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Academic literature on the topic 'Student learning outcome'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Student learning outcome"

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Tuerah, Philoteus, Vivian Eleonora Regar, and Ignatius Javier C. Tuerah. "The Analysis of Student Learning Outcome Using a Probing Prompting Learning Model." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 12, 2020): 2574–82. http://dx.doi.org/10.37200/ijpr/v24i2/pr200553.

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Mohamad Nurdin, Dadang, Deni Darmawan, and Hudiana Hernawan. "EFEKTIVITAS PENGGUNAAN MULTIMEDIA INTERAKTIF DAN MOBILE LEARNING DALAM MENINGKATKAN HASIL BELAJAR PADA MATA PELAJARAN MATEMATIKA." PEDAGOGIA 14, no. 1 (August 17, 2016): 86. http://dx.doi.org/10.17509/pedagogia.v14i1.2341.

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The purpose of this study is (1) to determine the learning outcome of students using interactive multimedia; (2) the improvement of student learning outcomes using mobile learning; (3) to determine the differences between the learning outcome of students using interactive multimedia and mobile learning. The method used is the method of quasi-experimental research design used in this study The Static group pretest – posttest design. Results obtained indicate that (1) there is an increase in student learning outcomes which uses interactive multimedia; (2) there is an increase in student learning outcomes using mobile learning; (3) there are differencesbetween the learning outcome of students using interactive multimedia and mobile learning.
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Murtiningsih, Murtiningsih. "PENGARUH MOTIVASI BELAJAR, SARANA BELAJAR, DAN PERCAYA DIRI TERHADAP HASIL BELAJAR IPS SISWA PENERIMA BSM (BANTUAN SISWA MISKIN) SMP NEGERI DI SURABAYA." JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN 5, no. 2 (September 30, 2017): 178. http://dx.doi.org/10.26740/jepk.v5n2.p178-191.

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This research aims to know (1) the influence of learning motivation towards learning outcomes students (2) influence of a learning tool toward student learning outcome (3) influence of confidence against a student learning outcome (4) influence of learning motivation, learning tools, and confident against the learning outcomes of students. This research uses a quantitative approach. Analysis of the multiple linear regression analysis was used. Population studies as many as 150 students taken in random sampling as much as 110 students in Junior High School State 39, 41, and 43 Surabaya school year 2014-2015. The results showed (1) there is the influence of learning motivation towards learning outcomes students (2) there is the influence of the means of learning towards student learning outcome (3) there are confident against influence student learning outcomes (4) there is the influence of learning motivation, learning tools, and confident against the results of student learning receiver BSM (poor students coupon) junior high school state Surabaya. Based on research it can be concluded that the motivation of learning, learning tools, and simultaneous confidence effect significantly to student learning outcomes, namely 94.4 whereas 5.6 is affected by other variables outside of the variables examined. To cover the shortfall, it can be done by way of teaching with the methods vary according to the material being taught by associate Social Science material in everyday life, learning tools are fitted and foster the confidence of students, so that the results of his studies.
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Nguyen, Viet Anh. "The Impact of Online Learning Activities on Student Learning Outcome in Blended Learning Course." Journal of Information & Knowledge Management 16, no. 04 (November 23, 2017): 1750040. http://dx.doi.org/10.1142/s021964921750040x.

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The aim of the study is to determine the impact of online learning activities on learning outcomes of students who participated in the blended learning course, focusing specifically on skill-based courses. The learning outcomes or results of a learner are usually measured by scores, knowledge or skills gained in the course. In blended learning courses, the learning outcomes can be assessed according to many criteria. In this study, interactive activities such as teacher–student interaction, student–student interaction, student–content interaction and student–technology interaction are considered. Undergraduate students participated in the blended learning course in which formative assessment was used to evaluate student learning outcomes by the combination of different learning activities through a learning management system. The quantitative results obtained by using regression analysis of data from the system showed that the students who effectively interacted with learning activities in the course have better results. Quantitative analytical results indicated that student–student interaction has a greater impact on student learning outcomes. These learning activities are used for interactive activities as suggestions for teachers to design and implement learning activities for blended learning courses.
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Siregar, Annasari. "APPLICATION OF QUANTUM TEACHING LEARNING MODEL AS AN EFFORT TO IMPROVE STUDENT LEARNING OUTCOMES." JURNAL PAJAR (Pendidikan dan Pengajaran) 4, no. 5 (September 26, 2020): 994. http://dx.doi.org/10.33578/pjr.v4i5.8134.

