Dissertations / Theses on the topic 'Student learning outcome'
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1
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/.
Full textAbstract:
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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de, la Harpe Barbara I. "Design, implementation and evaluation of an in-context learning support program for first year education students and its impact on educational outcomes." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1319.
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This research was concerned with furthering theoretical and practical understanding of student learning at university through a longitudinal, cross-sectional, in-depth study of first year students in a specific learning context, namely Educational Psychology. The main aim of the study was to investigate ways of assisting students to be effective learners. The particular role that affect played in learning and the relationship between learning behaviour and learning outcomes, was explored. A Conceptual Model of student learning incorporating student cognition, metacognition, motivation, affect and academic performance in a specific social and cultural context, underpinned the study. The study documented the design, implementation and evaluation - from both the students' and teacher's perspectives - of an in-context learning support program for first year students, using both quantitative and qualitative methodologies.The program was based on a theoretical framework which integrated cognitive, behavioural and social learning perspectives and focussed on increasing students' repertoire of learning strategies, promoting their higher level thinking and understanding, developing their metacognitive skills and managing their affect. It included an emphasis on student goal setting and time management, reading and writing strategies, learning for tests and exams, self-management, reflecting on and evaluating learning, and dealing with test anxiety.The main findings of the study were that providing in-context learning support was associated with positive changes in students' learning strategy use, motivational orientations, and affective reactions. Students valued teacher support and instructional strategies that promoted active learning. The instructor found that providing learning support was more challenging and rewarding than teaching content alone. The role of context - in particular, assessment tasks - in learning, was highlighted. The implications for teaching and learning were examined and the Conceptual Model was further refined. The research resulted in a more holistic and integrated perspective on learning support provision and on the role of cognitive, metacognitive, motivational and affective factors, and academic performance, in student learning.
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Gleeson, Ann Marie. "Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2414.
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Thesis advisor: Marilyn Cochran-SmithPreparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the common good. In order to do this, teachers need to provide students learning opportunities that promote critical thinking and involve in-depth examination of meaningful content. Drawing on Gutmann's (1987) theory of democratic education, this dissertation examines how beginning teachers who were prepared in a teacher education program that emphasized social justice and democratic practices think about and engage their students in this type of work. Specifically, using Newmann's (1996) framework of "authentic intellectual work" as an indicator of knowledge consistent with democratic education, this dissertation examines the extent to which the learning opportunities teachers create and the work that students produce demonstrate authentic intellectual work and examines the degree to which teachers' understandings of student learning align with authentic intellectual work. This qualitatively-oriented mixed methods study (Creswell, Plano Clark, Gutmann, & Hanson, 2003; Morse & Niehaus, 2009) used quantitative and qualitative methods concurrently to examine 11 beginning teachers' experiences during the preservice period and first two years of teaching. Using the Teacher Assessment/Pupil Learning protocol, this study draws upon quantitative methods to evaluate teachers' assessments/assignments (n=53) and students' work (n=481) on these assignments and qualitative methods to analyze interviews (n=54). Findings suggest that these beginning teachers and their students engaged in "moderate" levels of authentic intellectual work, although this varied widely. The quality of assessments was positively correlated to the quality of student learning. The degree to which teachers fostered authentic learning opportunities is complicated by teachers' beliefs about assessment and student learning and particular contextual factors such as time, accountability frameworks, classroom management, student ability, and content area. Teachers whose goals for learning aligned with authentic intellectual work were more likely to construct more authentic learning opportunities. This dissertation argues that evaluations of teacher performance and student learning must account for the quality of learning and utilize multiple measures of evaluation
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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de, la Harpe Barbara I. "Design, implementation and evaluation of an in-context learning support program for first year education students and its impact on educational outcomes." Curtin University of Technology, Faculty of Education, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10670.
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This research was concerned with furthering theoretical and practical understanding of student learning at university through a longitudinal, cross-sectional, in-depth study of first year students in a specific learning context, namely Educational Psychology. The main aim of the study was to investigate ways of assisting students to be effective learners. The particular role that affect played in learning and the relationship between learning behaviour and learning outcomes, was explored. A Conceptual Model of student learning incorporating student cognition, metacognition, motivation, affect and academic performance in a specific social and cultural context, underpinned the study. The study documented the design, implementation and evaluation - from both the students' and teacher's perspectives - of an in-context learning support program for first year students, using both quantitative and qualitative methodologies.The program was based on a theoretical framework which integrated cognitive, behavioural and social learning perspectives and focussed on increasing students' repertoire of learning strategies, promoting their higher level thinking and understanding, developing their metacognitive skills and managing their affect. It included an emphasis on student goal setting and time management, reading and writing strategies, learning for tests and exams, self-management, reflecting on and evaluating learning, and dealing with test anxiety.The main findings of the study were that providing in-context learning support was associated with positive changes in students' learning strategy use, motivational orientations, and affective reactions. Students valued teacher support and instructional strategies that promoted active learning. The instructor found that providing learning support was more challenging and rewarding than teaching content alone. The role of context - ++in particular, assessment tasks - in learning, was highlighted. The implications for teaching and learning were examined and the Conceptual Model was further refined. The research resulted in a more holistic and integrated perspective on learning support provision and on the role of cognitive, metacognitive, motivational and affective factors, and academic performance, in student learning.
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Rosas, Marisela. "College student activism: an exploration of learning outcomes." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/589.
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Long has been the charge by society for college and universities to produce more engaged citizenship. Institutional initiatives on civic engagement have focused on community service and service-learning initiatives to meet this demand. The existing literature, therefore, is reflective of these civic engagement involvements and outcomes. Little research is conducted on another form of civic engagement, activism. The existing literature on student activism focuses on the student activists of the 1960s. This study intends to address the gaps in the literature related to activism. Specifically, the purpose of this study was to identify the learning outcomes associated with student participation in activism
Data from the Higher Education Research Institute's surveys, the 1999 Student Information Form (SIF) and the 2003 College Student Survey (CSS), were used in this study. Multiple regression, along with logistic regression, were used.
