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Journal articles on the topic 'Learning outcomes'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 March 2023

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1

Kulsum, Umi. "HYBRID LEARNING TIME MODIFICATION CAN IMPROVE LEARNING ACTIVITY AND LEARNING OUTCOMES." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 11, no. 3 (December 23, 2021): 263–68. http://dx.doi.org/10.24114/sejpgsd.v11i3.27922.

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The purpose of this study was to determine the effectiveness of hybrid learning time modification in terms of learning outcomes; knowing the relationship between learning activities and learning outcomes and knowing the effect of hybrid and one other group is the conventional group (face-to-face only), this group is the control group.Collecting data using a learning activity questionnaire and a knowledge test to determine learning outcomes. Data analysis technique with Ancova. The results of the study: (1) hybrid learning time modification is effective in improving learning outcomes (2) significant relationship between learning activity and learning outcomes, significance 0.000; (3) there is a significant difference in the effect of variations in hybrid learning time modification on learning activity and learning outcomes, the significance of 0.037 Keywords: Time Modification, Hybrid Learning, Active Learning, Learning Outcomes

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Zitar, Raed Abu, Ammar EL-Hassan, and Oraib AL-Sahlee. "Deep Learning Recommendation System for Course Learning Outcomes Assessment." Journal of Advanced Research in Dynamical and Control Systems 11, no. 10-SPECIAL ISSUE (October 31, 2019): 1491–78. http://dx.doi.org/10.5373/jardcs/v11sp10/20192993.

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Murray, J. J., and C. J. Smith. "Learning outcomes." British Dental Journal 197, no. 2 (July 2004): 60–61. http://dx.doi.org/10.1038/sj.bdj.4811497.

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Walsh, Kieran. "Learning outcomes." BMJ 332, no. 7544 (March 30, 2006): 771. http://dx.doi.org/10.1136/bmj.332.7544.771.

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Prata, David N., Patrick Letouze, Stefano Cerri, and Evandro Costa. "A Game Approach to Assessing Learning Outcomes." International Journal of Information and Education Technology 6, no. 2 (2016): 137–42. http://dx.doi.org/10.7763/ijiet.2016.v6.673.

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Hadi Saputro, Suyatno. "The Impact of Problem Based Learning on Learning Outcomes in Nursing Students." International Journal of Multidisciplinary Research and Analysis 05, no. 10 (October 17, 2022): 2784–88. http://dx.doi.org/10.47191/ijmra/v5-i10-29.

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This study aims to determine the impact of problem-based learning on nursing student learning outcomes. The research method used is quasi-experimental by comparing the two groups, namely the group treated with problem-based learning and conventional learning. The research subjects were 7th semester nursing students, totaling 68 students who were divided into two groups, experiment with problem-based learning and control with conventional learning. Analysis of the data in this study by comparing learning outcomes in the two groups, experimental and control. The results of data analysis showed that students who were treated with problem-based learning obtained better learning outcomes compared to the control group or conventional learning. This research can be concluded that there is an impact of problem-based learning on nursing student learning outcomes

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Allgood, Sam, and Amanda Bayer. "Learning Outcomes for Economists." American Economic Review 107, no. 5 (May 1, 2017): 660–64. http://dx.doi.org/10.1257/aer.p20171070.

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Articulating thoughtful learning outcome statements for courses and majors improves teaching and learning and satisfies accreditation requirements. After reading this paper, economists will be able to construct learning outcome statements that guide and enhance teaching and learning in their courses and programs. We present a framework for developing learning outcomes based on a set of five fundamental competencies in economics. We then provide another public good, offering a complete set of learning outcomes for an introductory microeconomics course, which instructors can include in their syllabi. For additional guidance, we construct examples of lesson-specific learning outcomes as well.

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Minanlarat, Bropson, Leony Sanga Lamsari Purba, and St Fatimah Azzahra. "Improving chemical learning outcomes with explicit instruction learning models with quizizz evaluation media." Jurnal Pendidikan Kimia 13, no. 2 (August 1, 2021): 94–102. http://dx.doi.org/10.24114/jpkim.v13i2.26977.

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This study aims to determine the effect of explicit instruction learning models and the percentage of student learning outcomes improvement in chemistry. Explicit instruction learning model is the free variable while the dependent variable is learning outcomes. This research method is a quasi experiment with the research design nonequivalent control group design. The population of this study were students of Senior High School 42 Jakarta, the sample was selected by purposive sampling technique, consisting of two classes, namely class XI MIA 1 as the experimental class and XI MIA 2 as the control class. The results of the ttest show that the sig. (2-tailed) is smaller than the α value, namely sig 0.000 < sig 0.05, so learning using the explicit instruction model has a significant effect on improving chemistry learning outcomes on hydrocarbon compound material. In addition, the use of explicit instruction learning models can improve student learning outcomes by 19% when compared with the use of conventional learning models (TCL). Keywords: Explicit instruction, Quizizz, Chemistry learning, Learning outcomes

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Jdaitawi, Malek, Belal Sadiq, Ayat Al Sharoa, Ahmed Elkilany, Marwa Kholif, and Yasser Rady. "Does Flipped Learning Success in Enhancing Education Outcomes." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 1201–6. http://dx.doi.org/10.9756/int-jecse/v14i1.221137.

