ii) the specified time is 15 years; iii) the research subjects must be students; iv) the minimum number of research participants is 15 people; and v) the article must be a scientific research article. The exclusion criteria in this study are article topics that are outside the field of education. The procedure used to analyze the results of the research obtained using a literature survey. The results showed that the advantages of digital teaching materials, in general, are: i) easy to apply; ii) low-cost; iii) highly flexible; and iv) broad. Each type of digital teaching material has several impacts on learning achievement, including: increasing scientific activities; improving students’ independent learning, self-reflection and metacognitive; reducing learning difficulties; and creating the impression that learning is fun. [ABSTRACT FROM AUTHOR]

Background Problems: Intellectual, emotional, and spiritual intelligences are believed to influence student learning achievement. However, the specific impact of these intelligences on physical education and, more specifically, on pencak silat learning outcomes remains unexplored. Research Objective: The purpose of this study was to determine the effect of intellectual, emotional, and spiritual intelligence on students' learning achievement in pencak silat. Methods: This research method uses descriptive quantitative causality. We sampled 96 students from a high school in Bekasi City. This study used four instruments: (i) Sternberg triarchic abilities test, (ii) global emotional intelligence test, (iii) spiritual intelligence test, and (iv) pencak silat learning achievement using Bloom's taxonomy. We analysed the data using descriptive statistics, specifically the F-test and T-test. Findings and Results: The study revealed that intellectual, spiritual, and emotional intelligence all play a significant role in enhancing students' learning achievement in pencak silat within physical education settings. Among these, emotional intelligence emerged as the most influential factor, surpassing both intellectual and spiritual intelligence in its impact on academic success. This finding underscores the critical role of emotional regulation and awareness in mastering complex physical and mental skills in pencak silat. Conclusions: The findings highlight the importance of strengthening all aspects of intelligence in education. This research brings a fresh perspective to the field of physical education, highlighting the increasing prominence of emotional intelligence in learning outcomes. It demonstrates the need for the development of emotional intelligence in the context of physical education, particularly in relation to pencak silat. For a more comprehensive understanding, we can conduct further research to investigate the interaction of these intelligences with other variables such as motivation, learning environment, and teaching methods.

This research was motivated by the desire to see: (1) the influence of achievement motivation and mathematical resilience in online learning on mathematics learning achievement, (2) The influence of achievement motivation in online learning on mathematics learning achievement, (3) The influence of mathematical resilience in online learning on mathematics learning achievement. This research is quantitative and employs an ex-post facto design. The population in this study was all 344 class VII students at MTs Negeri 1 Kolaka. Sampling using a proportional random sampling technique obtained a sample of 44 students. Data collection methods included questionnaires and documentation. Data analysis uses multiple linear regression analysis. The research results show: (1) Fcount = 24.31970 ≥ Ftable = 3.220, which means that there is a positive and significant influence of achievement motivation and mathematical resilience in online learning on mathematics learning achievement; (2) tcount = 4.333 > ttable = 2.01954, which means that there is a positive and significant influence of achievement motivation in online learning on mathematics learning achievement; (3) tcount = 4.989 > ttable = 2.01954, which means that there is a positive and significant influence of mathematical resilience in online learning on mathematics learning achievement.

Enhancing learning outcomes in Science, Technology, Engineering, and Mathematics (STEM) subjects for primary school students remains a challenge. This meta-analysis, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), explores Digital Game-Based Learning (DGBL) interventions as a potential solution. Eighteen empirical studies published from 2010 to 2020 were analyzed to identify effective DGBL approaches. Key factors examined include subject disciplines, control treatment, game type, platforms, and intervention duration. Findings reveal significant positive effects of DGBL interventions on learning outcomes, particularly in mathematics, language, and science. The study underscores the importance of optimizing gameplay design and platform choices for DGBL effectiveness and highlights the potential benefits of incorporating DGBL into primary STEM education. Future research should further investigate contributing factors like game genres, technologies, implementation strategies, and specific game components to promote optimal learning processes in diverse educational settings.

AbstractPreviously, we described a Team-Based Ubiquitous Learning Model on Cloud Platform Model (PITTA Model). In this paper, we aimed to demonstrate the value of this model by compare learning achievement and creative problem-solving ability using the PITTA model of learning, compare between experimental group and control group by The Randomized Posttest-Only Control Group Design. The sample group comprised students from Bunditpatanasilpa Institute of Fine Arts who were enrolled in the Innovation Information Technology and Communication in Education course during the second semester of Feb-Mar 2023. A total of 50 students from two classrooms were selected using cluster random sampling. The students were divided into two groups: one consisting of 25 students who participated in PITTA model learning activities, and another group of 25 students who engaged in conventional learning activities. The research employed two main instruments: the learning achievement test and the creative problem-solving ability assessment test. Statistical analyses included the use of measures such as mean (x¯) and standard deviation (SD), as well as One-way MANOVA. The research findings revealed that the group of students utilizing the PITTA Model in their learning activities exhibited higher levels of learning achievement compared to the group engaged in regular learning activities, with statistical significance observed at the .05 level. Furthermore, the students who participated in learning activities based on the PITTA Model demonstrated superior creative problem-solving abilities compared to those involved in conventional learning activities, again reaching a statistical significance level of 0.05.