The results of this study provide some noteworthy findings that improve our understanding of activism and its effect on the learning outcomes of undergraduate students. In addition, this study provides a number of implications for student affairs practice and future research.
Student activism has a long and rich history in our colleges and universities and will continue to have a place in our institutions of higher learning. This study reveals that activism is an active part of students' learning experiences while in college. This study supports the notion that (a) learning outcomes are associated with involvement in college student activism, (b) involvements do make a difference, (c) faculty and peer relationships matter, (d) curricular and co-curricular experiences, and (d) gender and ethnicity in activism is worth exploring
The examination of specific learning outcomes associated with activism provides student affairs professionals and higher education research and policy-makers a better understanding of what students gain from their activism. In addition, the results of this study contribute to the body of knowledge on the role of college involvements in developing an action-oriented citizen.
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Hartman, Stacey Lynn. "Postsecondary learning strategy instruction and student outcomes." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280183.
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With a pronounced move toward student-centered learning and academic self-regulation, the responsibility of learning is shifting from teacher to student. As a result, students are now being asked to take more responsibility for their learning. Research has made clear that strategic behavior and the use of learning strategies enhances teaming. Effective learners are able to self-regulate in order to evaluate when and how to use the appropriate strategies as well as evaluate their success relative to their actions. Students often enter postsecondary education without the knowledge and skills to self-regulate; therefore, learning strategy instruction becomes a key instrument in students' pursuit of academic success. Quantitative examination of the students' outcomes associated with this type of instruction is limited at best. This study examines student outcomes associated with the attendance of learning strategies workshops at the postsecondary level. Findings indicated that participants reported using some, if not all, of the strategies discussed. Additionally the largest percentage of strategies reported were strategies that were supported instructionally by modeling, practice, and feedback. This study did not uncover particular student traits that would lead to students' use of strategies. Strengths and weaknesses of this study are discussed, as are directions for future research.
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Poon, Wai-cheong Alex. "Factors affecting learning attitudes and learning outcomes of secondary students." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039912.
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Walker, James Richard. "Relationships Among Student Leadership Experiences and Learning Outcomes." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/254.
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The relationships among students' reports of learning outcomes based on leadership experiences in various types of student organizations and various roles within organizations were investigated. Relationships between demographic variables (i.e., ethnicity, gender, age, and type of housing) and type of organization, role within an organization, and learning outcomes, were also examined. A new instrument, the Student Leadership Learning Outcomes Assessment (SLLOA), was created to measure student generated learning outcomes; it has good internal consistency and validity. The SLLOA was completed by 328 student leaders at a private southeastern university. SLLOA scores indicated student leaders in cultural and service groups reported learning more than student leaders in sports/athletic groups. Vice Presidents and Presidents reported learning more from the leadership experience than Treasurers. Female student leaders reported learning more than male. Relationships were found between ethnicity of student leaders and type of organization and between type of housing (i.e., on campus, off campus without parents/parental figures, off campus with parents/parental figures) and type of organization. There was no relationship between type of organization and leaders' gender and age, or between the role held and leaders' gender, ethnicity, and type of housing. The results revealed no relationship between ethnicity and SLLOA scores.
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Soerjaningsih, Widia. "Student outcomes, learning environment, logical thinking and motivation among computing students in an Indonesian university." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/164.
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This study involved examining differences and similarities between the learning environment perceptions of students attending the Computer Science department and the Management department at an information technology university in Jakarta, Indonesia. In doing so, the study investigated which types of learning environments were most likely to strengthen student outcomes in computer-related courses and identify ways in which the university could enhance the teaching and learning process.The study examined whether relationships exist between students' cognitive and affective outcomes and four productivity factors: the learning environment; the quality of teacher-student interactions; students' aptitude; and students' motivation to select their chosen subject. To measure the four productivity factors, 422 students from 12 classes were asked to respond to four questionnaires that were modified to suit tertiary-level computing students: (1) the What is Happening in this Class? questionnaire (WIHIC) to measure students' perceptions of the learning environment, (2) the Questionnaire on Teacher Interaction (QTI) to measure students' perceptions of the student-teacher interaction; (3) the Test of Logical Thinking (TOLT) to measure the students' aptitude; and (4) a scale that was developed to measure students' motivation towards their course. To measure students' cognitive outcomes, information was retrieved from the university database and, to measure students' attitudes towards their computer-related subjects, four modified scales from the Test of Science Related Attitudes (TOSRA) were used.Each of the instruments was found to be valid and reliable in the Indonesian language for use at the university level in terms of factor structure, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms. These instruments provide a, means by which lecturers can monitor their classroom environments, their lecturer interaction behaviour and their students' logical thinking, motivation and attitudes. Generally, it was found that computer science students perceived the classroom environments more favourably than management students. These findings related to departmental differences at the university level provide insights into how students from different departments perceive the learning environment. Also, the study pointed to departmental differences in students' logical thinking which could influence the types of learning environment that suit students from different departments. Departmental differences in students' perceptions of the lecturer-student interpersonal behaviour suggest that lecturers should take note that the personal relationships which they build and the ways in which they treat students.
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Soerjaningsih, Widia. "Student outcomes, learning environment, logical thinking and motivation among computing students in an Indonesian University /." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13086.