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Although, flipped learning has existed for more than a decade, few reviewed studies were highlighted in the literature. Flipped learning has the potential to enhance the learning outcomes in the educational settings. Therefore, this paper presented a literature review on the flipped learning from several fields and settings. A total 51 studies published from 2015 to 2020 were included in the analysis. The results indicated that the majority of the studies were conducted using quantitative method and in higher education setting. Based on the results, limitations and recommendations were identified.

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Morin, Karen H., and Janis P. Bellack. "Student Learning Outcomes." Journal of Nursing Education 54, no. 3 (March 1, 2015): S3—S4. http://dx.doi.org/10.3928/01484834-20150217-10.

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Kezar, Adrianna J. "Assessing Learning Outcomes." About Campus: Enriching the Student Learning Experience 3, no. 4 (September 1998): 28–29. http://dx.doi.org/10.1177/108648229800300409.

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Caspersen, Joakim, Jens-Christian Smeby, and Per Olaf Aamodt. "Measuring learning outcomes." European Journal of Education 52, no. 1 (February 2, 2017): 20–30. http://dx.doi.org/10.1111/ejed.12205.

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Sahuni, Sahuni, Iffah Budiningsih, and Lisna Marwani P. "INTERACTION OF LEARNING MEDIA WITH LEARNING INTEREST IN ARABIC LEARNING OUTCOMES." Akademika 9, no. 02 (November 30, 2020): 43–52. http://dx.doi.org/10.34005/akademika.v9i02.871.

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The research aims to determine the influence of visual media, print media and the interest in learning outcomes in Arabic. The research method used is the method of experiment with sample two classes, which amounted to 39 students. Research samples were taken in a simple randomized basis. The Data was analyzed in descriptive and ANAVA. The results are: a) the learning outcome of Arabic students who are taught using visual media is higher than using print media; b) there is interaction between the media and learning interest in Arabic language learning outcomes; c) on students who have a high learning interest, the learning outcomes of Arabic students who use visual media is higher than use print media; d) on students who have low learning interests, the learning outcomes of Arabic students who use visual media are lower than use print media.

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Yusfiani, Marnida, Ahyani Ridhayani Lubis, Fuadaturrahmah Fuadaturrahmah, and Mei Salwa Siregar. "The effectiveness of analytical chemistry problem based learning model on student learning outcomes." Jurnal Pendidikan Kimia 14, no. 3 (December 30, 2022): 174–79. http://dx.doi.org/10.24114/jpkim.v14i3.39935.

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This study aims to get a value of the effectiveness of students in learning analytical chemistry. The subjects carried out in this study were 30 Tanjungbalai Polytechnic students. The method used is to analyze the pre-test and post-test as well as data on the frequency distribution of the G factor. From the results of the study it can be concluded as follows 1). The value of the pre-test results showed that out of 30 students there was 1 person (3.33%) with the highest score with a score of 74. For 29 people (97.67%) were declared not to have passed because the score was below 74. 2). The standard deviation value is 6.33 with a variance of 40.110. 3). the posttest score of 5 people with the highest score of 90 with a percentage of 16.67%, and 83.33% showed a score below 90 and passed the PBL Chemistry Analysis lesson. The conclusion from the results of the increased learning outcomes in the analytical chemistry course was obtained that the g factor value was 0.56 in the moderate category and a percentage of 56.16% in the quite effective category.

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李, 佳. "Online Learning Behavior and Learning Outcomes." Hans Journal of Data Mining 09, no. 04 (2019): 135–44. http://dx.doi.org/10.12677/hjdm.2019.94017.

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MacDonald, Janet. "Identify learning outcomes for learning agreements." Education for Primary Care 23, no. 2 (January 2012): 128–30. http://dx.doi.org/10.1080/14739879.2012.11494087.

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Balalaieva, O. Yu. "VETERINARY STUDENTS LEARNING OUTCOMES AFTER THE LATIN LANGUAGE COURSE." Humanitarian studios: pedagogics, psychology, philosophy 3, no. 152 (December 2020): 8–12. http://dx.doi.org/10.31548/hspedagog2020.03.008.

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The article describes the learning outcomes that should have veterinary students (master’s degree) after the Latin language course. This issue is relevant for domestic education because of the need to revise and redesigned outdated positions and transform the results in harmony with European curricula. In particular, this study is based on the approach presented in the Tuning Project (Tuning Educational Structures in Europe), considering learning outcomes as some statements of what a learner is expected to know, understand and be able to demonstrate after completion of a process of learning. They are expressed in terms of the level of competence to be obtained by the student. The purpose of the article is to describe outcomes of veterinary students in studying the main topics of the Latin language course aimed to introduce students to basics of the Latin language, to help acquire practical skills in using professional Latin terminology in educational, scientific and professional activities, to teach Latin terminology used in veterinary medicine and general biological sciences – botany, zoology and chemistry. So the main task is to form the professional terminological competence. As a result, learning outcomes after studying phonetic and grammatical topics, as well as special topics provided for by the curriculum are given in the article.