Along with increasing the complexity of learning objectives, the traditional Virtual Learning Environments (VLEs) are insufficient in improving students’ learning achievement. Advanced VLEs can be created to overcome this challenge by combining traditional VLEs with Virtual Lab Network Simulation (Vilanets) learning media. This research, conducted over a period of one year, investigates the effect of different VLEs (beginner, intermediate, and advanced). The participants were 58 students assigned into three groups: beginner VLEs using video, intermediate VLEs using the Cisco Packet Tracer simulator, and advanced VLEs using Vilanets learning media. A quasi-experimental pretest-posttest control group design and one-way ANCOVA were used for the statistical analysis. The findings revealed a significant effect of VLEs on students’ learning achievement posttest scores controlled by pretest scores (F = 4.03; p = 0.02; p

Identifying the syntax of student learning experiences in learning models helps lecturers be more selective in determining the relevance of learning models and student learning achievements that lecturers have previously formulated. This research aims to determine the increase in student learning achievement, using the problem-based learning (PBL) learning model and the problem-solving (PS) learning model, testing the differences in the application of the PBL and PS models on student learning achievement, and finding out which learning model is more effective in improving Student learning outcomes in sports sociology courses. This research is a quasi-experimental research with a pre-test-post-test non-equivalent comparison-group design. The research sample consisted of 60 students (30 PBL and 30 PS groups) taking sports sociology courses. The research instrument includes ten learning achievement essay test questions developed from critical thinking indicators. The data was analyzed descriptively, testing differences using the independent sample t-test and N-Gain analysis to see the effectiveness of the PBL and PS models on student learning achievements. The research results prove an increase in learning achievement for both groups using PBL and PS. Meanwhile, from the results of statistical tests, there are significant differences in learning achievement between the PBL and PS groups. Furthermore, from the results of the N-Gain test, it turns out that PBL is more effective in improving student learning achievement than the PS model. Keywords: Problem-based learning, problem solving, learning achievement, sport sociology

Background: Learning achievement is primarily measured by GPA. A positive self-concept, nurtured by self-compassion, is essential for achieving academic excellence. Self-compassion helps students cope with stress and boost motivation. On the other hand, procrastination is a common obstacle to academic success. Ineffective time management and organizational skills are hallmarks of procrastination. Aims: To describe the levels of self-compassion and procrastination among medical students and to examine how these factors relate to academic performance. Methods: This study employed a cross-sectional design involving 266 active medical students at UGJ, selected through stratified random sampling. Data was collected using an online questionnaire, including the Self-Compassion Scale and the Academic Procrastination Scale. Univariate and bivariate analyses were conducted, with a Spearman correlation test used to assess the correlation between variables due to the non-normal distribution of self-compassion and academic achievement. Results: The majority of participants exhibited moderate levels of self-compassion (56%). Similarly, the majority (38.7%) demonstrated moderate levels of academic procrastination. In terms of learning achievement, the majority of participants achieved a GPA between 3.01 and 3.50 (32.3%). A significant positive correlation was found between self-compassion and learning achievement (p-value

This research is a classroom action research that aims to evaluate the impact of implementing the Team Games Tournament (TGT) learning model on increasing learning achievement and collaboration between students. This research was carried out in class IVA at SDN Kleco 1 Surakarta in the odd semester of the 2023/2024 academic year with a total of 29 students. This research was conducted in two cycles. The data collection methods in this research are test, questionnaire and documentation methods. The test method is used to determine student test results. The questionnaire method is used to observe student collaboration. Documentation method for student test result data, observation sheets and modules. The data analysis techniques used include quantitative and qualitative approaches, by assessing the success of the research based on the increase in average learning achievement and the level of collaboration between students in each cycle. The results of the research showed that student collaboration at the pre-cycle stage achieved results of 20.68% with 0% of students or none being able to collaborate very well. Then the first cycle experienced an increase, namely obtaining learning completeness of 68.9% with 28 % of students are able to collaborate very well. Cycle II achieved 100% learning completeness with 62% of students able to collaborate very well. Therefore, it can be concluded that using the Team Games Tournament (TGT) learning model with the help of learning videos can improve learning achievement and collaboration between students.