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Low student learning outcomes are a problem in schools, including where researchers teach. As an effort to improve student learning outcomes is the application of the quantum teaching learning model. This research was conducted on fifth grade students of SDN 022 Bathin Solapan with a total of 35 students. This research is a classroom action research. The instrument used was a learning outcome test. The results of this study found that the average initial data of students was 59.71 with 11 students who completed, in the first cycle, there was an increase with the average student learning outcomes being 68.14 with 23 students who achieved mastery, in cycle II student learning outcomes have reached the expected success indicators, namely the average student learning outcomes amounted to 75.28 with 32 students who were able to achieve the minimum passing criteria. The conclusion that can be drawn is that the application of the quantum teaching learning model can improve student learning outcomes.
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Sukino, Pujo. "Pengaruh Metode Pembelajaran dan Pemahaman Konsep Sejarah Terhadap Hasil Belajar Sejarah Mahasiswa FIPS Program Studi Pendidikan Sejarah IKIP-PGRI Pontianak." Jurnal Pendidikan Sejarah 3, no. 2 (July 30, 2014): 18. http://dx.doi.org/10.21009/jps.032.03.

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Abstract This aims to find out effect of intructional methods and concept understanding on the outcomes of history learning on the student. The research was conducted in IKIP-PGRI Pontianak.The methodology used is the experiment was conducted using treatmen by level 2x2. The research date was taken from the observation, tests and questionnaires Sample size 44 student selected randomly. The results showed that. 1). History learning outcome of students using inkuiri intructional method are higher than those students using conventional intructionalmethod, 2). There is interaction effect between intructional method and understanding on history learnig outcome of students; 3 ). Results studied history student given method of intructionalinkuiri with have understanding concept high higher of the students given method of intructional conventional with have understanding concept high. 4 ). Results studied history student given method of intructional inkuiri with haveunderstanding concept lower of lower of student who uses the method of intructionalconventional with have understanding concept low. Keywords : Concept Understanding, Intructional Methods, Outcome Learning
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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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Rahmawati, Nurina Kurniasari, and Amah Amah. "The Differences of the Student Learning Outcome Using Realistic Mathematics Learning Approaches (PMR) And Contextual Learning Approaches (CTL) on the Sets Material." Al-Jabar : Jurnal Pendidikan Matematika 9, no. 1 (June 25, 2018): 63. http://dx.doi.org/10.24042/ajpm.v9i1.2243.

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This research aims to determine differences in learning outcomes of students who use Realistic Mathematics Learning (PMR) and Contextual Approach (CTL) approaches on the set Material. This research method is quasi experiment with posttest only control design. The sampling technique was used cluster random sampling with 2 experimental classes These are experimental class 1 (the class was treated with the Realistic Mathematics Education (PMR) approach and experimental class 2 (the class was treated with the Contextual Learning (CTL) approach The hypothesis test is used the t-test. The results of the research is found that there were differences between the student learning outcome in the set material using Realistic Mathematics Learning (PMR) approach and the student learning outcome in the set material using the Contextual Learning approach (CTL). Because the student learning outcome in the set material using Realistic Mathematics Learning (PMR) approach better than the student learning outcome in the set material using the Contextual Learning approach (CTL).
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Ikawati, Hastuti Diah, Zul Anwar, and Nila Egidia Safitri. "Efektifitas Pembelajaran Model Contextual Teaching dan Sains Teknologi Masyarakat terhadap Hasil Belajar Mahasiswa." Journal of Education and Instruction (JOEAI) 1, no. 2 (December 29, 2018): 59–65. http://dx.doi.org/10.31539/joeai.v1i2.358.

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This study specifically aimed to determine the effectiveness of the contextual teaching learning model and the community technology science model on student learning outcomes in the diffusion of educational innovation subject. The method of data collection used was experiment by using test, documentation, interview and observation. The result of the study showed that the average score of the student learning outcome that used learning technology model of community science was higher than the result of student learning outcome that used contextual teaching learning model. This was because the community technology science model helped students better understand the material related to problems found in real life so that students became active in the learning process. In conclusion, the model of community technology science learning was more effective in improving student learning outcomes in the diffusion of educational innovation courses Keywords: Contextual Teaching Learning Model, Community Science Technology, 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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Dissertations / Theses on the topic "Student learning outcome"

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Tang, Tommy Yin. "A study of learning in economics." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/16691/1/Tommy_Tang_Thesis.pdf.

