Journal articles: 'Classroom outcomes'

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Ohtani, Kazuhiro, and Ryo Okada. "Relationship between classroom social goal structures, gender, and social outcomes in Japanese elementary school children." School Psychology International 39, no. 5 (July 30, 2018): 435–53. http://dx.doi.org/10.1177/0143034318788120.

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This study examines the interaction between gender and classroom social goal structures and the impact they have on children's prosocial behaviors and classroom adjustment. Specifically, classroom social goal structures (consisting of prosocial and compliance goal structure) are the degree to which focal social goals are presented in classrooms. Numerous previous studies have tested the gender differences in social outcomes; however, the results of such past studies have been mixed, as some detected gender differences while others did not. This suggests the existence of moderator variables. Consequently, in this research, we focused on classroom-level moderators in the relationship between gender and social outcomes. We analysed a sample of 3,609 Japanese public elementary school children from 114 classrooms, and we detected the presence of cross-level interactions and found that classroom social goal structures can promote or degrade boys' social outcomes.

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Bulotsky Shearer, Rebecca J., Krystal Bichay-Awadalla, Jhonelle Bailey, Jenna Futterer, and Cathy Huaqing Qi. "Teacher–Child Interaction Quality Buffers Negative Associations Between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills." Topics in Early Childhood Special Education 40, no. 3 (August 25, 2020): 159–71. http://dx.doi.org/10.1177/0271121420947155.

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Guided by an ecological model, we tested whether teacher–child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program ( N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations between challenging behaviors within preschool learning contexts and language outcomes. Higher instructional support was associated with higher language and literacy outcomes for all children within classrooms regardless of behavioral risk. Higher classroom organization was directly associated with higher classroom literacy skills. Emotional support moderated associations between challenging behaviors in teacher contexts and literacy outcomes. Implications for future research, policy, and practice are discussed.

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Dills, Angela K. "CLASSROOM DIVERSITY AND ACADEMIC OUTCOMES." Economic Inquiry 56, no. 1 (July 25, 2017): 304–16. http://dx.doi.org/10.1111/ecin.12481.

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Xing, Xiufeng, and Sayed Saghaian. "Learning Outcomes of a Hybrid Online Virtual Classroom and In-Person Traditional Classroom during the COVID-19 Pandemic." Sustainability 14, no. 9 (April 27, 2022): 5263. http://dx.doi.org/10.3390/su14095263.

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This paper explores the effects of using a hybrid virtual/traditional classroom, a blended teaching and learning approach, on undergraduate learning outcomes during the initial stage of the COVID-19 pandemic. The study aimed to investigate the prominent problems that appeared in the process of online teaching and learning and to measure the impact of the COVID-19 pandemic on undergraduates’ learning outcomes in public universities in China. The field of specialization of the subjects of this study is under the rubric of social science and higher education. We designed and conducted a pilot survey to identify students’ perspectives on the key issues and experiences of the use of distance-learning through an online virtual classroom in the initial phase of the COVID-19 pandemic. In addition, we applied a binary logistic regression model to real data from two different economics course exams to measure the short-term impacts of using the two different learning environments on the undergraduates’ performance outcomes. The results indicate a statistically significant negative impact of using virtual classrooms on undergraduate learning outcomes. By contrast, in-person traditional classrooms had more desirable learning outcomes. Moreover, the hybrid approach proved to be more effective than the use of online virtual classrooms alone.

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Atkinson, Michael, and Rich Bregazzi. "Planning for classroom teaching." South Sudan Medical Journal 15, no. 4 (November 25, 2022): 152–55. http://dx.doi.org/10.4314/ssmj.v15i4.7.

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Many variables affect the outcome of classroom teaching. Planning is needed to consistently achieve success. This includes the creation of a lesson plan, with teacher and learner activity focused on achieving the intended learning outcomes. Key issues to be considered are class size; creating a physical and psychological environment for learning; and supporting learning with ‘scaffolding’ and formative assessment.

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Cappella, Elise, Sophia H. J. Hwang, Michael J. Kieffer, and Miranda Yates. "Classroom Practices and Academic Outcomes in Urban Afterschool Programs: Alleviating Social-Behavioral Risk." Journal of Emotional and Behavioral Disorders 26, no. 1 (November 8, 2017): 42–51. http://dx.doi.org/10.1177/1063426617739254.

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Given the potential of afterschool programs to support youth in urban, low-income communities, we examined the role of afterschool classroom ecology in the academic outcomes of Latino and African American youth with and without social-behavioral risk. Using multireporter methods and multilevel analysis, we find that positive classroom ecology (i.e., social dynamics, responsive instruction, and organized management) positively predicted academic skills and self-concept across 1 year. For academic skills, the association was magnified for students with social-behavioral difficulties; for academic self-concept, the association was magnified for students without social-behavioral difficulties. No significant relation was found between fall classroom ecology and spring academic engagement; yet in classrooms with more positive ecology, youth with initial social-behavioral risk were more academically engaged. Results suggest the need to consider the role of afterschool classrooms and instructors in promoting supportive interactions and advancing academic outcomes for youth facing distal and proximal risk at the transition to adolescence.

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Holec, Victoria, and Richelle Marynowski. "Does it Matter Where You Teach? Insights from a Quasi-Experimental Study on Student Engagement in an Active Learning Classroom." Teaching & Learning Inquiry 8, no. 2 (October 6, 2020): 140–64. http://dx.doi.org/10.20343/teachlearninqu.8.2.10.

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Active learning has experienced a recent resurgence with the advent of specialized active learning classrooms. While the fundamental theory behind active learning is anything but new, a relatively recent finding is that active learning pedagogies thrive in suitable active learning classrooms. To date, studies of active learning have focused on outcomes such as student performance. The quasi-experimental study described in this article investigated self-ratings of student engagement as an outcome of active learning in active learning classrooms using a novel instrument that accounts for known factors of engagement in addition to the contribution of the learning environment—the classroom. We delineated the relative contributions of instructor, classmates, and classroom to self-rated student engagement through student surveys in both a traditional classroom and an active learning classroom in two highly similar courses with the same instructor. Our findings were that the configuration of the classroom had a direct influence on self-ratings of student engagement above and beyond instructor contributions. In this article, we describe these findings and how, with careful consideration of course design and a classroom that fits the instructor’s pedagogy, optimal levels of perceived student engagement can be achieved. This knowledge is important to future educational policy on construction and scheduling, as the resurgence of active learning in higher education increasingly reveals deficiencies in physical learning environments.