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This study involved examining differences and similarities between the learning environment perceptions of students attending the Computer Science department and the Management department at an information technology university in Jakarta, Indonesia. In doing so, the study investigated which types of learning environments were most likely to strengthen student outcomes in computer-related courses and identify ways in which the university could enhance the teaching and learning process.The study examined whether relationships exist between students' cognitive and affective outcomes and four productivity factors: the learning environment; the quality of teacher-student interactions; students' aptitude; and students' motivation to select their chosen subject. To measure the four productivity factors, 422 students from 12 classes were asked to respond to four questionnaires that were modified to suit tertiary-level computing students: (1) the What is Happening in this Class? questionnaire (WIHIC) to measure students' perceptions of the learning environment, (2) the Questionnaire on Teacher Interaction (QTI) to measure students' perceptions of the student-teacher interaction; (3) the Test of Logical Thinking (TOLT) to measure the students' aptitude; and (4) a scale that was developed to measure students' motivation towards their course. To measure students' cognitive outcomes, information was retrieved from the university database and, to measure students' attitudes towards their computer-related subjects, four modified scales from the Test of Science Related Attitudes (TOSRA) were used.Each of the instruments was found to be valid and reliable in the Indonesian language for use at the university level in terms of factor structure, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms. These instruments ++provide a, means by which lecturers can monitor their classroom environments, their lecturer interaction behaviour and their students' logical thinking, motivation and attitudes. Generally, it was found that computer science students perceived the classroom environments more favourably than management students. These findings related to departmental differences at the university level provide insights into how students from different departments perceive the learning environment. Also, the study pointed to departmental differences in students' logical thinking which could influence the types of learning environment that suit students from different departments. Departmental differences in students' perceptions of the lecturer-student interpersonal behaviour suggest that lecturers should take note that the personal relationships which they build and the ways in which they treat students.
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Klisc, Chris. "Enhancing student learning outcomes in asynchronous online discussion." Thesis, Klisc, Chris (2015) Enhancing student learning outcomes in asynchronous online discussion. PhD thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/26222/.
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When the asynchronous online discussion (AOD) environment was first introduced there was much enthusiasm about the potential of this new discussion space for enhancing student learning. However, after over two decades of AOD use, there is still concern about the realisation of the anticipated benefits, especially those associated with high order thinking skills such as critical thinking.
Research aimed at findings ways to enhance student learning outcomes in AOD has examined many different factors and conditions. Though there has been consistency in the findings of the research within many areas, at the same time there are still unresolved issues relating to the use of assessment, the type of instructor support and how an AOD should be designed and implemented. The aim of the research described in the thesis was to investigate how student learning outcomes may be enhanced in AOD, by investigating the conditions conducive to quality discussion and factors facilitating student learning.
The research objective was addressed through two studies. The research in Study 1 investigated instructor perspectives of factors influencing the levels of success achieved in student thinking skills, collaborative learning and communication skills. The results of Study 1 showed that higher levels of achievement could be achieved by the use of assessment, with assessment of the AOD contributions being the most common approach. The use of a post-AOD assessment was relatively uncommon among instructors. AOD outcomes were also significantly affected by the information provided to students prior to the commencement of the discussion.
The research in Study 2 investigated student perspectives using a quasi-experiment with participants from a first year university information technology course. The study was developed based on the inconclusive results of Study 1 regarding the use of a post-AOD assessment, and investigated how different forms of assessment can be used to facilitate students’ critical thinking skills. This study also examined student awareness of critical thinking skills and concepts.
The findings of Study 2 showed that students perceived significant improvements in their levels of critical thinking after completing an AOD with assessment, regardless of the type of assessment. However there were no significant differences in either perceptions of critical thinking skills or critical thinking skills as measured by an objective test. This suggests, that the form of assessment used in an AOD is less important than the fact that assessment is included. The findings of Study 2 also showed that students consider critical thinking important, are interested in developing their critical thinking skills, but are unsure of how to improve their thinking in general.
The results of the research described in this thesis have practical implications in the use of AOD in undergraduate education and suggest areas for further research. Firstly the results stress the importance of information given to students at the commencement of the discussion, particularly information about the purpose of the discussion. Secondly they highlight the need for further research regarding the use of a post-AOD assessment. And finally, the results presented in this thesis provide insight into student perceptions of their own critical thinking and issues related to the learning of critical thinking.
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Poon, Wai-cheong Alex, and 潘維醹. "Factors affecting learning attitudes and learning outcomes of secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039912.
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Price, Nancy. "An investigation of the relationships between learning context, student approach to learning and student learning outcomes in distance education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0005/MQ43937.pdf.
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Price, Nancy 1966. "An investigation of the relationships between learning context, student approach to learning and student learning outcomes in distance education /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20460.
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The purpose of the present study was to explore qualitative differences in student learning outcomes in distance education courses. The following relationships were examined within the context of three McGill Distance Education Program courses that vary widely in content and instructional goals: (1) the relationship between learning context, student approach to learning and student learning outcomes; (2) the relationship between student and instructor perspectives of the learning context; and (3) the relationship between type of course, course learning expectations, course structure and design, and the selected method(s) of assessment. The design of this study employed a mixture of both qualitative and quantitative data collection and analysis procedures. The data set included instructor interviews, a qualitative measure of instructor's student learning expectations for their course, qualitative measures of students' course learning expectations, and quantitative measures of students' general learning approach, students' specific approach to learning in their course, and students' positive and negative impressions of their course. (Abstract shortened by UMI.)
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Rawnsley, David G. "Associations between classroom learning environments, teacher interpersonal behaviour and student outcomes in secondary mathematics classrooms." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/1950.
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The classroom learning environment has increasingly been recognised as an important factor in education. However, over recent years the increasing research in this area has focussed on humanities or science classrooms. Virtually no investigations have been reported into the learning environment of the secondary mathematics classroom.The study reported in this thesis focusses on the perceptions of 490 grade 9 mathematics students in 23 classrooms in 14 schools in Adelaide, South Australia. Students' perceptions of their mathematics learning environment were measured using a new classroom environment instrument which has been developed in both a Personal Form (which focusses on students' perceptions of their personal interaction with the learning environment) and a Class Form (which focusses on students' perceptions of the class's interactions with the learning environment).This study confirmed the reliability and validity of both forms of the new instrument in its use with this sample of students, and examined the differences between the Personal and the Class Forms of the instrument. The sub-populations of male and female students were also profiled and differences between their perceptions of the classroom learning environment were examined. Differences between students' perceptions of their teacher's interpersonal behaviour in the classroom were also explored.The study identified associations between students' perceptions of their mathematics classroom learning environment, their perceptions of their teacher's interpersonal behaviour, and student outcomes. The association between students' perceptions of their mathematics classroom environment and attitudinal outcomes was stronger than the association with cognitive outcomes.Finally, the commonality and uniqueness of the two instruments measuring classroom learning environment and teacher's interpersonal behaviour in terms of predicting outcome variance were established, as were associations between the perceptions of students in these two areas.