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This thesis reports on a research program to study learning in economics utilising non-traditional research methodology. The study aimed to achieve four inter-related objectives. Research in other disciplines (Meyer and Cleary, 1998; Meyer and Eley, 1999; Eley and Meyer, 2004) show that there are important factors influencing learning that are unique to the discourse of a discipline. The first objective of this study was to construct an instrument that captured students' cognitive ability that was specific to learning in economics. The psychometric properties and validity of this construct (called economic thinking ability), and the influence of students' pre-course economic thinking on their learning approaches and academic performance were investigated. Traditional economics education research typically utilises a single end-of-semester score as a measure of learning output. This research program utilised multiple measures of academic performance. By investigating the determinants of academic performance in three assessment types commonly used in introductory economics, namely essay assignment, multiple choice question (MCQ) exam and exam essay, it examined the limitations of the traditional single-score approach. Most traditional input-output learning models in economics education bypass the learning 'black box' (Shanahan et al., 1997), which is the learning approach the student utilises. The third objective of the research program was to construct a learning approach instrument that was sensitive to different assessment contexts so as to investigate the mechanism by which the learning inputs influenced academic performance in economics. This research program also measured students' general learning approaches for assessments utilised before the commencement of their economics unit, and investigated the stability and changes of learning approaches. Based on empirical research evidence and survey findings, it has been observed that many economics students do not possess the ability to apply economic concepts in real world situations. The fourth objective of this research program was to explore the issue of knowledge transfer in economics education. To investigate this issue, students' economic thinking ability was examined at the end of the course using both quantitative and qualitative methodology. The key findings obtained from this research program are: The discipline-specific construct of economic thinking ability possesses sound psychometric properties and predictive validity. Students' pre-course economic thinking ability was found to measure cognitive ability different from pre-course academic aptitude and have important effects on learning approaches. The determinants of academic performance were shown to be assessment specific. This observation provides an explanation of the inconsistency of findings by the traditional input-output approach that utilises a single measure of learning output in economics education. By examining the mediating role of learning approaches in the learning process, it was found that there were important differences in the mechanism by which different personal learning inputs impacted on academic performance in different assessment contexts. Lastly academic performance and post-course economic thinking ability were found to measure different dimensions of learning outcome. The thesis concluded that economics education as investigated in this research program focused mainly on acquisition and reproduction of knowledge and technical skills in routine academic situations rather than making connections of economic concepts to real world experiences. Implications for teaching and further research in economics education were also discussed in this thesis.
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Tang, Tommy Yin. "A study of learning in economics." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16691/.

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This thesis reports on a research program to study learning in economics utilising non-traditional research methodology. The study aimed to achieve four inter-related objectives. Research in other disciplines (Meyer and Cleary, 1998; Meyer and Eley, 1999; Eley and Meyer, 2004) show that there are important factors influencing learning that are unique to the discourse of a discipline. The first objective of this study was to construct an instrument that captured students' cognitive ability that was specific to learning in economics. The psychometric properties and validity of this construct (called economic thinking ability), and the influence of students' pre-course economic thinking on their learning approaches and academic performance were investigated. Traditional economics education research typically utilises a single end-of-semester score as a measure of learning output. This research program utilised multiple measures of academic performance. By investigating the determinants of academic performance in three assessment types commonly used in introductory economics, namely essay assignment, multiple choice question (MCQ) exam and exam essay, it examined the limitations of the traditional single-score approach. Most traditional input-output learning models in economics education bypass the learning 'black box' (Shanahan et al., 1997), which is the learning approach the student utilises. The third objective of the research program was to construct a learning approach instrument that was sensitive to different assessment contexts so as to investigate the mechanism by which the learning inputs influenced academic performance in economics. This research program also measured students' general learning approaches for assessments utilised before the commencement of their economics unit, and investigated the stability and changes of learning approaches. Based on empirical research evidence and survey findings, it has been observed that many economics students do not possess the ability to apply economic concepts in real world situations. The fourth objective of this research program was to explore the issue of knowledge transfer in economics education. To investigate this issue, students' economic thinking ability was examined at the end of the course using both quantitative and qualitative methodology. The key findings obtained from this research program are: The discipline-specific construct of economic thinking ability possesses sound psychometric properties and predictive validity. Students' pre-course economic thinking ability was found to measure cognitive ability different from pre-course academic aptitude and have important effects on learning approaches. The determinants of academic performance were shown to be assessment specific. This observation provides an explanation of the inconsistency of findings by the traditional input-output approach that utilises a single measure of learning output in economics education. By examining the mediating role of learning approaches in the learning process, it was found that there were important differences in the mechanism by which different personal learning inputs impacted on academic performance in different assessment contexts. Lastly academic performance and post-course economic thinking ability were found to measure different dimensions of learning outcome. The thesis concluded that economics education as investigated in this research program focused mainly on acquisition and reproduction of knowledge and technical skills in routine academic situations rather than making connections of economic concepts to real world experiences. Implications for teaching and further research in economics education were also discussed in this thesis.
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Skordi, Panayiotis George. "Learning environment of university business studies classrooms: Its assessment, determinants and effects on student outcome." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/1501.

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For a sample of 375 students from 12 business statistics classes in Southern Californian universities, I assessed the classroom learning environment and investigated its determinants and effects. Three determinants (sex, ethnicity and age) of classroom environment and student outcomes (anxiety, attitudes and achievement) were investigated along with its effects on these student outcomes. The findings could guide statistics instructors in how to change their classrooms to improve student outcomes and to accommodate between-student differences.
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Yarbrough, Shandra M. "Efficacy of professional learning communities and their impact upon student academic outcome as perceived by local school administrators and teachers." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2010. http://digitalcommons.auctr.edu/dissertations/221.