The ability to construct scientific explanations is a vital goal of learning science at all levels. Students from different backgrounds are likely to have this ability differently. This research aimed to assess Thai grade 10 students’ ability to construct scientific explanations, examine differences based on learning achievement, attitude toward science, and school size, and find correlations among these variables. The study included 231 students from Phetchaburi province, Thailand, with 77.5% showing moderate ability levels. The research identified significant differences in students’ ability levels based on their learning achievement, attitude toward science, and school size. The levels of students’ ability correlated with their learning achievement, attitude toward science, and school size. In addition, students with high learning achievement, and positive attitudes, and who attended larger schools tended to have higher ability levels. However, there was no significant relationship between the levels of students’ attitudes toward science and school size. These findings highlight the importance of considering individual differences and backgrounds when teaching science, particularly in terms of learning achievement, attitude toward science, and school size.

In this article, the authors propose a new educational grading system based on fuzzy techniques, which includes five interrelated modules. Through an example to illustrate the process of the proposed fuzzy educational grading system, we find that the proposed system meets the basic requirements of the educational grading system and can overcome the limitations of existing fuzzy educational grading systems. By comparing the proposed fuzzy educational grading system with traditional methods, we find that the proposed evaluation system can more objectively and intelligently evaluate students' answer sheets. The aim of the proposed method is not to replace the existing fuzzy educational grading systems, but to enrich the present systems for students' learning achievement evaluation. [ABSTRACT FROM AUTHOR]

This study aims to describe the learning process of Pancasila Education using the make a match model in class IV B SD Negeri Ngebel and to improve the learning achievement of students in class IV B SD Negeri Ngebel during the learning process with the make a match model. This research was conducted at Ngebel State Elementary School located in Ngebel Hamlet, Yogyakarta. The subjects of this study were students of class IV B SD Negeri Ngebel which amounted to 22 students. This research used the Classroom Action Research method carried out with two cycles. The data collection techniques of this research include observation, interviews, learning achievement tests and documentation. The results of the research for the pre-cycle learning process, researchers did not observe teacher and student activities, but conducted interviews that learning activities in class IV B had not used a learning model. After using the make a match model, the average percentage of teacher activity in cycle I was 80% and the second cycle increased to 81%. The average percentage of implementation in cycle I was 76% and in cycle II it was 84%. Not only learning activities that increased, the learning achievement of students in class IV B in learning Pancasila Education also increased. In the pre-cycle of 41% with KKTP 75, then in cycle I to 55% and in cycle II to 77%. So the use of the make a match model can improve the learning achievement of students in class IVB SD Negeri Ngebel in learning Pancasila Education. The novelty of this research with the previous one is in the number of subjects and the intended object, namely the use of the make a match model to improve student achievement in learning Pancasila Education. [ABSTRACT FROM AUTHOR]

This research is a product development research of Flipbook-Based E-Module. Flipbook-based E-Modules can be interpreted as module teaching materials that are displayed using electronic media. This research aims to produce Flipbook-based E-Module products that meet practical and effective criteria. This study aims to develop a flipbook-based E-Module product using the Canva application and determine its feasibility (content components, language components, and presentation quality components), attractiveness and convenience as well as its effectiveness on students’ concept understanding on chapter 7 subchapter material on buying and selling activities as one of the completions. This study also aims to determine the benefits of applying E-Modules for students in achieving completeness. The research approach used is a combination of one-group pretest-posttest design and ADDIE. The results showed that the development of flipbook-based E-Modules for learning social studies chapter 7 sub chapter c buying and selling activities as one of the fulfillment of the needs of fourth grade students of SD Katholik Don Bosko 1 Kupang has a quality achievement qualification obtained from the calculation of the average level of product validity of 84.75% with very valid qualifications, the level of media practicality of 87.95% with very practical qualifications, and the level of media effectiveness of 85% with very high/effective qualifications. [ABSTRACT FROM AUTHOR]