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Bennett, Vicki E. "The relationships of trait learning relevance with teacher communication behaviors and learning outcomes." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4062.
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Mackinnon, J., and H. Friedrich-Nel. "Student learning outcomes assessment in radiography within the context of a national higher education quality framework." Journal for New Generation Sciences, Vol 8, Issue 1: Central University of Technology, Free State, Bloemfontein, 2010. http://hdl.handle.net/11462/553.
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Published ArticleThis article describes a process of student learning outcomes assessment for a health sciences programme in radiography at a university in South Africa. Its purpose is to demonstrate that while the process of student learning outcomes assessment is universal, it can be used both nationally and internationally. As long as underlying premises are met, assessment needs to be considered within the context of a country's unique culture, society and history. Underlying premises include understanding the institution's mission and vision, determining that the programme's mission and vision are congruent with those of the institution, and involving faculty early in the assessment process.
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Queener, Jessica D. "A Post-School Outcome Study of Students with Learning Disabilities." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687892.
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The transition to adulthood for students with learning disabilities is not a single life event; rather it is a series of smaller steps that lead students to become independent adults. The Individuals with Disabilities Education Act (IDEA) 2004 and its regulations required states to deliver transition services as well as follow-up with students who had an Individual Education Plan (IEP) within one year of graduating or exiting from high school. States are required to report on student's postsecondary outcomes to the U.S. Department of Education within one year of graduating or leaving high school.
This study followed-up with former students with learning disabilities who participated in a tiered transition program that focused on career development at the Kingsbury Center in Washington, DC. The follow-up study was conducted to (a) report on former student postsecondary outcomes (e.g., education, employment, and independent living), (b) gain insight regarding levels of satisfaction, and (c) receive feedback regarding the Kingsbury Transition Program (KTP) and the Career Investigations for Transitioning Youth (C.I.T.Y.). There were 56 former students who were invited to participate in the study. A total of 16 former students was interviewed that yielded a 29% response rate. Former students were interviewed within three to five years since leaving or graduating from high school. The interview protocol consisted of questions originally developed by the National Post-School Outcomes Center. A revised interview protocol was used to interview former students after three rounds of expert review and a pilot test to achieve content validity.
The data indicated that students with learning disabilities (a) are going to college and working part-time, (b) are currently or have been employed, (c) continue to live with their parents with a few students living on or off campus, (d) are satisfied with their lives, and (e) think that the KTP/C.I.T.Y. Program helped them work toward their postsecondary goals. The student interviews did highlight some areas of concern: transition program issues, overemphasis on a college pathway, length of time to obtain postsecondary degree, disclosure, adult services, and employee benefits. Recommendations and limitations of the study were addressed to help future students transition into adult life.
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Mouawad, Roy. "Student Involvement in Government: Antecedents and Outcomes." Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/462857.
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La implicació dels estudiants és un factor essencial perquè l’educació sigui efectiva. El govern estudiantil és una forma important d’implicació a través de la qual els estudiants representen els seus homòlegs, participen en els processos de presa de decisions de la universitat, i gestionen les activitats del campus. La implicació té un impacte visible en un mateix, en els companys, en el professorat, en els administradors universitaris i en l’entorn educatiu. Tanmateix, aquest concepte no ha estat objecte de l’atenció que mereix i són pocs els estudis sobre els seus antecedents i sobre els seus resultats. La importància d’aquesta recerca rau en la incorporació de teories (per exemple, intel·ligència emocional, aprenentatge experiencial) de diferents camps (el management, l’educació i la psicologia) per tractar aquest problema, és a dir, per comprendre millor els conceptes que contribueixen a la implicació i, viceversa, aquells que milloren amb la implicació. Així doncs, la qüestió principal és: Els estils d’aprenentatge, les competències (emocionals, socials i cognitives) i les filosofies operatives expliquen l’èxit posteducatiu dels estudiants que participen en experiències de govern estudiantil?
En aquesta tesi es van realitzar tres estudis. El primer estudi analitza els estils d’aprenentatge, les competències (emocionals i socials) i les filosofies operatives com a antecedents de la implicació. El segon estudi analitza la relació entre les competències (emocionals, socials i cognitives) i la implicació. Finalment, el tercer estudi analitza l’impacte de la implicació sobre les variables de resultats relacionades amb l’èxit objectiu i subjectiu (ofertes de treball rebudes, satisfacció vital, satisfacció a la feina, etc.).
Aquests estudis empren dissenys d'investigació no experimentals (investigació per enquestes). La unitat d'anàlisi és l'individu: estudiants internacionals d’MBA que van participar en un programa de desenvolupament de lideratge a ESADE Business School (Universitat Ramon Llull). Les dades es van recollir mitjançant enquestes (autoinforme i avaluació per parells) que consisteixen en mesures subjectives i objectives.