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YAVRU, İsmail Burak, and Sevcan YILMAZ GÜNDÜZ. "PREDICTING MYOCARDIAL INFARCTION COMPLICATIONS AND OUTCOMES WITH DEEP LEARNING." Eskişehir Technical University Journal of Science and Technology A - Applied Sciences and Engineering 23, no. 2 (June 28, 2022): 184–94. http://dx.doi.org/10.18038/estubtda.1056821.

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Early diagnosis of cardiovascular diseases, which have high mortality rates all over the world, can save many lives. Various clinical findings and past histories of patients play an important role in diagnosing these diseases. These days, the prediction of cardiovascular diseases has gained great importance in the medical field. Pathological studies are prone to misinterpretation because too many findings are studied. For this reason, many automatic models that work with machine learning methods on patients' findings have been proposed. In this study, a model that predicts twelve myocardial infarction complications based on clinical findings is proposed. The proposed model is a deep learning model with three hidden layers with dropouts and a skip connection. A binary accuracy metric is used for measuring the performance of the proposed method. Rectified Linear Unit is set to the hidden layers and sigmoid function to the output layer as an activation function. Experiments were performed on a real dataset with 1700 patient records and carried out on two main scenarios; training on original data and training on augmented data with 100 epochs. As a result of the experiments, a total accuracy rate of 92% was achieved which is the best accuracy rate that has been proposed on this dataset.

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Yusfiani, Marnida. "Teacher performance on students learning outcomes in applied chemistry." Jurnal Pendidikan Kimia 12, no. 1 (April 25, 2020): 20–25. http://dx.doi.org/10.24114/jpkim.v12i1.17709.

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Marantika, Juliaans Eliezer Rulland. "The relationship between learning styles, gender and learning outcomes." Cypriot Journal of Educational Sciences 17, no. 1 (January 31, 2022): 56–67. http://dx.doi.org/10.18844/cjes.v17i1.6681.

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This research is based on the fact that many lecturers have difficulty determining the proper strategy to improve learning outcomes in heterogeneous classes. This research aims to identify students’ learning styles from the gender perspective and describe the related learning strategies to support the learning process. The method used in this study is the descriptive research design. Primary data were collected using questionnaires. The sample comprised 30 German students in the second semester (15 male and 15 female students), who were randomly selected. The results indicated that, overall, there was a correlation between learning styles, gender and learning outcomes. According to the research findings, it can be concluded that learning style and gender can contribute to the learning outcome, especially language skills of the students. Keywords: Gender, language learning, learning outcomes, learning process, learning styles

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Nugroho, Andhik Catur, Wahyu Sakti Gunawan Irianto, and Heru Wahyu Herwanto. "Comparison of Problem Based Learning with Project Based Learning Assisted by Mobile Based Learning Media on Students’ Learning Outcomes." Letters in Information Technology Education (LITE) 1, no. 2 (November 9, 2019): 29. http://dx.doi.org/10.17977/um010v1i22018p029.

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This Study presents the utilization of mobile-based learning media in a computer and basic networks. The use of mobile-based interactive media aims to help vocational students majoring in Computer and Network Engineering in learning productive subjects in computers and basic networks. Therefore, this study has a three purposes there are: (1) to discover the influence of Problem Based Learning (PBL) model on students’ learning outcomes, (2) to discover the influence of Project Based Learning (PjBL) model on students’ learning outcomes, and (3) to compare the PBL and PjBL on students’ learning outcomes. The quasi experiment method is used in this research including control and experiment group with different treatment. The subject consists of 108 10th grade students of SMKN 1 Bagor. Data analysis using quantitative technique in this study. Result shows that there is good impact from PBL and PjBL model implementation assisted with mobile-based learning media on the students’ learning outcome. In addition, there is a difference between PBL and PjBL implementation that the PBL give a more significant effect on students’ learning outcomes.

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Gottlieb, Emily. "STEM Art Learning Outcomes." STEAM 1, no. 2 (February 28, 2014): 1–5. http://dx.doi.org/10.5642/steam.20140102.22.

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Loyd, Gary E., and Heidi M. Koenig. "Assessment of Learning Outcomes." International Anesthesiology Clinics 46, no. 4 (2008): 97–111. http://dx.doi.org/10.1097/aia.0b013e31818623cd.

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Wolitzky, Alexander. "Learning from Others' Outcomes." American Economic Review 108, no. 10 (October 1, 2018): 2763–801. http://dx.doi.org/10.1257/aer.20170914.

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I develop a simple model of social learning in which players observe others’ outcomes but not their actions. A continuum of players arrives continuously over time, and each player chooses once-and-for-all between a safe action (which succeeds with known probability) and a risky action (which succeeds with fixed but unknown probability, depending on the state of the world). The actions also differ in their costs. Before choosing, a player observes the outcomes of K earlier players. There is always an equilibrium in which success is more likely in the good state, and this alignment property holds whenever the initial generation of players is not well informed about the state. In the case of an outcome-improving innovation (where the risky action may yield a higher probability of success), players take the correct action as K → ∞. In the case of a cost-saving innovation (where the risky action involves saving a cost but accepting a lower probability of success), inefficiency persists as K → ∞ in any aligned equilibrium. Whether inefficiency takes the form of under-adoption or over-adoption also depends on the nature of the innovation. Convergence of the population to equilibrium may be nonmonotone. (JEL D81, D83, O32, Q12, Q16)

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Seybert, Jeffrey A. "Assessing Student Learning Outcomes." New Directions for Community Colleges 2002, no. 117 (2002): 55–66. http://dx.doi.org/10.1002/cc.53.