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Gignac, Martin, and Diane Sacks. "ADHD: Measuring Outcomes Beyond The Classroom." Paediatrics & Child Health 14, suppl_B (September 2009): 9–11. http://dx.doi.org/10.1093/pch/14.suppl_b.9.

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Anas, Muh, and Warda Murti. "The Effectiveness of Google Classroom Learning Applications on Student Learning Outcomes." Biosfer: Jurnal Tadris Biologi 12, no. 2 (January 3, 2022): 99–109. http://dx.doi.org/10.24042/biosfer.v12i2.9723.

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This research aimed to determine the effectiveness of Google Classroom learning on the learning outcomes of students of STKIP Pembangunan Indonesia at the Biology Study Program. The benefit of this research is that the results are expected to contribute to the teaching and learning process that lecturers will carry out, especially the application of the Google Classroom in improving students’ learning outcomes. The researchers employed the quantitative approach with a pre-experimental design of one group pretest-posttest, which provided a pretest before the treatment. After the treatment, the researchers administered a posttest on the Vertebrate Zoology course. The data collection technique applied in this research was a description test administered during the pretest and posttest. This research found that the students’ learning outcomes in the pretest were 36% in the completeness level. There was an increase in the posttest with a 72% completeness level. The results of hypothesis testing using an independent sample t-test obtained value of 3,149, which was higher than tobserved of 1.67. The results showed that students’ learning outcomes after using Google Classroom were significantly better than before the application of Google Classroom. This research proved that Google Classroom was an online learning method that can improve the quality of education, especially students’ learning outcomes, and could overcome the constricted learning process with the availability of actual classrooms.

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Chen, Chien-Chih. "Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective." Sustainability 13, no. 16 (August 19, 2021): 9298. http://dx.doi.org/10.3390/su13169298.

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This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course.

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Syakdiyah, Halimatus, and Basuki Wibawa. "Implementation of Flipped Classroom to Improve the Student’s Learning Result in Senior High School Education, A case study: Senior High School 1 SETU BEKASI, INDONESIA." International Journal of Engineering & Technology 7, no. 3.36 (May 6, 2018): 147. http://dx.doi.org/10.14419/ijet.v7i3.36.29096.

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Chemistry lesson is one of the lessons considered difficult, especially in middle school students in Indonesia. This also happens in high schools in Bekasi. This study aims at improving the specific learning outcomes on chemistry subject by applying flipped classroom. The increased learning outcome is measured by comparing learning outcomes using an expository method on the same level. The selection of classes applying the flipped classroom and classes using the expository method is done randomly. From the result of the study, the difference in chemistry learning outcomes between students studied using Flipped Classroom and expository learning strategies. Based on the result of calculation is obtained difference in student learning outcomes between students who learn using the Flipped Classroom strategy and students who learn using the expository strategy.

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Daley, Tamara C., Shannon E. Whaley, Marian D. Sigman, Donald Guthrie, Charlotte G. Neumann, and Nimrod Bwibo. "Background and classroom correlates of child achievement, cognitive, and behavioural outcomes in rural Kenyan schoolchildren." International Journal of Behavioral Development 29, no. 5 (September 2005): 399–408. http://dx.doi.org/10.1177/01650250500172780.

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In the current study, background data (sex, age, and SES) and classroom factors were examined as predictors of scholastic achievement and child cognitive and behavioural outcomes in a group of rural Kenyan schoolchildren during their first year of formal schooling. Previous research in this area has provided mixed results regarding the characteristics of children and school environments that best predict optimal outcomes for children. This study extended previous research through the use of multiple culturally grounded predictor and outcome variables; in addition to using observational techniques to assess the classroom environment, this study examined cognitive, academic, and behavioural measures. Results suggested that while background factors such as child age and SES are important predictors of child outcomes, inclusion of classroom factors significantly improved prediction for all types of child outcomes, and the addition of behaviour as a predictor shows an even greater effect. The largest effect was seen for the outcome variables most closely tied to classroom activities.

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Sheraz Khan, Dr. Amir Zaman, and Dr. Abdul Ghaffar. "Students’ Outcomes of Implementing Knowledge Exchange Teaching Method in the Classroom: An Action Research." sjesr 3, no. 2 (June 25, 2020): 252–57. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(252-257).

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Knowledge exchange method teaching is a growing trend. The main objective of this work to see the effect of knowledge exchange method teaching in the mathematics classrooms and thus sees its outcomes in terms of learning and classroom environment. Action research was adopted for this study. Four cycles were implemented with the focus of different contents in each cycle. Each cycle lasted for a week. The data was collected through observation and students interview. The results showed significant improvement in their classroom learning environment as well as in learning. The students felt enthusiastic about the new teaching methods and were eager to participate. It is recommended that teachers should be trained to implement the knowledge exchange method in the classroom.

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Strain, Phillip S., and Edward H. Bovey. "Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children With Autism Spectrum Disorders." Topics in Early Childhood Special Education 31, no. 3 (May 25, 2011): 133–54. http://dx.doi.org/10.1177/0271121411408740.

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A clustered randomized design was used in which 28 inclusive preschool classrooms were randomly assigned to receive 2 years of training and coaching to fidelity in the LEAP (Learning Experiences and Alternative Program for Preschoolers and Their Parents) preschool model, and 28 inclusive classes were assigned to receive intervention manuals only. In total, 177 intervention classroom children and 117 comparison classroom children participated. Children were similar on all measures at start. After 2 years, experimental class children were found to have made significantly greater improvement than their comparison cohorts on measures of cognitive, language, social, and problem behavior, and autism symptoms. Behavior at entry did not predict outcome nor did family socioeconomic status. The fidelity with which teachers implemented LEAP strategies did predict outcomes. Finally, social validity measurement showed that procedures and outcomes were favorably viewed by intervention class teachers.