La qualitat d’aquesta recerca s’avalua críticament, i es presenten possibles limitacions. A més, se n’especifiquen algunes conseqüències per a la recerca i per a la pràctica, així com suggeriments per a les institucions educatives, les empreses, els investigadors, els estudiants i els professionals. Finalment, es recomanen algunes línies de recerca futura.La implicación del estudiante es un factor esencial para que la educación sea efectiva. El gobierno estudiantil es una forma destacada de implicación a través de la cual los estudiantes representan a sus homólogos, participan en los procesos de toma de decisiones de la universidad, y gestionan las actividades del campus. La implicación tiene un impacto visible en uno mismo, en los compañeros, en el profesorado, en los administradores universitarios y en el entorno educativo. Pese a ello, este concepto no ha sido objeto de la atención que merece y son escasos los estudios sobre sus antecedentes y sobre sus resultados. La importancia de esta tesis radica en la incorporación de teorías (por ejemplo, inteligencia emocional, aprendizaje experiencial) de diversos campos (el management, la educación y la psicología) para abordar este tema, es decir, para entender mejor los conceptos que contribuyen a la implicación y, viceversa, aquellos que mejoran con la implicación. Así pues, la cuestión principal es: ¿Los estilos de aprendizaje, las competencias (emocionales, sociales y cognitivas) y las filosofías operativas explican el éxito posteducativo de los estudiantes que participan en experiencias de gobierno estudiantil? Para responder a la pregunta se realizaron tres estudios. El primer estudio analiza los estilos de aprendizaje, las competencias (emocionales y sociales) y las filosofías operativas como antecedentes de la implicación. El segundo estudio analiza la relación entre las competencias (emocionales, sociales y cognitivas) y la implicación. Finalmente, el tercer estudio analiza el impacto de la implicación sobre las variables relacionadas con el éxito objetivo y subjetivo (ofertas de trabajo recibidas, satisfacción vital, satisfacción en el trabajo, etc.). Estos estudios emplean diseños de investigación no experimentales (investigación por encuesta). La unidad de análisis es el individuo: estudiantes internacionales de MBA que participaron en un programa de desarrollo de liderazgo en ESADE Business School (Universitat Ramon Llull). Los datos se recolectaron mediante encuestas (autoinforme y evaluación por pares) que consisten en medidas subjetivas y objetivas. La calidad de esta investigación se evalúa críticamente y se presentan eventuales limitaciones. Además, se ofrecen posibles implicaciones en la investigación y en la práctica, así como sugerencias para las instituciones educativas, las empresas, los investigadores, los estudiantes y los profesionales. Finalmente, se recomiendan algunas líneas de investigación futura.
Student involvement is crucial for the effectiveness and efficiency of education. Government is a major form of involvement through which students represent their peers, participate in the university’s decision-making processes, and manage on-campus activities of organizations and clubs. Involvement has a visible impact on oneself, peers, faculty, administrators, and environment (educational experience). Yet, this concept has not received the proper attention, and research on its antecedents and outcomes remains scarce. The significance of this thesis lies in the incorporation of theories (e.g. emotional intelligence, experiential learning) from various fields (management, education, and psychology) to address this issue i.e. to better understand the concepts that contribute to involvement and, conversely, those that involvement contributes to. Hence, the main question is: Do learning styles, competencies (emotional, social, and cognitive), and operating philosophies account for post-education success of students involved in government experiences? This thesis comprises three studies. The first study analyzes learning styles, emotional and social competencies, and operating philosophies as antecedents of involvement. The second study analyzes the relationship between emotional, social, and cognitive competencies and involvement. Finally, the third study analyzes the impact of involvement on variables related to objective and subjective success (job offers received, life satisfaction, job satisfaction, etc.). These studies employ non-experimental research designs (survey research). The unit of analysis is the individual: international MBA students that participated in a leadership-development program at ESADE Business School (Universitat Ramon Llull). Data were collected using surveys (self-report and peer assessment) that consist of subjective and objective measures. The quality of this research is critically assessed and possible limitations and threats to validity are presented. Furthermore, implications for research and practice are provided in addition to suggestions that can be useful to educational institutions, organizations, researchers, students, and practitioners. Finally, future research lines are recommended.
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Webster, Beverley Joyce. "Modelling mathematics achievement: an Australian study of learning environments in education." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1432.
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This thesis describes a research study that investigated the relationships between school level environment and student outcomes. The study involved 620 teachers and 4645 students from 57 Australian secondary schools in all states and territories. Student outcome measures included mathematics achievement, attitudes and beliefs toward mathematics and were collected as part of the Third International Mathematics and Science Study. Teachers perceptions of their school environment were measured using the School Level Environment Questionnaire and included variables such as student support, affiliation, professional interest, mission consensus, empowerment, innovation, resource adequacy and work pressure. Previous research has shown that factors at the school level, like environment, influence education at the classroom level and to further investigate this, data regarding the instructional practices of teachers was included in the analysis. The unique methodology used to investigate influences on student mathematics achievement is also described in this thesis. A two-step approach to modelling consisted of the analysis of two conceptually distinct models. The first was an analysis of the measurement model, which specifies the relationships between the observed variables and the latent variables. The second involved a structural equation model, which specifies the relationships among the latent variables as posited by theory and previous research. In addition, a multilevel analysis was included to further partition the variance in student outcomes between the student level, the classroom level and the school level. The results of these analysis linked particular variables of interest to improved student outcomes.For example, teachers who felt supported and empowered were more likely to employ student-centred instructional practices and that work pressure and resource adequacy influenced the instructional approaches in the classrooms. The success attribution of students determined which method of instruction promoted positive outcomes. Furthermore, these results indicate relationships between student outcomes, attitudes and achievement, and the relationships between attitude and achievement were recursive with influences from student background variables. The multilevel analysis demonstrated the importance of the influence of factors at the classroom level in influencing student outcomes and highlighted factors at the school level that explained differences in achievement. The significance of this study is in the provision of evidence that demonstrates the effects on student outcomes and not only supports, but significantly adds to previous research. This thesis provides practical implications for teaching and for school policy that can be implemented to promote positive student outcomes. The thesis also provides a rationale for further research that would involve an investigation of the effects of change as suggested from the results of these analysis reported from this study.
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Ruhnau, Kurt. "An analysis of learning outcomes of adult students learning styles versus teaching styles /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruhnauk.pdf.
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Pirilä, Kaarina. "Interaction, motivation, and student learning outcomes in E-learning -- do personal differences matter? /." Oulu : [Kajaani : University of Oulu ; INTeL-project], 2008. http://www.loc.gov/catdir/toc/fy1001/2008422945.html.
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Espinoza, Jaime M. "The Hourly Rate Of Learning: Skills Students Learn While Working In College." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33490.
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One purpose of higher education is to graduate students who will become productive citizens. An integral aspect of being a productive citizen is employment. Finding a job requires the acquisition of skills that employers report they seek in college graduates. There are various ways that students can learn these skills. They can be learned in the classroom, and through extracurricular activities. They can also be learned from students' part time employment.