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Pike, Gary R. "Assessing Global Learning Outcomes." Assessment Update 29, no. 3 (May 2017): 8–9. http://dx.doi.org/10.1002/au.30095.

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Muslim, Fachruddiansyah, Ekawarna Ekawarna, Aminah Ramalia, Ricky Purnama Wirayuda, and Diki Chen. "Learning Intensity and Visual Learning Style on Learning Outcomes." Journal of Education Research and Evaluation 6, no. 2 (June 28, 2022): 385–96. http://dx.doi.org/10.23887/jere.v6i2.40312.

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Learning activities do not have to be done for a long time. Good learning intensity is carried out regularly will make learning activities a habit. The learning process also needs to be supported by a learning style that suits the characteristics of students. This study aimed to analyze the intensity of learning-on-learning outcomes, visual learning styles on learning outcomes, and learning intensity and visual learning styles on learning outcomes. This type of research is quantitative with a descriptive quantitative approach. The sample used was 65 students with purposive sampling. Data collection method using questionnaire and documentation. The instrument used is a questionnaire. Data analysis techniques are qualitative descriptive analysis, quantitative, and inferential statistics. The results showed a significant effect of learning intensity on learning outcomes in macroeconomic theory courses. There is a significant effect of visual learning style on learning outcomes in macroeconomic theory courses. There is a significant influence between visual learning styles on learning outcomes of macroeconomic theory courses. There are significant effects of visual learning style on learning outcomes of macroeconomic theory courses. It is concluded that there is a simultaneous influence between learning intensity and visual learning style on learning outcomes in macroeconomic theory courses.

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Wahyuni, Fitri. "THE EFFECT OF LEARNING STRATEGY AND LEARNING MOTIVATION ON STUDENT LEARNING OUTCOMES MADRASAH IBTIDAIYAH STATE 3 ACEH SOUTH." ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam 3, no. 2 (November 7, 2019): 100. http://dx.doi.org/10.30821/ansiru.v3i2.5854.

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<p>This study aims to find out: (1) the effect of the application of learning<br />strategies on students' Fikih learning outcomes, (2) the effect of learning<br />motivation on student Fikih learning outcomes, and (3) the interaction<br />between learning strategies and learning motivation towards Fikih<br />learning outcomes. The population of this study was all students in class V<br />MIN 3 Aceh Tenggara consisting of 3 classes. Based on Cluster Random <br />sampling techniques, one class as a collaborative learning class and one <br />competitive learning class. The research instrument is a test used to obtain<br />learning outcome data and questionnaires to obtain data on student<br />learning motivation. The normality test of the learning outcome data is the<br />Liliefors test and the homogeneity test is the Fisher test and the Bartlett<br />test. The analysis technique is two-way Anova at significance  = 0.05<br />followed by the Scheffe test. The results showed: (1) the average learning<br />outcomes of students taught with collaborative learning strategies X =<br />28.15 higher than the average learning outcomes of students taught with<br />competitive learning strategies X = 26.92, with Fcount = 29.57 > Ftable =<br />3.968, (2) the average learning outcomes of students with high learning<br />motivation X = 29.93 higher than the learning outcomes of students with<br />low learning motivation X = 25.94 with Fcount = 4.43 > Ftable = 3.968, and (3)<br />there is an interaction between learning strategies and learning motivation<br />towards Fikih learning outcomes with Fcount = 7.18 > Ftable = 3.968.</p>

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Bettencourt, Michelle. "Supporting Student Learning Outcomes Through Service Learning." Foreign Language Annals 48, no. 3 (August 16, 2015): 473–90. http://dx.doi.org/10.1111/flan.12147.

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Gu, Yongqi, and Robert Keith Johnson. "Vocabulary Learning Strategies and Language Learning Outcomes." Language Learning 46, no. 4 (December 1996): 643–79. http://dx.doi.org/10.1111/j.1467-1770.1996.tb01355.x.

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Brooks, Sara, Kerry Dobbins, Jon J. A. Scott, Mark Rawlinson, and Robert I. Norman. "Learning about learning outcomes: the student perspective." Teaching in Higher Education 19, no. 6 (March 27, 2014): 721–33. http://dx.doi.org/10.1080/13562517.2014.901964.

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Yamarik, Steven. "Does Cooperative Learning Improve Student Learning Outcomes?" Journal of Economic Education 38, no. 3 (July 2007): 259–77. http://dx.doi.org/10.3200/jece.38.3.259-277.