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Vercellotti, Mary Lou. "Do interactive learning spaces increase student achievement? A comparison of classroom context." Active Learning in Higher Education 19, no. 3 (October 27, 2017): 197–210. http://dx.doi.org/10.1177/1469787417735606.

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Research on interactive learning space classrooms has reported that instructors and students find them engaging, and engagement is expected to increase learning outcomes. Positive findings about interactive classrooms, though, are often confounded with active learning pedagogy since instructors who teach in interactive classrooms tend to also promote active learning pedagogy. More research is needed to tease apart learning gains from the instructional design, classroom context, and the related incorporation of technology. This study examined the relationship between learning gains and classroom context (traditional and interactive learning space) in a pretest/posttest design and reviewed student survey responses about learning experiences. Participants were enrolled in one of two sections of a course. Both groups were taught by the same instructor using active learning pedagogy with the same activities, materials, and assignments. The results showed that classroom context did not result in differences in students learning overall. Some findings pointing to subtle differences, however, indicate that the interactive classroom could have made the classroom instruction more effective and efficient.

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Rishel, Carrie W., Jiyoung K. Tabone, Helen P. Hartnett, and Kathy F. Szafran. "Trauma-Informed Elementary Schools: Evaluation of School-Based Early Intervention for Young Children." Children & Schools 41, no. 4 (October 2019): 239–48. http://dx.doi.org/10.1093/cs/cdz017.

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Abstract Trauma-Informed Elementary Schools (TIES) is a program designed to bring trauma-informed services to early elementary classrooms. Built on a foundation of adverse childhood experiences research and the Attachment, Self-Regulation, and Competency framework, TIES provides early intervention to children who exhibit symptoms of chronic stress or trauma in the classroom. Designed as an innovative school-based approach, TIES provides classrooms with a resource liaison to support teachers in recognizing and responding to trauma indicators. This article describes a study that examined the effectiveness of the TIES intervention across multiple domains, measuring the quality of classroom interaction by comparing TIES classrooms with comparison classrooms in 11 schools in a rural Appalachian state. CLASS (Classroom Assessment Scoring System) was used to measure classroom outcomes at the beginning (baseline) and end (follow-up) of the school year. Results indicate that TIES classrooms demonstrated significant improvement from baseline to follow-up in multiple domains, whereas comparison classrooms showed decline. The article concludes with a discussion of the study’s implications.

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Fraser, Barry J. "Use of Classroom Environment Assessments in School Psychology." School Psychology International 8, no. 4 (October 1987): 205–19. http://dx.doi.org/10.1177/014303438700800402.

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It is desirable today that school psychologists, in addition to being concerned with student achievement, give consideration to important psychosocial aspects of classroom environments. This paper makes several economical hand-scorable classroom environment instruments readily accessible to school psychologists and provides an overview of numerous past uses of these instruments including studies of the effects of classroom environment on student outcomes, use of environment variables as process criteria in evaluating educational innovations and teachers' practical attempts to use learning environment assessments to guide improvements in classrooms. Some applications of classroom environment assessments in school psychology are considered.

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Das, Ashish, Tri Khai Lam, Susan Thomas, Joan Richardson, Booi Hon Kam, Kwok Hung Lau, and Mathews Zanda Nkhoma. "Flipped classroom pedagogy." Education + Training 61, no. 6 (July 8, 2019): 756–74. http://dx.doi.org/10.1108/et-06-2018-0133.

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Purpose The purpose of this paper is to illustrate the implementation of the flipped classroom method in teaching the course and to investigate the student’s perceived helpfulness, learning outcomes and satisfaction in respect of the pre-class learning videos. Design/methodology/approach Pre-class learning videos were integrated into a course to encourage students to acquire knowledge before lectures and workshops. Having completed the flipped classroom, a delivery questionnaire containing all items was distributed to all of the participants. The data collected were analysed statistically, using a structured equation modelling technique. Findings Findings indicate that the perceived quality of experience of using videos before lectures and workshops has a positive influence on the perceived helpfulness of the pre-class learning videos. Furthermore, the perceived helpfulness of the pre-class learning videos has a positive effect of the acquisition perceived learning outcomes. The perceived helpfulness of the pre-class learning videos also has a positive impact on the student satisfaction with the course. Finally, there is a positive and causal relationship between the perceived learning outcomes and student’s satisfaction with the course. Originality/value Analysis reveals that the learning process and student satisfaction are improved by using pre-class learning videos.

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Cook, Michelle D., Mary H. Wiedenhoeft, Thomas A. Polito, Lance R. Gibson, Sherry Pogranichniy, and Russ E. Mullen. "Using Outcomes Assessment to Change Classroom Instruction." Journal of Natural Resources and Life Sciences Education 35, no. 1 (January 2006): 42–47. http://dx.doi.org/10.2134/jnrlse2006.0042.

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Magnuson-Martinson, Scott. "Classroom Computerization: Ambivalent Attitudes and Ambiguous Outcomes." Teaching Sociology 23, no. 1 (January 1995): 1. http://dx.doi.org/10.2307/1319367.

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Stern, Julian. "Researching religious education: classroom processes and outcomes." British Journal of Religious Education 41, no. 2 (December 14, 2018): 235–36. http://dx.doi.org/10.1080/01416200.2019.1557926.

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Eshel, Yohanan. "Authority Structure, Classroom Openness and Student Outcomes." Educational Psychology 11, no. 2 (January 1991): 129–41. http://dx.doi.org/10.1080/0144341910110202.

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Zaenab Hanim, Rabiyatun Ummu Kaltsum A, and Rahmat Soe’oed. "IMPLEMENTATION OF FLIPPED CLASSROOM TO INCREASE STUDENT ACTIVITY, MOTIVATION, AND LEARNING OUTCOMES IN THE INTEGRATED GOVERNMENT GRADUATE PROGRAM (S1 PIN) MULAWARMAN UNIVERSITY." Pendas Mahakam : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 6, no. 2 (January 27, 2022): 56–63. http://dx.doi.org/10.24903/pm.v6i2.875.