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There are many problems in current school reform efforts, and more specifically the problem is that clear guidelines have not been provided in regards to the most effective method of school reform. Professional learning communities (PLCs) have been identified as a vehicle for bringing about school reform, but again clear guidelines have not been provided in establishing these communities, nor does the research identify the extent to which PLCs actually affect teachers’ instructional practices. This not only poses a problem for the teachers, but for the students that they are serving. This mixed methods study examined the perceptions of administrators and teachers in a medium sized school district in the state of Georgia, and more specifically at Henry Elementary School. Forty-five administrators and teachers were surveyed using Hord’s School Staff a Professional Learning Community Questionnaire to determine perceptions about the effectiveness of their PLC, with descriptive statistical analysis. Nine administrators and six teachers were interviewed to obtain specific suggestions about effective PLC practices; open coding and subsequent refinement of coding revealed emerging themes. The study showed that administrators and teachers had positive perceptions about PLCs and felt PLCs did impact instructional practices in the classroom, with a positive effect on student academic outcomes. Administrators and teachers recommended that types of PLC meetings vary to include small group, large group, and voluntary meetings. They also recommended PLC meetings have pre-established agendas and that minutes be shared with other teacher groups. Finally, they recommended that administrators provided training and release time to learn more about how to effectively manage PLCs and for follow-up meetings. This study has implications for positive social change because it provides information for school leaders who wish to begin or are already implementing PLCs. It has further implications for positive social change because the study results provide specific suggestions for improving PLCs in an effort to increase student academic outcomes.
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Elmäng, Niclas. "Sequence classification on gamified behavior data from a learning management system : Predicting student outcome using neural networks and Markov chain." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-18654.

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This study has investigated whether it is possible to classify time series data originating from a gamified learning management system. By using the school data provided by the gamification company Insert Coin AB, the aim was to distribute the teacher’s supervision more efficiently among students who are more likely to fail. Motivating this is the possibility that the student retention and completion rate can be increased. This was done by using Long short-term memory and convolutional neural networks and Markov chain to classify time series of event data. Since the classes are balanced the classification was evaluated using only the accuracy metric. The results for the neural networks show positive results but overfitting seems to occur strongly for the convolutional network and less so for the Long short-term memory network. The Markov chain show potential but further work is needed to mitigate the problem of a strong correlation between sequence length and likelihood.
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Jenkins, Jennifer N. "Student Learning Assessment in the Social Sciences: Establishing A National Baseline for Criminal Justice Programs." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1945.

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Price, Jon Kevin. "Identification of core goals and related outcome measurements for the development of community service-learning programs in selected institutions of higher education." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-3147.

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Talbert, Bradford N. "Development of the Characteristics of Science Questionnaire (CSQ): Assessing Student Knowledge of the Utah State Secondary Science Core Intended Learning Outcome 6 on the Nature of Science." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2107.pdf.

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Elliott, Terri Anne. "A case study investigation into drama in education as an effective teaching methodology to support the goals of outcome based education." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1008306.

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The introduction of outcomes based education (OBE) in the form of Curriculum 2005 (C2005), the National Curriculum Statement (NCS) and the Revised National Curriculum Statement (RNCS) in post-apartheid South Africa resulted in a shift from a content-centred to a learner-centred view on education. This transition took place rapidly as the new government wanted to introduce a democratic education system after the divisive Bantu education system from Apartheid. However, after the changes were implemented, education in South Africa was theoretically outcomes based but practically many educators were still teaching in a content-centred manner. The research puts forward the proposal that drama-in-education (D-i-E) is a useful means by which to align the practical and theoretical goals of OBE within the context of South Africa's current RNCS. This hypothesis drives the main research question: "Can D-i-E be an effective teaching methodology to realise the goals of the RNCS and generate OBE learning environments in a South African high school?" D-i-E is a learner-centred teaching methodology and in practise it meets many of the goals and Critical Cross-Field Outcomes (CCFOs) of OBE. Some of these include the fact that learners can: • Practice problem-solving skills; • Engage with critical and creative thinking; • Grow cultural and aesthetic sensitivity; • Work effectively in groups; and ii. • Learn in inclusive environments that cater for different learning styles and levels. The research examines the use of D-i-E as an outcomes based methodology by which the RNCS could be implemented in the classroom. This is explored through the use of qualitative research in the form of a case study investigation at a South African high school. The case study was conducted with Grade 11 and Grade 12 Dramatic Arts learners and involves an analysis of a D-i-E approach to learning. The conclusion that D-i-E is an effective outcomes based teaching methodology which could assist educators in realising the RNCS was largely reached through participant observation of D-i-E classes and by analysing the learners' journals in which they reflected on D-i-E experiences. The learners' feedback about the experience was generally positive and they reflected that they found D-i-E beneficial because of the fact that it engaged them experientially. They also reflected that D-i-E provided them with a more meaningful and exciting way of learning. These findings are however only generalisable to the type of context (Dramatic Arts learners from a well-resourced girls' high school) in which the research was conducted. The findings provide detailed insight into a specific case study and may be beneficial to educators in South Africa who aim to make use of the same or similar methodologies in their classroom practice. D-i-E also supports many of the underlying tenants of OBE such as learner-centredness, learner diversity and inclusive learning, and can effectively aid educators in implementing the RNCS in an outcomes based way.
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Young, Dallin George. "Student Affairs Preparation Programs: Reported Learning Outcomes by Recent Graduates." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31486.