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De Hei, Miranda, Wilfried Admiraal, Ellen Sjoer, and Jan-Willem Strijbos. "Group learning activities and perceived learning outcomes." Studies in Higher Education 43, no. 12 (May 18, 2017): 2354–70. http://dx.doi.org/10.1080/03075079.2017.1327518.

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O. Orias, Jobelle, and Elisa N. Chua. "Problem-Based Learning Method and the Learning Outcomes in Science 9." International Multidisciplinary Research Journal 3, no. 3 (September 14, 2021): 94–106. http://dx.doi.org/10.54476/iimrj240.

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This study aimed to determine the learning outcomes of the students in Science 9 through the use of different problem-based learning methods. Furthermore, this attempted to determine the student performance outcome as to their problem-based learning in terms of explanatory knowledge, descriptive knowledge, procedural knowledge, personal knowledge. Likewise, this study aimed to find out if there was a significant difference in the students' problem-based learning outcomes when grouped according to the teaching method as to explanation problem, fact-finding problem, strategy problem, and moral dilemma. Using an experimental design of research, it involved four groups in Grade 9 at San Antonio National High School with 40 students each during the Academic Year 2020-2021. A teacher-made module and performance task rubrics were used to measure the learning outcomes of the students when group according to the problem-based learning method which was validated by the panel of experts. The study used descriptive statistics such as frequency, percentage, mean and standard deviation to interpret the scores in the performance outcome of the respondents. Analysis of Variance (ANOVA) was also used to determine the possible presence of a significant difference in the students' problem-based learning outcomes when group according to the teaching method. Result revealed that there is a significant difference in the students' problem-based learning outcomes when group according to the teaching method as to explanation problem, fact-finding problem, strategy problem and moral dilemma. It also showed that students performance outcome as to their PBL in terms of explanatory knowledge, descriptive knowledge, procedural knowledge and personal knowledge fall under the category of proficient level.

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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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Hadj Kacem, Yessine, Safa Alshehri, and Tala Qaid. "Categorizing Well-Written Course Learning Outcomes Using Machine Learning." Journal of Information Technology Education: Innovations in Practice 21 (2022): 061–75. http://dx.doi.org/10.28945/4997.

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Aim/Purpose: This paper presents a machine learning approach for analyzing Course Learning Outcomes (CLOs). The aim of this study is to find a model that can check whether a CLO is well written or not. Background: The use of machine learning algorithms has been, since many years, a prominent solution to predict learner performance in Outcome Based Education. However, the CLOs definition is still presenting a big handicap for faculties. There is a lack of supported tools and models that permit to predict whether a CLO is well written or not. Consequently, educators need an expert in quality and education to validate the outcomes of their courses. Methodology: A novel method named CLOCML (Course Learning Outcome Classification using Machine Learning) is proposed in this paper to develop predictive models for CLOs paraphrasing. A new dataset entitled CLOC (Course Learning Outcomes Classes) for that purpose has been collected and then undergone a pre-processing phase. We compared the performance of 4 models for predicting a CLO classification. Those models are Support Vector Machine (SVM), Random Forest, Naive Bayes and XGBoost. Contribution: The application of CLOCML may help faculties to make well-defined CLOs and then correct CLOs' measures in order to improve the quality of education addressed to their students. Findings: The best classification model was SVM. It was able to detect the CLO class with an accuracy of 83%. Recommendations for Practitioners: We would recommend both faculties’ members and quality reviewers to make an informed decision about the nature of a given course outcome. Recommendation for Researchers: We would highly endorse that the researchers apply more machine learning models for CLOs of various disciplines and compare between them. We would also recommend that future studies investigate on the importance of the definition of CLOs and its impact on the credibility of Key Performance Indicators (KPIs) values during accreditation process. Impact on Society: The findings of this study confirm the results of several other researchers who use machine learning in outcome-based education. The definition of right CLOs will help the student to get an idea about the performances that will be measured at the end of a course. Moreover, each faculty can take appropriate actions and suggest suitable recommendations after right performance measures in order to improve the quality of his course. Future Research: Future research can be improved by using a larger dataset. It could also be improved with deep learning models to reach more accurate results. Indeed, a strategy for checking CLOs overlaps could be integrated.

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Pettit, Rowland W., Robert Fullem, Chao Cheng, and Christopher I. Amos. "Artificial intelligence, machine learning, and deep learning for clinical outcome prediction." Emerging Topics in Life Sciences 5, no. 6 (December 20, 2021): 729–45. http://dx.doi.org/10.1042/etls20210246.

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AI is a broad concept, grouping initiatives that use a computer to perform tasks that would usually require a human to complete. AI methods are well suited to predict clinical outcomes. In practice, AI methods can be thought of as functions that learn the outcomes accompanying standardized input data to produce accurate outcome predictions when trialed with new data. Current methods for cleaning, creating, accessing, extracting, augmenting, and representing data for training AI clinical prediction models are well defined. The use of AI to predict clinical outcomes is a dynamic and rapidly evolving arena, with new methods and applications emerging. Extraction or accession of electronic health care records and combining these with patient genetic data is an area of present attention, with tremendous potential for future growth. Machine learning approaches, including decision tree methods of Random Forest and XGBoost, and deep learning techniques including deep multi-layer and recurrent neural networks, afford unique capabilities to accurately create predictions from high dimensional, multimodal data. Furthermore, AI methods are increasing our ability to accurately predict clinical outcomes that previously were difficult to model, including time-dependent and multi-class outcomes. Barriers to robust AI-based clinical outcome model deployment include changing AI product development interfaces, the specificity of regulation requirements, and limitations in ensuring model interpretability, generalizability, and adaptability over time.