Part-time employment is a significant part of the college experience for many undergraduate students. Students are employed in a variety of different jobs while in college. These jobs can be grouped into three categories: cooperative education experiences, leadership positions, and wage positions. Scholars have explored the impact of cooperative and leadership positions on students. However, an extensive search of the literature revealed no studies which investigated the kinds of skills students in wage positions learn. Yet, the number of students employed in wage positions may exceed the number of students employed in the other two types of student jobs.
The purpose of this study was to examine the skills learned by undergraduate students who were employed in on-campus wage positions. The study was designed to measure whether the skills student employees learn are skills that employers seek in college graduates.
To seek answers to these research questions a list of skills was developed from the literature available on job skills employers seek in college graduates. After determining the eight most common skills employers seek in college graduates they hire, the researcher operationalized the skills by assigning typical job-related activities to each of the eight skills identified in the literature as being sought by employers of college graduates. Then, the researcher recruited 32 undergraduate students (16 male and 16 female) in wage positions to report data about what they learned while working. These data were collected through logs that detailed activities in which student employees engaged while on the job.
The study found that students in on-campus wage positions engaged in certain activities more than others. The activities in which they engaged indicated that they were learning some skills which employers seek in college graduates. Results showed that participants reported a high number of activities which related to Analytical Skills, Adaptability/Flexibility, and Communication Skills. Participants reported activities which related to Interpersonal Skills and Teamwork Skills to a moderate degree. Activities related to Initiative, Self Confidence, and Leadership Skills were reported least often. Differences were found in the reporting patterns of men and women. Some of these differences were found to be significant.Master of Arts
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Castleberry, Thomas E. "Student learning outcomes assessment within the Texas State MPA program /." View online, 2006. http://ecommons.txstate.edu/arp/182/.
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Beese, Jane Ann. "The Effects of Supplemental Educational Services on Student Learning Outcomes." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1207331255.
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Bleecker, Wendy S. "Predicting student outcomes for Washington State middle schools using school counselor's and administrator's racial consciousness and organizational variables." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Fall2007/w_bleecker_113007.pdf.
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Lai, Ling-yan Edith. "Effects of cooperative learning on student learning outcomes and approaches to learning in sixth form geography." Click to view the E-thesis via HKUTO, 1991. http://sunzi.lib.hku.hk/HKUTO/record/B38627292.
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Lai, Ling-yan Edith, and 賴靈恩. "Effects of cooperative learning on student learning outcomes and approaches to learning in sixth form geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B38627292.
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Memedi, Mevludin. "Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation." Thesis, Högskolan Dalarna, Datateknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-18005.
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Background: Constructive alignment (CA) is a pedagogical approach that emphasizes the alignment between the intended learning outcomes (ILOs), teaching and learning activities (TLAs) and assessment tasks (ATs) as well as creation of a teaching/learning environment where students will be able to actively create their knowledge. Objectives: This paper aims at investigating the extent of constructively-aligned courses in Computer Engineering and Informatics department at Dalarna University, Sweden. This study is based on empirical observations of teacher’s perceptions of implementation of CA in their courses. Methods: Ten teachers (5 from each department) were asked to fill a paper-based questionnaire, which included a number of questions related to issues of implementing CA in courses. Results: Responses to the items of the questionnaire were mixed. Teachers clearly state the ILOs in their courses and try to align the TLAs and ATs to the ILOs. Computer Engineering teachers do not explicitly communicate the ILOs to the students as compared to Informatics teachers. In addition, Computer Engineering teachers stated that their students are less active in learning activities as compared to Informatics teachers. When asked about their subjective ratings of teaching methods all teachers stated that their current teaching is teacher-centered but they try to shift the focus of activity from them to the students. Conclusions: From teachers’ perspectives, the courses are partially constructively-aligned. Their courses are “aligned”, i.e. ILOs, TLAs and ATs are aligned to each other but they are not “constructive” since, according to them, there was a low student engagement in learning activities, especially in Computer Engineering department.Högskolepedagogik, högskolepedagogisk utbildning, BHU
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Skjonsby, Britt. "Developmental outcomes associated with service-learning in undergraduate students." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1521.
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Thesis (M.A.) -- University of Maryland, College Park, 2004.Thesis research directed by: Dept. of Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Henry, Melanie. "The online student experience: An exploration of first-year university students’ expectations, experiences and outcomes of online education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2059.
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Online higher education presents a critical opportunity to extend and diversify the student body. The Online Student Experience (OSE), and online student outcomes, however, remain shrouded in ambiguity. The literature presents conflicting reports of online education (OE) quality, confounded by a lack of appreciation for potential differences between online and on-campus education, and a diversity of interpretations for what constitutes OE. The present research conceptualises OE as representing university courses that require students to interact with instructors and course materials via the internet, with no expectation of attending a university campus. A broad student-centred perspective is notably lacking from the OE literature, with limited consideration of students’ expectations and perceptions, students’ experiences beyond the curriculum, and the role of students’ experiences in online student outcomes. Instead, prior research has relied on assumed benefits and limitations, or researcher-determined measures of online student suitability and online course quality. The first-year transition may be especially challenging for online students, furthermore, yet understanding of the online first-year experience has been limited to extrapolations from on-campus literature. In the absence of a deep, student-centred understanding of first-year online students’ expectations and experiences, combined with clear evidence for what may contribute to a quality OSE; it remains unclear whether OE presents a viable method of education, and how online student outcomes might be enhanced.
A deeper understanding of the OSE is critical to ensure universities attract and retain a diverse range of students. The present research contributes to this understanding, offering a rich description of how first-year students at an Australian public university constructed their lived experiences of OE, and attributed meaning to these experiences. Adopting qualitative inquiry and phenomenological case study methodology, online students’ expectations, experiences and outcomes were explored through in-depth online interviews with 43 students; and resultant transcripts analysed using thematic analysis.