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Professional preparation is important for individuals in any profession, as well as the profession itself. It is one of the hallmarks of any profession. Many sets of standards for the curriculum of student affairs preparation programs have been promoted throughout the years. Most recently the Council for the Advancement of Standards in Higher Education (CAS) published a set of standards that outline areas of competency for student affairs professionals.

The purpose of this study was to measure the degree to which recent graduates of student affairs preparation programs reported learning about the important foundational elements of the profession. I examined learning based on standards for student affairs preparation programs defined by CAS and compared amounts of reported learning from alumni based on the programsâ adherence to the CAS standards (compliant v. non-compliant). To that end, I administered a 67 item questionnaire to recent graduates from student affairs preparation programs.

The findings of the present study reveal that a majority of alumni from student affairs preparation programs report having a clear understanding of 57 of 60 identified foundational learning outcomes. Additionally, there was no statistically significant difference between reported learning of alumni from CAS compliant and non-compliant programs based on these foundational learning outcomes on 58 of the 60 items. Data suggest that alumni from CAS compliant programs are more likely to feel confidence in their preparation in 48 of the 60 outcomes presented in the survey. Additionally, the results indicated that alumni from non-compliant programs were more likely to report higher levels of learning based on involvement theory and understanding the level of data a variable in quantitative analysis.
Master of Arts

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Books on the topic "Student learning outcome"

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Sathāban Khonkhwā Vithayāsāt Kān Sưksā hǣng Sāt (Laos). Report: National assessment of student learning outcome (ASLO III) grade 3. [Vientiane, Laos]: Ministry of Education and Sport, Research Institute for Educational Sciences, 2014.

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Information literacy as a student learning outcome: The perspective of institutional accreditation. Santa Barbara, Calif: Libraries Unlimited, 2011.

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International Symposium of Improving Student Learning (6th 1998). Improving student learning outcomes. Oxford: Oxford Centre for Staff and Learning Development, 1999.

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Improving students' learning outcomes. Portland, OR: Copenhagen Business School Press, 2009.

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Race, Phil. Making learning outcomes student-centred. Newcastle-upon-Tyne: University of Northumbria at Newcastle, Materials and Resources Centre for Education and Technology, 1999.

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Otter, Sue. Learning outcomes in higher education. London: H.M. Stationery Office, 1992.

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E, Miller Ross, and Association of American Colleges and Universities, eds. Purposeful pathways: Helping students achieve key learning outcomes. Washington, D.C: Association of American Colleges and Universities, 2006.

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Mulford, William. Educational leadership for organisational learning and improved student outcomes. Boston: Kluwer Academic Publishers, 2004.

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Mulford, William. Educational leadership for organisational learning and improved student outcomes. Boston: Kluwer Academic Publishers, 2004.

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Mulford, William. Educational leadership for organisational learning and improved student outcomes. Boston: Kluwer Academic Publishers, 2004.

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Book chapters on the topic "Student learning outcome"

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Wang, Tianqi, Fenglong Ma, Tang Tang, Longfei Zhang, and Jing Gao. "Textbook Enhanced Student Learning Outcome Prediction." In Proceedings of the 2022 SIAM International Conference on Data Mining (SDM), 352–60. Philadelphia, PA: Society for Industrial and Applied Mathematics, 2022. http://dx.doi.org/10.1137/1.9781611977172.40.

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Schmidt, Marcelo, and Mark Charney. "Assessing Creativity as a Student Learning Outcome in Theatre Education." In Creativity Theory and Action in Education, 271–87. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78928-6_16.

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Wang, Tianqi, Fenglong Ma, Yaqing Wang, Tang Tang, Longfei Zhang, and Jing Gao. "Towards Learning Outcome Prediction via Modeling Question Explanations and Student Responses." In Proceedings of the 2021 SIAM International Conference on Data Mining (SDM), 693–701. Philadelphia, PA: Society for Industrial and Applied Mathematics, 2021. http://dx.doi.org/10.1137/1.9781611976700.78.