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Lectures become the center of learning who dominate the activities in traditional classrooms. Most of the learning time in the classroom is spent on lecturing than students' activities which causes a lack of motivation in learning. The study aims to: 1) increase activities of both the lecture and students by implementing Flipped Classroom; 2) to increase students' motivation by implementing Flipped Classroom; 3) to increase students' learning achievement by implementing Flipped Classroom. The study used a classroom action research methodology which consisted of 3 cycles. There were four stages in the research: planning, implementation, observation, and reflection. Data of the study consisted of 1) activities data of both lecture and students through observation and documentation; 2) students' motivation data through online questionnaires on Google Form and observation; 3) learning achievement through an online quiz on Edmodo. At the end of Cycle III, it was found out that there was an increase in activities of both lecture and students, student motivation, and learning achievement by implementing Flipped Classroom.

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Suhrheinrich, Jessica, Sarah R. Rieth, Kelsey S. Dickson, and Aubyn C. Stahmer. "Exploring Associations Between Inner-Context Factors and Implementation Outcomes." Exceptional Children 86, no. 2 (November 13, 2019): 155–73. http://dx.doi.org/10.1177/0014402919881354.

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Classroom pivotal response teaching (CPRT) is an evidence-based practice (EBP) adapted for classroom use. A recent effectiveness trial of CPRT involved training 98 special education classrooms in Southern California. The Exploration, Planning, Implementation, and Sustainment (EPIS) conceptual framework illustrates the impact of inner- and outer-context factors on implementation outcomes. This article evaluates how teacher factors (including attitudes toward EBP) and organizational factors (implementation climate and district support) influence training outcomes (fidelity of intervention, report of use, sustainment, and satisfaction). Teachers’ ratings of training quality were related to higher fidelity during their follow-up year, β = .34, t(78) = 2.97, p < .004, and rating of intervention ease of use was related to higher daily CPRT use. Teacher ratings on the appeal scale of the attitudes measure were associated with individual sustainment, β = .35, t(55) = 2.76, p < .01. Leader involvement at recruitment meetings, β = .35, t(48) = 2.58, p = .01, and provision of CPRT training space, β = .44, t(48) = 2.73, p < .01, were significantly related to school sustainment. Teachers’ overall attitudes toward the intervention were significantly related to satisfaction with CPRT training, β = .41, t(80) = 3.96, p < .01. This study makes important preliminary contributions to understanding the impact of inner-context implementation determinants of a classroom-based EBP for students with autism spectrum disorder.

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Jang, Hwan Young, and Hye Jeong Kim. "A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education." Education Sciences 10, no. 4 (April 20, 2020): 115. http://dx.doi.org/10.3390/educsci10040115.

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This paper aims to quantify the effects of flipped classrooms in higher education by reviewing 43 empirical studies of students’ cognitive, affective, and interpersonal outcomes. The innovative pedagogy of a flipped classroom in higher education fosters a sustainable, interactive, and student-centered learning environment (as opposed to the traditional lecture style, in which there is little room for interaction). This study’s results show the positive effects of flipped classrooms and highlight the improvement in students’ educational outcomes between 2012 and 2017. Overall, effect sizes were medium—effect size (ES) = 0.35, 95% confidence interval (CI) = 0.24 to 0.47—across three outcome domains using a random effects model. In the outcomes, affective (ES = 0.59), interpersonal (ES = 0.53), and cognitive (ES = 0.24) domains were of a higher order than the effect sizes. However, the results indicated that flipped classrooms benefitted students studying chemistry, engineering, mathematics, and physics less than they did students studying other subjects.

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Mealings, Kiri. "The effect of classroom acoustic conditions on literacy outcomes for children in primary school: A review." Building Acoustics 29, no. 1 (November 24, 2021): 135–56. http://dx.doi.org/10.1177/1351010x211057331.

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Literacy skills are essential for success in today’s society. However, classrooms often have suboptimal acoustic conditions for learning. The goal of this review was to synthesize research assessing the effect of different classroom acoustic conditions on children’s literacy. A comprehensive search of four online databases was conducted in August 2021. The search term was classroom AND (noise OR reverberation OR acoustics) AND (reading OR spelling OR writing OR literacy). Eighteen papers were deemed relevant for the review plus an additional seven from their references. The types of acoustic conditions that have been assessed, the types of measures used to assess literacy, and the effect of the acoustic conditions on children’s reading, writing, and spelling outcomes are discussed. Suggestions for the classroom acoustic conditions needed to ensure appropriate literacy development and areas for future research are also considered.

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Alicea, Stacey, Carola Suárez-Orozco, Sukhmani Singh, Tasha Darbes, and Elvira Julia Abrica. "Observing Classroom Engagement in Community College." Educational Evaluation and Policy Analysis 38, no. 4 (December 2016): 757–82. http://dx.doi.org/10.3102/0162373716675726.

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Despite decades of research indicating classrooms shape student engagement, learning, and development, there is a dearth of empirically grounded research focusing specifically on observed classroom engagement as a predictor of student outcomes in community colleges. This article describes the development of a qualitatively grounded, quantitative classroom-level engagement measurement protocol designed for this purpose. We provide evidence for the measure’s validity and reliability via confirmatory factor analyses and descriptive analyses that offer a snapshot of the information this measure can generate. Furthermore, we examine a two-level structural equation regression model that uses student survey data from students nested in observed classrooms. We then review our results in light of the relevance this measure has for researchers and educators in community colleges.

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Guswara, Ade Mukhfir, and Wawan Purwanto. "The Contribution of Google Classroom Application and Motivation to The Learning Outcomes of Web Programming." Journal of Education Technology 4, no. 4 (March 13, 2021): 424. http://dx.doi.org/10.23887/jet.v4i4.29896.