The background of this research is the low interest of children learning social studies, meanwhile, the purpose of this study was to increase interest and social studies learning achievement with the subject of growth and development of the national spirit with the Think Pair Share Pedagogic Criticle (TPSPC) learning model in class VIII students. This study used a class action research approach (classroom action research). The research was conducted at Kasihan 1 Public Middle School, Yogyakarta, with 34 students in class VIII A as the subjects. The data analysis technique in this study was to examine all available data, both qualitative and quantitative data from various sources, namely from observations, questionnaires, field notes, practice questions, quizzes, interviews, achievement tests, and documentation. The results of the study show that the TPSPC learning model can improve; (1) Students’ interest in learning material grows and develops the national spirit of class VIII students from the percentage of students’ initial interest before the action of 56% in the moderate category to 71.30% in the high category in cycle I, and increases to 74.70% in the middle category high in cycle II; (2) Student achievement in the matter of growing and developing the national spirit of class VIII students from the pre-action achievement average score of 63.5 with completeness reaching 44.12% (low category). After conducting research in cycle I, the average value of students became 72.66 with completeness reaching 65.62% (high category). In cycle II the average score of students was 89.35 with completeness reaching 94.12% (very high category); (3) The implementation of learning from observations of teacher activities was 88.88% in the very high category in cycle I to 97.22% in very high category in cycle II. [ABSTRACT FROM AUTHOR]

Within the scope of this research, an evaluation was conducted on the problem-based learning (PBL) and project-based learning (PrBL) methods in teaching physics to mechanical and electrical engineering students at a public university in Peru. Two groups, each consisting of 15 and 16 students, were carefully selected to ensure uniformity in academic, socioeconomic, and emotional aspects. The measurement of academic performance was conducted both at the beginning and the end of the period. The statistical analysis using the t-student test revealed that the PrBL method was significantly more effective than PBL. These findings underscore the association between the choice of learning methods and the specific scientific area being taught, emphasizing the superiority of the PrBL approach in this educational context. This discovery suggests that implementing learning strategies that incorporate a project-based approach can be a valuable option to enhance academic performance in scientific disciplines. [ABSTRACT FROM AUTHOR]

This research aims to investigate the influence of interest in learning and the level of provision of learning media on the learning achievement of class VII students at Madrasah Tsanawiyah (MTs) Nahdlatul Wathon (NW) Teros. A survey method with an associative explanatory approach was used in this research, using quantitative data to analyze causal variable relationships. The population consisted of 91 class VII students, with the entire population being sampled because the number was less than 100. The research results show that interest in learning and learning media significantly influence student learning achievement. Interest in learning and learning media contributed 70.4% to student learning achievement, while other factors such as teacher ability, student ability, and family conditions contributed 29.6%. The implications of this research emphasize the importance of increasing students' interest in learning and ensuring the availability of adequate learning media in schools. Efforts to improve learning outcomes must also pay attention to other supporting factors such as increasing teacher capabilities and family support. [ABSTRACT FROM AUTHOR]

Academic achievement and cognitive learning can both be enhanced by eating breakfast. Children who are well-informed about nutrition will be able to choose foods that are high in nutrients and health. The purpose of this study is to ascertain the connection between learning achievement, awareness of nutritional status, and breakfast routines. This study's methodology combines a cross-sectional approach with descriptive analytics. The study was carried out in June and July of 2022. 120 class VII students from SMPN 02 Banjar Agung served as the research's samples, and they were chosen based on inclusion and exclusion standards. Interviews are used to gather information on breakfast habits, and final report cards are gathered to gather information on academic accomplishment. According to this study, 89 people (74.2%) had good learning outcomes and 100 people (80.0%) had healthy breakfast habits. According to the Chi Square test, there is a p-value of 0.040 (p < 0.05) for the association between breakfast and nutritional status knowledge. The Chi Square test yielded a p value of 0.000 (p < 0.05) for the correlation between breakfast and learning achievement. Breakfast habits and nutritional awareness are related, as is the relationship between breakfast habits and academic accomplishment in students. Parents' and teachers' roles are crucial in helping students adjust to eating breakfast. In addition, socializing within and outside of the classroom is necessary to raise kids' understanding of the value of breakfast. [ABSTRACT FROM AUTHOR]

Understanding the predictor of learning achievement among college students is crucial to adopting the appropriate learning strategy. Academic buoyancy is one of the predictors of learning achievement, playing a vital role in helping students navigate academic setbacks and adversities. However, the previous studies failed to reveal a robust link between the two variables. Therefore, this study aims to explain the nexus between academic buoyancy and students’ learning achievement more clearly by introducing the mediating variable, motivational constructs, which include selfefficacy, persistence, and anxiety. This study involved 493 college students in Indonesia. Structural equation modeling (SEM) was utilized to examine the research hypotheses. The results show that academic buoyancy directly affects learning achievement. Furthermore, motivational constructs (self-efficacy, persistence, and anxiety) significantly mediate the relationship between academic buoyancy and learning achievement. This study contributes to the literature by explaining how academic buoyancy affects learning achievement through motivational constructs as a mediating variable. Furthermore, the university must promote students’ academic buoyancy and motivational constructs by providing counseling services and encouraging students to recognize and address the adversities during lecture activities. [ABSTRACT FROM AUTHOR]