Six themes were identified to describe students’ lived experiences of OE: learner Motivation, Ability and Circumstances; and institutional Interaction, Curriculum and Environment, forming a Motivation, Ability, Circumstances – Interaction, Curriculum, Environment, or MAC-ICE, thematic structure of the OSE. Discrete expectations and experiences formed sub-themes corresponding to each of these themes. Students’ experiences varied considerably, nonetheless, with no consistent explanation for how all first-year university students might experience OE, corresponding to frequent inaccurate expectations.
Each theme was perceived to have informed students’ outcomes, either directly contributing to their learning, performance, satisfaction or retention, or facilitating experiences conducive to these outcomes. In addition, where students’ expectations were met (or exceeded), or they were supported to manage inaccurate expectations, they felt more satisfied with their experience, and vice versa. Online student outcomes were also interconnected, with retention informed by students’ academic performance and satisfaction; satisfaction informed by learning and academic performance; and academic performance informed by students’ learning. A quality OSE, therefore, appears highly complex, dependent on a range of experiences connected to both the learner and their institution. This interconnectedness of the OSE was summarised through a MAC-ICE thematic matrix.
The findings bring together a fragmented and piecemeal understanding of OE, presenting a holistic and student-centred depiction of a quality OSE. The present research combines and builds upon Constructivist Learning Theory (Lesgold, 2004; Richardson, 2003), Expectation-Confirmation Theory (Bhattacherjee, 2001), and Kember’s Longitudinal-process Model of Drop-out from Distance Education (1989), to form a holistic and student-centred understanding of the OSE, enabling propositions that may clarify and enhance OE theory, and contribute to improved online student outcomes. The resultant MAC-ICE thematic structure and matrix furthermore, offer means through which prior research may be further scrutinised, and the OSE thoroughly examined, enabling researchers, policy-makers and universities alike, to identify, investigate and implement strategies that may ensure a quality OSE.
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Seo, Young J. "Outcomes of students with learning disabilities at age 21 and age 24 /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7635.
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Zein, Rowayda. "Contribution à l'identification des déterminants psychologiques et sociaux des risques de décrochage scolaire chez des collégiens de 5ème au Liban." Thesis, Paris, CNAM, 2014. http://www.theses.fr/2015CNAM0967/document.
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Au Liban, le taux d’abandon scolaire est élevé entre le primaire et le complémentaire(l’équivalent du collège en France). Notre objectif est d’identifier certains facteurspsychologiques et sociaux impliqués dans le risque d’abandon scolaire. Nous avons choisi lathéorie sociale cognitive d’Albert Bandura (2003) - qui étudie les interactions dynamiquesentre facteurs contextuels et facteurs individuels – comme cadre d’analyse systémique desfacteurs en jeu dans le risque d’abandon scolaire. L’étude a été menée auprès de 504 adolescents scolarisés (à un niveau équivalent à celui de la classe de 5e de collège en France) dans l’enseignement public libanais dans un quartier populaire. Les analyses multivariées effectuées sur les données de notre recherche ont montré que l’anxiété scolaire, les expériences d’apprentissages scolaires, les sentiments d’efficacité personnelle relatifs aux apprentissages scolaires, les attentes par rapport à l’école, les intentions d’avenir scolaire et professionnel, le soutien social dispensé par la famille et les professeurs, sont associés au risque d’abandon scolaire des collégiens au Liban.Notre enquête qualitative par entretiens individuels - conduite auprès de 26 élèves (dont huitd’entre-deux avaient abandonné l’école) - a corroboré les données quantitatives et a apportédes informations supplémentaires. En outre, d’autres facteurs en jeu dans l’abandon scolaireont été mis en évidence et, notamment, les représentations sociales des filles et des garçonsrelatives à la scolarité et à la vie professionnelle, représentations qui participent de façonimportante à leur construction identitaire. Nous avons mis en évidence le fait que les facteurscontextuels ont un peu plus de poids que les facteurs individuels. Ainsi, les résultats relatifs àla différence des sexes montrent que les filles et les garçons semblent avoir les mêmesparcours qui permettent d’expliquer le risque d’abandon scolaireIn Lebanon, the dropout rate is high between the primary and supplementary school (theequivalent of college in France). Our goal is to identify certain psychological and socialfactors involved in the risk of dropping out. We chose Albert Bandura's social cognitivetheory (2003) – which studied the dynamic interactions between contextual factors andindividual factors - as a framework for systematic analysis of the factors involved in the riskof dropping out.The study was conducted among 504 adolescent students (equivalent to a fifth term class inFrench college) in Lebanese public school in a poor neighborhood. Multivariate analyzesperformed on the data of our research showed that school anxiety, school learningexperiences, feelings of self-efficacy related to classroom learning, the expectations of theschool, the future intentions school and work, social support provided by family and teachers,are associated to the risk of dropping out of college in Lebanon.Our qualitative survey by individual interviews - conducted over 26 students (eight of whomhad two-school dropouts) - corroborated the quantitative data and provided additionalinformation. In addition, other factors involved in the dropout were identified and, inparticular, social representations of girls and boys on education and working life,representations that have significant involvement in their construction identity. Wehighlighted the fact that contextual factors have a little more stress than individual factors.Thus, the results for gender differences show that girls and boys seem to have the same causesthat explain the risk of dropping out
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Hewison, Donald Edward. "Student outcomes and learning environments at the tertiary level in New Zealand: the develpment of an assessment framework." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/895.