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Ashfahani, Aufa, Haryono Haryono, and Kustiono Kustiono. "The Effectiveness of Project Based Learning and Discovery Learning with Modul to Improve Learning Outcome for AutoCAD Subject." Innovative Journal of Curriculum and Educational Technology 9, no. 2 (November 30, 2020): 72–77. http://dx.doi.org/10.15294/ijcet.v9i2.39460.

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In fact of AutoCAD learning, there is still the use of conventional method. So, the students does not achieve the quality maximally. It is important to make the innovation of learning model in order to produce the competent outcomes. This study aims to determine the effectiveness of Project Based Learning and Discovery Learning with module to increase learning outcome of AutoCAD subject. Those are three main parts of this study. The first is the different influence between Project Based Learning and Discovery Learning on the learning outcome, the second is the different influence between male and female on the learning outcomes and the third is the interaction between Project Based Learning, Discovery Learning and gender on the learning outcome. This research was 2x2 factorial experiment with a quantitative approach. The data source of this study were 186 students of class XI of SMKN (Vocational School) 4 Semarang in the 2019/2020 school year. From 186 students, there were 36 students of class XI TGB1 as the experimental class and 37 students of class XI TGB2 as the control class. The results shows that Project Based Learning model and Discovery Learning with module could improve students’ learning outcomes in SMK 4 grade XI. From the gender interaction aspect of the Project Based Learning model and Discovery Learning, it shows the learning outcomes for male are higher than female. Thus, the Project Based Learning model is appropriate for AutoCAD subject because it can prepare students to face the workforce.

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Andriani, Andriani, Nelius Harefa, Elferida Sormin, and St Fatimah Azzah. "Students’ learning outcomes on hydrocarbon materials through mind mapping method." Jurnal Pendidikan Kimia 13, no. 3 (December 8, 2021): 223–29. http://dx.doi.org/10.24114/jpkim.v13i3.29381.

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The purpose of this study was to determine the effect of the Mind Mapping learning method on student learning outcomes in class XI MIPA SMAN 1 Siberut Tengah on hydrocarbon material. The research sample amounted to 28 students, who were selected using the Purpose Sampling technique. The instrument used was a test instrument for chemistry learning outcomes, in the form of pretest and posttest which were analyzed using SPSS 22 for window to determine the results of the T-test on the Independent Sample Test. Normality test using Shapiro-Wilk test on sig. > 0.05 that is equal to 0.034. The results of hypothesis testing using the Independent Sample Test which shows that the value of sig. (2-tailed) 0.000 < 0.05, which means Ha is accepted. Thus, it is concluded that there is an effect of using Mind Mapping to improve student chemistry learning outcomes.

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Choi, Jongwoon (Willie), Gary Hecht, Ivo D. Tafkov, and Kristy L. Towry. "Vicarious Learning under Implicit Contracts." Accounting Review 91, no. 4 (September 1, 2015): 1087–108. http://dx.doi.org/10.2308/accr-51293.

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ABSTRACT Employee contracts often allow for managerial discretion, such that the manager decides after observing an employee's performance how that employee will be rewarded or penalized. Importantly, the effects of such evaluation outcomes can extend beyond the employee(s) directly affected, because such outcomes can be observed by other employees within the firm. The net effect of such vicarious learning as an indirect control depends on the inferences employees make after observing a peer's evaluation outcome. In this study, we use an experiment to investigate whether the inferences observer-employees make about how managers evaluate and reward employee behavior depend on whether the valence of the observed outcome is positive or negative. Using the setting of a strategic performance measurement system, we test and find support for a causal model, in which the valence of the observed outcome influences observer-employees' inferences and subsequent behavioral focus via their psychological distance from, and their construal of, the observed outcome. Our results suggest that how observer-employees respond after observing a peer employee's evaluation outcome is asymmetric. Specifically, when contemplating their own behavior, employees who observe positive outcomes focus on the performance measures within the strategic performance measurement system, whereas those who observe negative outcomes focus on the underlying strategic construct.

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Nurlaelah, Nurlaelah. "Problem-Based Learning Method for Improving the Learning Achievement of Students." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 2 (February 13, 2023): 447–57. http://dx.doi.org/10.51276/edu.v4i2.330.