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Online learning is one of the most effective lessons that can be used during the Covid 19 pandemic. Online learning can be done with google classroom. The application of this method is still experiencing pros and cons. For this reason, the research objective was formulated to examine how much the contribution of the Google Classroom application and learning motivation of web programming learning outcomes. This research is descriptive correlational. The population in the study were 64 students. The sampling technique used simple random sampling, obtained 39 students as sample. Data collection using questionnaires and documentation. Questionnaire to collect data on Google Classroom application and learning motivation. Documentation to retrieve learning outcome data. The prerequisite analysis test was tested for normality, linearity, and multicollinearity. The data analysis method used simple regression and multiple regression. The study results are: (1) There is a positive and significant contribution of the Google Classroom application to learning outcomes (29.60%). (2) There is a positive and significant contribution of learning motivation to learning outcomes (20.30%). (3) A positive and significant contribution to the implementation of Google Classroom and learning motivation to learning outcomes was 49.90%.

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Hyland, Anna, Wendy L. Arnott, Emma Rushbrooke, and Simone Cheadle. "Outcomes for School-Aged Children with Aural Atresia." Journal of Deaf Studies and Deaf Education 25, no. 4 (May 20, 2020): 411–20. http://dx.doi.org/10.1093/deafed/enaa008.

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Abstract This study compared the language, reading, classroom, and quality of life outcomes of primary school-aged children with aural atresia (AA) to matched controls. Participants included 10 children with AA (eight unilateral) and 10 children with typical hearing matched by chronological and mental age. All children with AA had been fitted with an amplification device. Outcome measures included standardized tests of language, reading, and functional communication questionnaires of children’s classroom performance and hearing quality of life. The children with AA recorded significantly reduced hearing quality of life. The two groups did not differ on any other measures. The present preliminary findings suggest that children with AA who receive early amplification have similar language, communication, reading, and classroom outcomes as their typically hearing peers. Despite these promising outcomes, however, the children’s quality of life is significantly reduced. Further research is needed to further elucidate these findings.

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Susiati, Asih. "IMPROVING LEARNING OUTCOMES USING GOOGLE CLASSROOM-ASSISTED FLIPPED LEARNING." JURNAL ATRIUM PENDIDIKAN BIOLOGI 7, no. 2 (June 15, 2022): 138. http://dx.doi.org/10.24036/apb.v7i2.12541.

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This study aims to determine efforts to improve learning outcomes of biology students through flipped learning model assisted by Google Classroom on metabolic material at SMA Negeri 1 Cikarang Barat. The research subjects were all students of class XII IPA 4 at this school, total 36 students. Samples were taken by simple random. The average score of students before being treated was 64.86, and then learning outcomes increased to 74.86 in the first cycle, 80 in the second cycle, and 87.50 in the third cycle. The number of students who scored 78 increased in every cycle, namely: 50% in cycle I; 61.11% in cycle II; and 86.11 in cycle III. We conclude that our model can improve learning outcome of our students.

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Pahlke, Erin, Carey E. Cooper, and Richard A. Fabes. "Classroom sex composition and first-grade school outcomes: The role of classroom behavior." Social Science Research 42, no. 6 (November 2013): 1650–58. http://dx.doi.org/10.1016/j.ssresearch.2013.07.009.

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Shooli, Elham, Fariba Rahimi Esfahani, and Mehrdad Sepehri. "Flipped Classroom Influence on the Learner’s Outcomes: A Study Based on English Writing Courses in Iran." Education Research International 2022 (April 23, 2022): 1–9. http://dx.doi.org/10.1155/2022/1530290.

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The flipped instruction classroom has been claimed as an educational strategy that actively promotes students’ efficiency to independently prepare for lessons, mainly through online material prepared by their teachers. The current study was aimed at addressing the deficits of traditional classroom instruction and enhancing learning among upper-intermediate Iranian EFL learners through implementing flipped classroom instruction. The aim was to improve learners’ English writing outcomes, more precisely, learners’ attitude towards English writing, and experience with English writing using flipped classroom instruction. The study lasted over twelve weeks, from September to December 2020. The participants were 80 EFL students, aged 25-38, learning English in Rama and Parto institutes. Both a questionnaire and pretest-posttest argumentative essay were used for data collection. The outcomes showed that learners had a favorable view of flipped writing instruction classrooms. The flipped learners also revealed statistically significant achievements in the posttest scores than their nonflipped counterparts. Furthermore, the results of this study indicated a broader perspective on a certain number of pedagogical implications for curriculum designers, teachers, administrators, and learners. The study also hopes to help officials and teachers establish a practical class using flipped instruction.

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Kang, Sangmi, and Hyesoo Yoo. "American preservice elementary teachers’ self-reported learning outcomes from participating in Korean percussion lessons in a music-methods course." Research Studies in Music Education 41, no. 3 (January 10, 2019): 327–42. http://dx.doi.org/10.1177/1321103x18806084.

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The purpose of this study was to examine American preservice classroom teachers’ self-reported learning outcomes after partaking in a weekly Korean percussion ensemble in an elementary music-methods course. The preservice classroom teachers rehearsed a Korean percussion ensemble piece ( Samulnori) as their course routine for half of the semester. Participants’ open-ended essays and semi-structured interviews were analyzed to determine their learning outcomes. Based on Abril’s (2006) three world music learning outcome categories (musical, cultural, and other) as initial codes, the emergent coding process was adopted. Through the data analysis, four themes emerged that illustrated preservice classroom teachers’ learning outcomes: (a) Cultural Awareness: Difference, (b) Music Fundamentals: Overlap with Traditional Course Content, (c) Bonding Experience: Community, and (d) Teacher Education: A Well-Rounded Teacher. Based on the results, possible implications for teaching culturally diverse musics to preservice classroom teachers in music-methods courses were discussed.

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Mittelberg, David, Osnat Rozner, and Helen Forgasz. "Mathematics and Gender Stereotypes in One Jewish and One Druze Grade 5 Classroom in Israel." Education Research International 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/545010.