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Lin, Hsueh-Liang, Chen-Chien Fang, Yen-Ning Su, Chia-Cheng Hsu, Ming-Yi Shih, and Yueh-Min Huang. "An E-Book Based Competitive Learning System for Conducting Mobile Plants Learning Activities to Improving Student Learning Outcome." In Lecture Notes in Computer Science, 118–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-46315-4_12.

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Hoogeveen, Johannes, Marcello Matranga, and Mariacristina Rossi. "Student Learning and Teacher Competence." In Transforming Education Outcomes in Africa, 63–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12708-4_4.

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Heggart, Keith. "Responsive Online Course Design: Microcredentials and Non-Linear Pathways in Higher Education." In Global Perspectives on Educational Innovations for Emergency Situations, 295–303. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_29.

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AbstractCOVID-19 required educators to rapidly change their course programs and structures. Many courses in higher education moved from face to face or blended models to entirely online approaches, and educators were required to grapple with new technologies and, more importantly, new pedagogies to engage students through novel mediums. One key aspect of these emergency pedagogies is the need to embrace responsive approaches to teaching and learning, especially considering program and course structure, assessment and participation. This chapter will outline the pandemic-motivated development of the Graduate Certificate in Learning Design at UTS that made use of both the principles of a Hyflex approach within individual courses as well as microcredentialling and non-linear pathways within the program structure to encourage a self-curated, student directed learning experience. A crucial outcome of this approach is that such a model of course and program structure fits well with the principles of socially-just learning design. Students have more control over what they learn, but also how and where they learn it. This means that the course is more accessible and inclusive of diverse communities.
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Yamada, Reiko. "Comparative Study of Student Learning and Experiences of Japanese and South Korean Students." In Assessment of Learning Outcomes in Higher Education, 285–308. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74338-7_14.

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Pike, Pamela D. "Facilitating Learning: Learning Contracts, Negotiating Learning Outcomes and Reframing Musical Goals." In The Adult Music Student, 76–87. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003003359-8.

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Sharma, Sanjiv, and Pratistha Dwivedi. "A Comparative Study of Existing Mechanisms for Implementation of OBE in Various Countries." In Assessment Tools for Mapping Learning Outcomes With Learning Objectives, 198–210. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4784-7.ch012.

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Outcome-based education (OBE) provides effective ways for enhancing the employability of students enrolled in any program using attainment of predetermined outcomes. Literature survey reveals that OBE-based approaches to education adopt various methods for assessing direct and indirect course outcomes designed for achieving intended program outcomes, program educational objectives, mission and vision of institute. This chapter disseminates knowledge scientifically observed as analytical ways to efficient implementation of outcome-based education in various countries and compare the same for identification of effectiveness. The goals of OBE are achievement of similarities between student expectation and knowledge received through course items delivery of a teacher based on student-centred learning model, comparison of attainment of outcomes at institute and individual level, involvement of students for self-learning.
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Goel, Naveen, Kusumanjali Deshmukh, Bhagwati Charan Patel, and Saji Chacko. "Tools and Rubrics for Assessment of Learning Outcomes." In Assessment Tools for Mapping Learning Outcomes With Learning Objectives, 211–54. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4784-7.ch013.

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Student learning outcomes articulate what a student should know or can do after completing a course or program. The assessment of student learning outcomes provides information that puts student learning at the forefront of academic planning processes. Student learning outcomes statements clearly state the expected knowledge, skills, attitudes, competencies, and habits of mind that students are expected to acquire at an institution. Assessment tasks are the activities learners will undertake to confirm whether or not ‘the outcome has in fact been achieved' during and at the end of the learning process. There are many different kinds of assessment activities you can use, the most commonly used including tests, quizzes, examinations, essays, paper, presentation, reflective journals, project, portfolio, etc. One most important determinant of the assessment tasks is the assessment has to be consistent with the learning outcomes.
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Conference papers on the topic "Student learning outcome"

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Lansari, Azzedine, Abdallah Tubaishat, and Akram Al-Rawi. "Using an Outcome-Based Information Technology Curriculum and an E-Learning Platform to Facilitate Student Learning." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3122.

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A recently established university in the United Arab Emirates has shifted from an input-based teaching model to an outcome-based learning model. The outcome based academic model is new in the Gulf region and is designed to allow students and faculty members to work together to foster learning. This model is a dramatic departure from the traditional input model where students in the Gulf have learned to mainly accept and retain information. Using the university’s learning outcomes model, the College of Information Technology (CIT) has identified five learning outcomes and used them to develop its curriculum. All learning outcomes are integrated into all CIT courses. All students own a laptop and have wired and wireless access to various university resources such as the library, Blackboard, IT labs and the Internet. Currently, the CIT is moving to a web-based learning environment. Under this environment, the outcome-based academic model requires faculty members to shift their efforts from teaching or lecturing to facilitating student learning. CIT faculty are reshaping their course contents and refocusing their courses to clearly show all the steps needed to learn various concepts and skills as well as how students can achieve a particular learning outcome. This study proposes an outcome-based IT curriculum for delivery in an e-learning environment. Such an environment is ideal for female students who prefer to have limited interaction with male faculty and who typically need more time to understand IT concepts in English. It is anticipated that this e-learning environment will facilitate the delivery of course content and also improve the discussion and communication between students and faculty.
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Boghikian-Whitby, Seta, and Yehia Mortagy. "The Effect of Student Background in E-Learning - Longitudinal Study." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3203.