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The issue with this study is the low levels of student learning outcomes and learning activities in the sample IPS2 individuals. The objective of this project is to raise student learning outcomes and active learning achievement in social studies. PTK, or classroom action research, is the term used to describe this sort of study. Planning, action implementation, observation, and reflection are all phases of research. The information used in this study came from watching student learning outcomes and activities in Social Sciences 2 courses. According to the recapitulation data, the first cycle's average percentage of learning activities was 63.8%, and the second cycle's average percentage was 89.34%. This demonstrates an increase in student learning activities. In cycles I and II, respectively, the average student learning outcome was 42.22% and 71.04%. This demonstrates that social studies 2 student learning outcomes have improved. The minimum completeness score (71.04%) is obtained, according to the recapitulation of learning activities and student learning outcomes using problem-based learning techniques. Thus, applying the problem-based learning method can improve learning outcomes and learning activities of class C1 IPS2 students of the PGMI FAI-UMI Makassar Study Program.

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EA, Shalaby. "The Impact of E-Learning (Distance Learning) Implementation during COVID-19 Virus Pandemic on Intended Learning Outcomes Achievement in Universities." Virology & Immunology Journal 4, no. 1 (January 28, 2020): 1–2. http://dx.doi.org/10.23880/vij-16000240.

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COVID-19 (2019–20 coronavirus) pandemic has affected the educational systems in all the world countries, leading to the near-total closures of universities, colleges and schools. As of 21 March 2020, approximately more than 632 from Arab universities have been affected (closures) in response to the pandemic. According to UNICEF monitoring, 186 countries have implemented nationwide closures and 8 have implemented local closures, impacting about 98.5 percent of the world’s student population.

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Faradhila Putri, Apri Wahyudi, and Abdul Hamid. "PENERAPAN MODEL PEMBELAJARAN INDEX CARD MATCH DALAM MENINGKATKAN HASIL BELAJAR IPA KELAS III DI MI NURUL ULUM TULUNGAGUNG." Al-Ibda: Jurnal Pendidikan Guru Madrasah Ibtidaiyah 2, no. 01 (March 19, 2022): 38–45. http://dx.doi.org/10.54892/jpgmi.v2i01.216.

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AbstractThis research is motivated by the low learning outcomes of IPA subjuc in MI Nurul Ulum Tulungagung, Gadingrejo subdistrict, Pringsewu District. This research is a class action research (ptk) through the application of the index card match learning model which is carried out twice a cycle in class III students (25 students). Instruments used were interviews, documentation, teacher and student observation sheets, student worksheets, the factor investigated were student learnig outcomes, teacher and student activities. The procedure of this study starts from planning, observation, action, evaluation, analysis and reflection. The results of this study indicate that the application of the index card match learning model in class III MI Nurul Ulum can significantly improve student learning outcomes. Pra cycly activities show that overall student learning outcomes only reach 35,52%, after taking action in cycle 1 using the indec card match learning method student learning outcomes have increased student learning completeness by 60,21%, then proceed to the cycle II action and have ancreased completeness by 87,50%.Keyword : learning, index card match, learning outcome

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Evendi, Erpin, and Nur Hardiani. "Evaluation of Student Learning Outcomes on Square Materials With Problem-Based Learning Model." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 2 (December 30, 2021): 295. http://dx.doi.org/10.33394/j-ps.v9i2.4390.

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Good knowledge construction is a guarantee of achieving better learning outcomes. In the context of our current study, the PBL model is implemented in the classroom and further evaluation of students' cognitive learning outcomes is carried out. Specifically, the purpose of this study is to evaluate student learning outcomes on square material in the application of the PBL model. This research is a quasi-experimental with pretest-posttest control group design. The number of research samples for each group was 25 students in a private Islamic school (equivalent to a secondary school) in Mataram, Indonesia. Data on student learning outcomes was collected using a learning outcome test instrument on square material. Descriptive and statistical analysis was carried out on student learning outcomes data, this was analyzed using the SPSS.23 tool. The results of the study show the advantages of the PBL model in improving student learning outcomes when compared to conventional learning. Finally, we recommend the use of this model in learning mathematics to improve student learning outcomes.

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Harefa, Nelius, Novia Fransisca Dewi Silalahi, Elferida Sormin, Leony Sanga Lamsari Purba, and Sumiyati Sumiyati. "The difference of students’ learning outcomes with project based learning using handout and sway Microsoft 365." Jurnal Pendidikan Kimia 11, no. 2 (August 30, 2019): 24–30. http://dx.doi.org/10.24114/jpkim.v11i2.14459.

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Solihat, Ai Nur, Ati Sadiah, and Gugum Gumilar. "Pengaruh Pembelajaran Daring terhadap Learning Loss dan Implikasinya terhadap Learning Outcome." Jurnal Inovasi Pendidikan Ekonomi (JIPE) 12, no. 1 (April 30, 2022): 12. http://dx.doi.org/10.24036/011167270.

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The purpose of this study was to collect data and analyze the effect of online learning on learning loss and its consequences for learning outcomes. This study employs an explanatory survey technique with saturated sampling. This study surveyed 97 students from the Department of Economics Education at FKIP Siliwangi University. To obtain information about the variabels associated with online learning, learning loss, and learning outcomes, descriptive analysis using the SPSS 24 application was used, whereas path analysis using the AMOS application was used to determine the direct and indirect effects of online learning on learning loss and learning outcomes. The results indicated that online learning at the Department of Economics Education FKIP Siliwangi University had a strong categorization tendency, while the learning loss and learning outcome variabels had a moderate categorization tendency. Online learning has a 65.9 percent effect on learning loss and a 67.7 percent effect on learning outcomes.