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We report findings from qualitative case studies of two grade 5 classrooms in Israel, one Jewish and one Druze. The aim was to identify classroom factors contributing to the differences in the gendered patterns of mathematics outcomes for Jewish and Arab Israeli students. Marked differences were found in the teachers' gender-related interactions with students, and their beliefs and expectations of boys' and girls' mathematical capabilities. The Jewish teacher held conventional gender-stereotyped beliefs of male mathematical superiority. The Druze teacher believed that girls required affirmative action to overcome implied gender biases in favour of males in the Druze community. The findings support earlier research and theoretical perspectives on gender-related issues in the mathematics classroom. In particular, when teachers hold gender-biased beliefs and expectations, students' classroom experiences and mathematics learning outcomes are impacted along gender lines.

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SANIR, Hanifi, Tamer KARAKOÇ, and Ufuk ÖZKUBAT. "Teaching Practices in Inclusive Classrooms from the Perspective of Primary School Teacher Candidates: An Observation Study." International Journal of Psychology and Educational Studies 9, no. 4 (October 20, 2022): 1244–56. http://dx.doi.org/10.52380/ijpes.2022.9.4.878.

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As a result of the nature and outcomes of classroom education, questions concerning what constitutes successful teaching persist. This study intends to characterize, from the perspective of primary school teacher candidates, the practices of primary school teachers in terms of effective instruction in inclusive classrooms. Observations of nonparticipants were used to collect qualitative data for this study. The research study group consists of the final-year primary school teaching students and the teachers at the schools where these students do their internships. Students' observations yielded qualitative data that was examined using content analysis. The study revealed that classroom teachers are deficient in their use of teaching tactics, particularly in adjusting instruction, classroom management, and behavior management. The acquired results were reviewed within the context of the issues encountered by classroom teachers in terms of successful teaching in inclusive classrooms and the suitability of undergraduate programs that prepare teachers for general education.

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Hu, Xiaoli, and Qian Zhao. "A Flipped Classroom Approach to Improve Nursing Students’ Learning Performance, Critical Thinking Skills, and Learning Satisfaction in a Stroke Care Training Course." Pacific International Journal 5, no. 4 (December 31, 2022): 82–88. http://dx.doi.org/10.55014/pij.v5i4.222.

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The present study explored the effectiveness of presenting a stroke accident training program in three one-hour classes using a flipped classroom approach to traditional classroom teaching to third-year nursing students during their neurological clinical rotation. A quasi-experimental pretest and post-test study is designed to test the flipped classroom's effectiveness in improving learning outcomes. In so doing, eighty diploma nursing and midwifery students in the third-year clinical nursing program were selected from a medical college as the study participants. They were randomly assigned as the control and experimental groups, with 40 and 40 students. During the one-month training program, the control group (the non-flipped classroom) was taught using the traditional teaching method. In contrast, the experimental group (the flipped classroom) was taught in a flipped learning mode. The flipped sessions comprised pre-recorded lectures, online quizzes, and in-class group activities in the course design. Data were collected through a student questionnaire and a knowledge and skill test. Overall, the flipped classroom students did significantly better in learning performance (knowledge and skills), critical thinking and reported higher learning satisfaction (p<0.05). It was concluded that flipped classrooms can positively impact multiple factors within the clinical setting. Being better prepared will help newly graduated nurses care for not just stroke patients but for all patients requiring complex care.

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Arteaga, Irma, Kathy Thornburg, Rajeev Darolia, and Jacqueline Hawks. "Improving Teacher Practices With Children Under Five: Experimental Evidence From the Mississippi Buildings Blocks." Evaluation Review 43, no. 1-2 (February 2019): 41–76. http://dx.doi.org/10.1177/0193841x19865070.

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Background: The literature on the effects of teacher coaching in early childhood (EC) education programs is underdeveloped but emerging. Using the theory of action in professional development as our theoretical framework, we hypothesize that active coaching improves teaching methods and creates a more effective classroom environment for enhancing children’s learning and skills. Objectives: This study evaluates the effects of the Mississippi Building Blocks (MBB) program, an EC intervention with a strong emphasis on supervisor and coaching training. Research design: We conduct a randomized controlled experiment in which data were collected at baseline, midpoint (Month 3), and postintervention (Month 6) in 24 preschool classrooms in Mississippi. Subjects: The experiment included 195 preschoolers, of which 95 were in classrooms led by teachers who received coaching (treatment) and 100 were in classrooms without coaching (control). Measures: We measured child’s emergent language and literacy, fine motor skills, gross motor skills, print language skills, problem-solving, math skills, and socioemotional development. Results: We find that MBB coaching led to substantial improvements in child outcomes relative to the control group, particularly in gross motor skills, print language skills, and socioemotional development. We also find some evidence that MBB coaching improved math skills, though these estimates are on the margin of statistical significance. Finally, a mediator analysis indicates that improvements in the classroom learning environment brought about by MBB coaching improved child outcomes. Conclusions: Our findings suggest that an intensive form of classroom coaching for teachers leads to significant gains in child outcomes.

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Haavold, Per Øystein. "I hvilken grad påvirker omvendt undervisning elevenes matematikkunnskap og oppfatninger om matematikk?" Acta Didactica Norge 13, no. 1 (March 13, 2019): 4. http://dx.doi.org/10.5617/adno.4797.