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This study surveyed how students’ backgrounds prepare them for online education. The study compared learning outcome between traditional and non-traditional (adult) undergraduate students in online and face-to-face sessions; the difference in learning over time; and the effect of prior online experience. Student learning measurements included: pre-test, final examination (post-test), and final letter grade. Findings revealed that online education is as effective as F2F sessions and that learning has occurred. The study found a significant difference of learning outcomes over time. And that adult student with some prior online experience performed better than those with no prior experience. Conclusions suggest that Adult students benefit more from taking online classes compared to traditional age students, and that computer competency helped improve performance in online classes over time. Additional analysis is needed to determine if there is a difference between the personality of students and their performance in online and F2F classes.
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Sojanah, Janah, and Trianda Ferlinda. "Student Motivation and School Facilities as Determinants towards Student Learning Outcome." In Proceedings of the 1st International Conference on Economics, Business, Entrepreneurship, and Finance (ICEBEF 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icebef-18.2019.71.

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Wadhwa, Sujata, Audrey Barlow, and Siddharth Jadeja. "Activity Based Learning: Overcoming Problems in Implementing OBE in Engineering Education During Transition Phase." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50210.

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National Board of Accreditation, India has become the signatories of the Washington Accord adopting outcome based education guidelines in order to impart the quality education in engineering institutes [14]. Outcome Based education (OBE) requires thorough assessment and evaluation of the students individually, with special focus on the overall development of the students. OBE is based more on student centric learning and less on the role of a faculty or the content part (taught) which requires modifications at grass root level in the University teaching learning scheme. It demands a transition of a lecturer into a facilitator. It also requires a paradigm shift in teaching learning process in engineering education (EE) system as OBE focuses more on development of all the three learning domains, contradictory to the traditional teaching learning process which focuses more on development of the cognitive domain and psychomotor domain only. According to the World Bank Report, the modern volatile and complex world demands from the engineers the core employability skills like critical thinking, problem solving, creativity and innovation, collaboration skill, communication skill which must be developed and honed during the course tenure so that they could become competent global engineers [2] [3]. This paper brings forth the out of box thinking and implementation concept of the OBE for UG program, through activity based students’ engagement, specially designed activity to achieve Programme Educational Outcomes (PEOs), Programme Outcomes (POs) and Course Learning Outcomes (CLOs). It intends to solve the problem of large classes through the implementation of the FLIP classroom model. A six month activity based teaching learning model had been adopted for different streams, involving more than 1500 engineering students. The outcome/s achieved by each activity had been termed as Activity Outcomes (AOs). This paper discusses the problems encountered during the implementation of OBE frame work for large class [4] in context with Indian environment and also strives to provide some methods to implement activity based learning to achieve desirable outcomes.
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Bas, Maria del Carmen, María Jesús Lerma-García, Nuria Matarredona-Desantes, Raúl Oltra Badenes, Édgar Pérez-Esteve, and Joan Albert Silvestre-Cerdà. "ANALYSIS OF THE MAIN WEAKNESSES OF UNIVERSITY STUDENTS REGARDING THE “EFFECTIVE ORAL COMMUNICATION" STUDENT OUTCOME." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1623.

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Tsai, Danny C. L., Anna Y. Q. Huang, Owen H. T. Lu, and Stephen J. H. Yang. "Automatic Question Generation for Repeated Testing to Improve Student Learning Outcome." In 2021 International Conference on Advanced Learning Technologies (ICALT). IEEE, 2021. http://dx.doi.org/10.1109/icalt52272.2021.00108.

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Nugroho, Dhany Dwi, and Ali Muhtadi. "Engaging Elementary Student in Learning Science Using Video to Improve Learning Outcome." In International Conference on Online and Blended Learning 2019 (ICOBL 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200521.035.

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Beckman, Sara, Alan Jian, Ahan Sabharwal, and Kosa Goucher-Lambert. "Examining Goal Congruence on Engineering Design and Innovation Student Teams." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-71780.