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Buditjahjanto, I. Gusti Putu Asto. "Analyzing factors of Gui simulation as learning media toward students' learning outcomes." Journal of Technology and Science Education 12, no. 1 (February 10, 2022): 83. http://dx.doi.org/10.3926/jotse.1317.

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The use of simulation tools has been widely used to learn something. Simulation tools have the advantage of imitating a process similar to the actual situation. But there are only a few researches that examine the students' engagement in using simulation tools in the learning process so that it affects the student learning outcomes. This research aims to analyze the factors of GUI simulation as learning media for learning signal coding technique based. PLS-SEM method was used to investigate the impact and the relationship of factors of GUI simulation such as easiness of use, media attractiveness and learning content toward learning outcome. The results showed that the learning content factor gave a large and significant contribution toward learning outcomes, while easiness of use and media attractiveness made a small contribution to the learning outcome.

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White, Garry. "Adaptive Learning Technology Relationship with Student Learning Outcomes." Journal of Information Technology Education: Research 19 (2020): 113–30. http://dx.doi.org/10.28945/4526.

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Aim/Purpose: The purpose of this study is to determine the effectiveness of an Adaptive Learning Technology (ALT), as compared to traditional teaching methods, in an undergraduate management information course. The effectiveness is based on Bloom’s Taxonomy of Learning Competencies Background: Previous studies have investigated factors involved with ALT. From one study, students enjoyed how to use new technology and believed it improves learning. However, the literature lacks studies showing gains in understanding and remembering as defined by Bloom’s Taxonomy of Learning Competencies. Methodology: Correlations between ALT usage and test/course grades were performed. McGraw-Hill’s Connect LearnSmart® was used as the ALT. The ALT was optional for extra credit in the class. Correlations were performed between LearnSmart® scores and tests. Then, since usage was bimodal (students who took the initiative to fully complete LearnSmart® and those who did not do LearnSmart®), an independent-samples t-test was performed between these two distinct groups. Sampling was from an Information Technology course at a major university. The data collection methods composed of recording LearnSmart® scores and test scores. Contribution: This study aims to provide empirical evidence of ALT outcomes in learning, to show if ALT enhance learning over traditional teaching methods. If not, the value of using ALT is provided. Findings: Results showed no relationships between ALT usage and test/course grades. No differences between the two groups (those who completed ALT and those that did not do the ALT) were found with each of the four tests and final course grades. Since the ALT group did the LearnSmart® as an option, the tool appears to be a preference for learning style and provides user satisfaction. This is consistent with prior studies. Recommendations for Practitioners: Practitioners should use ALT for convenience, preferences, and students’ satisfaction. The use of both traditional teaching methods and newer technology teaching methods might be most effective because they provide flexibility for the best method that satisfies the student. Editors and developers of publishers need to consider student preferences in learning. Recommendation for Researchers: Opinions and perceptions by subjects may be misleading. In future research, empirical evidence needs to be provided to validate opinions and perceptions. Research needs to focus more on students’ characteristics such as learning style, learning preferences, and initiative. Impact on Society: This research suggests that an ALT is efficient for the learning process rather than effective for outcomes and enhanced learning. Students can learn just as well without an ALT. Decisions to use an ALT should be based on convenience and student preferences. Future Research: In this study, students had the option to do an ALT. They showed initiative. For future research, initiative needs to be removed. Random assignments to do an ALT or not need to be studied to further confirm the findings of this study. Also, a future study needs to use the same subject’s outcomes for both an ALT and traditional teaching methods.

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Nisa, Khairun, Syahrul Ramadhan, and Harris Effendi Thahar. "5E Learning Cycle Model on Students' Learning Outcomes." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (July 26, 2022): 3361–74. http://dx.doi.org/10.35445/alishlah.v14i3.1868.

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Pendidikan Indonesia yang berkembang saat ini adalah paradigma konstruktivis. Merupakan teori belajar yang menekankan keaktifan siswa untuk mengkonstruksi pengetahuannya. Hal ini menjadi tantangan bagi pendidik untuk menemukan model pembelajaran yang membantu siswa secara aktif memperoleh pengetahuan dengan belajar secara mandiri. Penelitian ini bertujuan untuk mengkaji apakah model learning cycle 5E meningkatkan hasil belajar siswa dan dapat dikatakan layak dalam proses belajar mengajar. Metode penelitian ini dalam mengumpulkan data adalah studi kepustakaan dengan mengumpulkan data yang relevan dari berbagai artikel hasil penelitian yang berkaitan dengan penelitian ini. Hasil penelitian ini menunjukkan bahwa Learning Cycle 5E membantu siswa untuk berpikir kritis, analitis, kreatif, dan meningkatkan hasil belajar siswa.

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Prosser, Michael, and Daniel Sze. "Problem-based learning: Student learning experiences and outcomes." Clinical Linguistics & Phonetics 28, no. 1-2 (August 14, 2013): 131–42. http://dx.doi.org/10.3109/02699206.2013.820351.

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