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De siste årene har omvendt undervisning, eller flipped classroom, vært mye omtalt i både norsk og utenlandsk skoledebatt. I en gjennomgang av relevant litteratur konkluderer Estes, Ingram og Liu (2014) at omvendt undervisning kan ha en positiv læringseffekt. I denne studien ble et kvasieksperiment gjennomført på tre videregående skoler for å undersøke i hvilken grad omvendt undervisning påvirket læringsutbyttet i matematikk, sammenlignet med tradisjonell undervisning. Det ble også undersøkt om omvendt undervisning kan påvirke elevers oppfatninger om matematikk. På én av de tre skolene var omvendt undervisning innført. Elevenes matematikkunnskap og oppfatninger om matematikk ble testet ved starten og slutten av et skoleår. Elevenes besvarelser ble deretter analysert for å se om det var statistiske forskjeller i endring av læringsutbyttet og oppfatninger om matematikk mellom elever som hadde hatt omvendt undervisning og elever som hadde hatt tradisjonell undervisning. Analysene viste at elevene som fikk omvendt undervisning, hadde en større faglig fremgang enn elevene som fikk tradisjonell undervisning. Analysene viste også at elevene som fikk omvendt undervisning, endret sine oppfatninger om matematikk i større grad enn elever som fikk tradisjonell undervisning. Dette kan tyde på at omvendt undervisning er et tiltak som kan være med på å styrke elevenes læringsutbytte i skolematematikk. Men i denne studien ble ikke selve undervisningen observert. Det betyr at også andre faktorer kan ha påvirket resultatene. For å undersøke omvendt undervisning i matematikk fremover, vil det derfor være nødvendig å undersøke selve undervisningen nærmere.Nøkkelord: omvendt undervisning, læringsutbytte, kvasieksperiment, oppfatningerTo what extent does flipped classroom affect students’ mathematical knowledge and conceptions of mathematics?AbstractFlipped classroom is a popular trend in education. In a review of relevant literature, Estes, Ingram and Liu (2014), conclude that flipped classroom can have a positive effect on students’ learning. In this study, a quasi-experiment was carried out in three upper secondary schools to investigate to what extent flipped classroom can affect students’ learning outcome in mathematics, com-pared to traditional teaching. The study also investigated whether flipped classroom can affect students’ conceptions of mathematics. Flipped classroom was introduced in one of the three schools. Students’ mathematical knowledge and conceptions of mathematics were tested at the start and finish of one school year. The students’ responses were then analyzed to see if there were statistical differences in change of learning outcome between students in flipped classrooms and students in traditional classrooms. The analyses showed that students in flipped classrooms had a larger increase in mathematical knowledge and larger change of conceptions of mathematics than students in traditional classrooms. This indicates that flipped classroom can have a positive effect on students’ learning outcomes, compared to traditional classrooms. However, the actual teaching was not observed. Other variables may therefore have had an effect on the results. Future investigations of flipped classroom in mathematics should therefore also focus on the teaching itself.Keywords: flipped classroom, learning outcome, quasi-experiment, conceptions

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Yough, Mike, Hillary E. Merzdorf, Heather N. Fedesco, and Hyun Jin Cho. "Flipping the Classroom in Teacher Education: Implications for Motivation and Learning." Journal of Teacher Education 70, no. 5 (November 14, 2017): 410–22. http://dx.doi.org/10.1177/0022487117742885.

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In teacher education, it is imperative that course design, method of instruction, and classroom procedures align with the content. One way to achieve this may be to “flip” the classroom. While flipped classrooms have received considerable attention in recent years, much remains unknown about their effect on basic psychological needs or learning outcomes of preservice teachers. The purpose of the present study was to address this gap by utilizing a quasi-experimental design to examine differences in motivation and objective learning outcomes after controlling for socioeconomic status (SES) and grade point average (GPA) between traditional and flipped sections of a foundational educational course ( N = 263). Results revealed that preservice teachers in the traditional section had significantly higher scores on two of the motivation outcomes (e.g., intrinsic and identified regulation), but that preservice teachers in the flipped sections had significantly higher scores on several indices of objective learning outcomes. Implications for teacher education are discussed.

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Cottrell, Sue. "Partnerships in the classroom." British Journal of Music Education 15, no. 3 (November 1998): 271–85. http://dx.doi.org/10.1017/s0265051700003958.

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This article is a summary of a report and survey commissioned by the London Arts Board (LAB) and Yamaha-Kemble (UK) in August 1994. The survey followed the progress of a year-long music education partnership between seven schools and three music organisations in the capital. The aim of the survey was to monitor pupils' learning outcomes in order to evaluate the effects of the musicians' and teachers' work on pupils' progress and to identify the core elements for effective collaboration between music organisations and schools. Of the seven partnerships, four had largely favourable outcomes. This article summarises the findings and conclusions which may be drawn from the project.

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AZIZI, Loubna EL. "Serious Games in the Classroom: Student Learning Outcomes." IJARCCE 8, no. 12 (December 30, 2019): 125–34. http://dx.doi.org/10.17148/ijarcce.2019.81223.

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Teh, George P. L., and Barry J. Fraser. "Associations between student outcomes and geography classroom environment." International Research in Geographical and Environmental Education 4, no. 1 (March 1995): 3–18. http://dx.doi.org/10.1080/10382046.1995.9964955.

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Snow, Richard. "Review of Classroom-Based Assessment: Evaluating Instructional Outcomes." Contemporary Psychology: A Journal of Reviews 36, no. 12 (December 1991): 1111. http://dx.doi.org/10.1037/031307.

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Risi, Susan, Rebecca Gerhardstein, and Janet Kistner. "Children's Classroom Peer Relationships and Subsequent Educational Outcomes." Journal of Clinical Child & Adolescent Psychology 32, no. 3 (August 2003): 351–61. http://dx.doi.org/10.1207/s15374424jccp3203_04.

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Sadewa, Prima, and Riska Damayanti. "Pengaruh Pembelajaran Online Berbasis Zoom Cloud Meeting dan Google Classroom Terhadap Hasil Belajar." Eduka : Jurnal Pendidikan, Hukum, dan Bisnis 7, no. 1 (February 15, 2022): 52. http://dx.doi.org/10.32493/eduka.v7i1.17735.

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The research has a goal, namely 1) Knowing the effect of learning with zoom cloud meetings on learning outcomes. 2) Knowing the effect of learning with google classroom has an impact on learning outcomes. 3) The effect of learning with zoom cloud meeting and google classroom together has an impact on the learning outcomes of inferential statistics for undergraduate accounting students at Pamulang University. A quantitative approach with associative type is used in this study. Methods of collecting research data with questionnaires and documentation. Test the validity and reliability for the instrument, test prerequisites before analysis, and test the hypothesis with regression. This study obtained the following results: (1) Online learning with zoom cloud meeting has an impact on learning outcomes, (2) online learning with google classroom has an impact on learning outcomes, (3) online learning with zoom cloud meeting and google classroom jointly have an impact on the learning outcomes of inferential statistics students of S1 Accounting at Pamulang University.Keywords: Zoom; Google Classroom; Learning Outcomes.