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Abstract Goal congruence, defined as agreement by all members of a team on a common set of objectives, has been positively associated with team cohesion, team performance and team outcomes, including grades earned. Yet there is little in-depth study at scale and across types of engineering design and innovation classes in higher education that examines the goals students set for their work together. This research explores goal congruence in 857 teams involving 1470 students across 18 classes over four years. To examine goal congruence, we use student assessments of their level of agreement on their goals as well as evaluations of their written goal statements. Machine learning techniques are used to automatically identify goal types and congruence between goals. We find that goal congruence on student teams is relatively low, even when they assess it as high, partly due to variety in the types of goals they identify. We categorize the goals students articulate for their teams into grade-, completion-, teaming-, learning-, problem-, output- and outcome-oriented goals and report variance in the types of goals identified in different pedagogical settings. Our findings have implications for how faculty design their classes, link learning outcomes to team projects and facilitate goal setting on student teams.
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Phindane, Pule. "PERCEPTIONS AND PREFERENCES OF ENGLISH STUDENT TEACHERS ON THE ASSESSMENT PRACTICES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end029.

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Comprehending the role of assessment and the differential effects on developing students’ learning processes is still one of the most explored areas in higher education. The aim of this quantitative study is to investigate English student teachers ’perceptions and preferences on the assessment practices (i.e., formative). The participant were student teachers sampled from the Department of Social Sciences and Language Education, Central University of Technology, Free State, South Africa. The outcomes showed that the assessment practices used by lecturers had an indispensable impact on students’ motivation, preparation for future learning tasks, and evaluation of study progress. The data obtained also revealed that while peer assessment is one of the least preferred assessment methods, presentations, self-assessments and research papers were the top preferences. The study outcome relates to previous research while also providing a better understanding into the link between individual differences in the assessment preferences and the learning strategies used by students throughout the years of specialization which might offer lecturers way forward for improving their educational practices.
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S. McCully, Mary. "Promise and Reality of Practiced Distributed Education (DE) Faculty Perspective." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2531.

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Student centered. Demonstrable outcomes. Center of gravity shifting from learned to learner. Learn by doing. Collaboration. Critical thinking. Student responsible for learning. Deeper learning. Ongoing feedback. Outcome assessment. Priority on how, not where, a student learns. Life-long learning opportunities. Global access 24/7/365. Effectiveness. Efficiency. Revolution. These are but a few of the touted promises of distributed education (DE) that are supported by new and evolving web based information technologies (IT). Education periodicals bombard their readers with heralds of the IT community’s pledge to revolutionize education out of the industrial age of Taylorized mass production of passive students and into the knowledge age of life long active learners. Notable educators predict DE will profoundly affect the traditional classroom, forcing it to follow the DE classroom in becoming more of a student centered active learning environment. (Carnevale, April, 2001; Newman & Scurry, 2001; Toward a model of distributed learning, 1999) Is there any truth to this hype?
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Reports on the topic "Student learning outcome"

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Clement, Timothy, and Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.

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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, impact, and return on investment. Data were collected through interviews with key informants, document analysis, an embedded student survey, learning analytics data, financial data, and an audit against ‘best practice’ standards for online course design. Findings: The findings suggest that course development was driven by both a financial imperative and genuine concern to meet training needs of clinical supervisors. Two hundred and four students enrolled on the course in its first 18 months. This has been enough to cover its developmental costs. In relation to 64 quality standards for online course design, the level of performance was rated as ‘meets’ for 44 items; ‘exceeds’ for one item; ‘developing for 13 items’; and, ‘non-existent’ for six items. An additional 33 items were identified as ‘not applicable’ for the ‘light touch’ course design. Significance: From a learning design perspective there is much to like about the CSO course and the outcome of assessing it against the standards for ‘best practice’ online course design suggests that an evolutionary approach - making incremental changes - could improve the course whilst retaining its existing ‘light touch’ format. The CSO course on its own is unlikely to realise the depth of achievement implied in the course aims and learning outcomes. The CSO course may best be seen as an entrée into the art of clinical supervision.
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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
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Yang, Jung-ha, Bernard C. Jones, and Nora M. MacDonald. Student Learning Outcomes of an Interdisciplinary Fashion Event. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1686.

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Campoli, Ayana, and Linda Darling-Hammond. Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute, August 2022. http://dx.doi.org/10.54300/438.376.

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This study looks at the relationship between principals’ learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. It examines both teacher retention and student achievement gains in English language arts and mathematics. It offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools.
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Stannard, Casey R., and Lindsay Danielle Reaves. Utilizing Reflective Writing and Design Theory to Improve Student Learning Outcomes. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-93.

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Michaelson, Dawn M., and Karla P. Teel. Active learning in an apparel production management course: Student perceptions, instructor training, and learning outcomes. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-352.

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Filmer, Deon, James Habyarimana, and Shwetlena Sabarwal. Teacher Performance-Based Incentives and Learning Inequality. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/047.

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This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below pre-baseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains.
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
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Hahn, Kim Hongyoun, and Young Kim Thanos. Assessing the learning outcomes of Fashion Design students who studied away. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-418.

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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