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Setiyadi, Bradley, and Lucia Loviansi. "HUBUNGAN IKLIM KELAS DAN MOTIVASI BELAJAR DENGAN HASIL BELAJAR PESERTA DIDIK." JURNAL MANAJEMEN PENDIDIKAN 8, no. 1 (January 29, 2020): 26–30. http://dx.doi.org/10.33751/jmp.v8i1.1960.

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THE RELATIONSHIP BETWEEN CLASSROOM CLIMATE AND LEARNING MOTIVATION WITH STUDENT LEARNING OUTCOMESThis study aims to look at the relationship between classroom climate and learning motivation with student learning outcomes in Class XI Office Administration at SMK Negeri 1 Kota Jambi. This study uses quantitative methods with ex post facto design. The population used in this study were students of Class XI Office Administration at SMK Negeri 1 Kota Jambi. The study population was 122 students and the sample chosen was 67 students based on intrapolation calculations and then the distribution of samples using Simple Random Sampling. Data collection techniques in this study used primary data in the form of a questionnaire and secondary data in the form of data on the average value of student tests. Data analysis techniques used in this study are simple correlation analysis and multiple correlation analysis. The results showed that: (1) There was a relationship between classroom climate and student learning outcomes of 0.595 with a percentage of 59.5% and a significance value of 0.000 so that rcount> rtable or 0.595> 0.201 could be said to be significant. Because r count> r table then Ho is rejected and Ha is accepted. (2) There is a relationship of learning motivation with student learning outcomes of 0.744 with a percentage of 74.4% and a significance value of 0.000 so that rcount> rtable or 0.744> 0.201 can be said to be significant. Because r count> r table then Ho is rejected and Ha is accepted; and (3) There is a relationship between classroom climate and learning motivation with student learning outcomes of 0.783 with a percentage of 78.3%. It can be concluded that classroom climate and learning motivation together have a correlation with student learning outcomes. This conclusion suggests that educators can optimize classrooms and provide awareness of the importance of learning and motivate students during the learning process, by creating a conducive classroom atmosphere and providing interesting learning methods so that students do not feel bored and bored, and feel safe and comfortable and excited in learning in class so that it will have implications for maximum learning outcomes.

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Hew, Khe Foon, Shurui Bai, Weijiao Huang, Phillip Dawson, Jiahui Du, Guoyuhui Huang, Chengyuan Jia, and Khongjan Thankrit. "On the use of flipped classroom across various disciplines: Insights from a second-order meta-analysis." Australasian Journal of Educational Technology 37, no. 2 (May 10, 2021): 132–51. http://dx.doi.org/10.14742/ajet.6475.

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Flipped classroom has become a popular buzzword in the post-secondary education setting, and it is one of the most visible trends in smart learning environments. Alongside this popularisation comes the view that the flipped classroom is something desirable. Yet, many educators remain divided over whether flipped classroom is really an improvement over traditional approaches. This paper is the first to synthesise all relevant meta-analytic information using a second-order meta-analysis approach on the effectiveness of the flipped classroom on student learning outcomes. By synthesising the findings of multiple primary meta-analyses instead of individual empirical studies, a second-order meta-analysis can more accurately account for publication bias and generate a more robust result. The present study synthesised and analysed the quality of 15 primary meta-analyses that involved 156,722 participants in flipped and non-flipped conditions to provide the most exhaustive test of the flipped classroom approach on its effect on student learning outcomes in higher education to date. The mean random effect size, after trim-and-fill adjustment, was 0.37, p < 0.001 in support of flipped classrooms. To check the accuracy of the second-order meta-analysis results, we performed a study-level meta-analytic validation. We discuss possible contextual and methodological moderators.

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Walshaw, Margaret, and Glenda Anthony. "The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms." Review of Educational Research 78, no. 3 (September 2008): 516–51. http://dx.doi.org/10.3102/0034654308320292.

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Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse. Synthesizing the literature around a number of key themes, the authors critically assess the kinds of human infrastructure that promote mathematical discourse in the classroom and that allow students to achieve desirable outcomes. From the findings, they conclude with implications for teachers.

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Cohen, Gabriel, and Neil Martin. "High-Tech Classroom Management: Effects of the Use of an App on Disruptive and On-Task Classroom Behaviours for Students with Emotional and Behavioural Disorder." Behavioral Sciences 13, no. 1 (December 26, 2022): 23. http://dx.doi.org/10.3390/bs13010023.

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Students with emotional behavioural disorders may exhibit extremely challenging behaviour that interferes with their academic achievement and social relationships. Failure at school frequently leads to a succession of poor life outcomes including increased rates of unemployment or underemployment. Increasing on-task behaviours and decreasing disruptive classroom behaviours is of crucial importance. If successful, this may promote positive experiences and outcomes in terms of effective learning, and, ultimately, greater opportunities in life. This study evaluated a high-tech approach to classroom management using an App* that offers elements of choice and predictability to students. Teachers were provided with two hours of training on how to upload lesson plans to their smartphone and how to broadcast onto screens in classrooms. A multiple-baseline design across four participants was used and the data suggested that the use of the App resulted in both increases in on-task behaviour and a reduction in disruptive classroom behaviour for all participants.

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Singh, Aditya, and Jaison A. Manjaly. "Using Curiosity to Improve Learning Outcomes in Schools." SAGE Open 12, no. 1 (January 2022): 215824402110693. http://dx.doi.org/10.1177/21582440211069392.

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Despite a high primary school enrollment in India, the overall learning levels have been low, and the dropout level in secondary school and beyond has been high. One reason for low learning levels and high drop-out rates is the student’s lack of motivation to learn in the classroom. We suggest that curiosity may be a useful tool to improve student motivation. We look at some important variables that have been found to affect curiosity in the classroom: self-determination needs, information relevance, coherence, concreteness, ease of comprehension, fantasy, belief about interest malleability, and information gap. Finally, we suggest ways to incorporate them in the classroom to improve student motivation.

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Journal articles on the topic 'Classroom outcomes'

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