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This thesis reports the findings of a case study into the outcomes and learning environments of students studying for a Diploma of Technology at a New Zealand Tertiary Education Institution. The primary focus of the study was to develop an assessment framework that would facilitate simultaneous assessment of the local Institute achievement-based Diploma of Technology and the competency-based assessment of a National Diploma that the local diploma subsumed. From this primary focus on assessment, the study provided the opportunity to undertake a grounded theory study of literature that impacted on the learning environment, supported the necessity to rationalise the student learning outcomes from both an academic and work skill perspective, and presented a suitable situation in which to take a fresh look at the method of grading and marking students’ assessment material.The grounded theory study grew out of the need to condense the vast amount of literature that was gathered in the process of searching for background material to use in the building of a foundation on which to construct a dual assessment model. Although no literature was found that specifically dealt with the simultaneous dual assessment, a large amount of material was found that related to various aspects of the learning environment. Through the process of a grounded theory study, this material was condensed into categories of data that in turn were used to develop a theoretical model of an ‘ideal’ learning environment. Into this model was also added the results of a questionnaire based research study into the perceived need for diploma graduates to have a range of employability skills. This study involved a range of employers who considered themselves likely to employ a diploma graduate. Because the learning outcomes for the two diplomas covered essentially the same material yet the actual wording of the outcomes were substantially quite different, there was a need to rationalise the sets of learning outcomes for each diploma. This process led to a common set of outcomes that in turn were used as a focus for students’ learning and assessment.Once these common outcomes had been identified, a rubric based marking/scoring system was developed so that both students and teacher could quickly grade students’ assessment material and then convert that grade into a mark. The use of the grade facilitated the assessment of achievement against a unit standard and the resultant marks satisfied the need for an achievement mark. The results and findings from the various studies were then translated into a working model that was used for two courses over one semester. Various other research methodologies were then used in order to provide some evaluation of the working model.The thesis does present some of the difficulties facing tertiary teachers in an environment that is becoming more and more of a production line business rather than a service to provide learning opportunities for students. However it also presents solid evidence that teachers can take measures to prove themselves through study and initiative and provide those focussed learning environments where students can attain the outcomes necessary for a successful career in tomorrow’s world.
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黃{214268}唱 and Yu-cheung Wong. "Constructivist online learning environment for social work education: an evaluation of students' learning processand outcome." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244956.
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Johnson, Esther R. "Benefits of School-To-Work Program Participation: Perceptions of Students and Comparison of Pre and Post Grades and Attendance." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/29684.
Full textAbstract:
There has been limited evaluation to show the perceptions of student participants in school-to-work programs about the impact of school-to-work program participation as being beneficial to their postsecondary educational and career plans, and no research to determine whether perceptions differ significantly across race and gender. In addition, the minimal research conducted to date did not study student participants' perceptions about the impact of the program on their understanding of the relevance of the academics to the worksite and their overall academic success. Nor did the research address the actual change in grades and school attendance of students in school-to-work programs.
Students are a major stakeholder group in the school-to-work initiative, and therefore, consulting with them about their perceptions about the impact of school-to-work program participation is an important aspect in school-to-work evaluation. Students have not been consulted in educational program evaluation and have not had a significant voice in the school-to-work arena (Hollenbeck, 1996). It is important to assess the opinions and perceptions of students who are currently participating in school-to-work programs, because they are the major focus of the school-to-work initiative and information that they provide can be used by program administrators and policymakers in making future decisions about school-to-work programs. Such assessment should seek to determine their perceptions about the impact of the program on their overall academic success and future postsecondary education and career choices. It is also important to assess the impact of the program on students' academic success and school attendance.
A questionnaire was developed by the researcher and distributed to site coordinators in three school-to-work sites. Site coordinators worked with school staff to administer the questionnaire instrument. One-hundred twenty-four twelfth grade student participants in school-to-work programs, in these three sites, were asked to participate; 62% responded to the survey.
Based on the findings of this study, the following conclusions were made.
The findings on students' perceptions that school-to-work program participation improved their overall academic performance, increased their acceptance of responsibility, increased their self-confidence and motivation can be an indicator of the success of the school-to-work program.
The positive attitudes of students regarding the school-to-work program as being beneficial to their future education and career plans is important in promoting the concept of "life-long" learning.
The use of measures to determine students' perceptions about understanding the relevance of school-to-work, improvement in academic performance, and overall satisfaction with the school-to-work program can be used as measures to evaluate the success of a school-to-work program.
School-to-work program participation can be instrumental in influencing students to continue their education beyond high school.
School-to-work program participation does not appear to negatively impact any group (gender or race).Ed. D.
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Lee, Shiuan En Chris. "The impact of knowledge management practices in improving student learning outcomes." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/242/.
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The thesis is about knowledge management in education: how to create quality knowledge through the e-learning environment which is positively related to students’ perceptions of their learning outcomes; and secondly, how to develop communities of practice to ensure effective transfer of tacit knowledge to improve student learning. An effective knowledge management system must address both the creation and transfer of explicit as well as tacit knowledge. This research set forth that tacit knowledge must be converted into high quality explicit knowledge through the e-learning environment. The success in converting educator’s tacit knowledge into explicit knowledge to be internalised by the learner as tacit knowledge is very much depended on information quality as the medium for the conversion process. Thus, in this thesis, information quality is an essential concept to examine in the conversion process. This is to ensure that learners are able to derive quality tacit knowledge from this information. Information quality is always relative and depends on the individual or group of students who are evaluating it. Thus, any standardising of information quality has to match to a considerable large group of students’ cognitive structures. This research provides an empirical investigation of the relationship between information quality and student learning outcomes. Data for this study were collected by means of questionnaires through the survey manager in the Blackboard Learning System and were evaluated through a combination of multiple regression analysis. Data analysis revealed evidence that the relationship between the quality of information and student learning outcomes is systematically measurable, in that measurements of information quality can be used to predict student learning outcomes, and that this relationship is, for the most part, positive. Furthermore, this research set forth the conceptual review of developing communities of practice (CoPs) to transfer sustained tacit knowledge effectively to improve student learning.
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Johnson, Brenda Ineca. "Teachers' Characteristic and Exceptional Student Academic Learning Outcomes in Middle School." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7480.
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Federal mandates ensure that each and every child regardless of race, national origins, and socioeconomic status, is entitled to a high-quality education. Reports from the Department of Education have stated that over 80% of exceptional students receive their academic instructions within general education classrooms. There is limited research on exceptional students learning outcomes in general education classrooms with general education curriculum. The purpose of this quantitative study was to test the theory of self-determination that explains the impact of teacher characteristics (N = 85 educators) on the academic outcomes of exceptional students in the special and general education classrooms. Teacher characteristics such as, experience, training, and attitude were measured by the Teacher's Attitude Towards Inclusion scale (TAIS) scores, and student learning outcomes, were reports of student performance ratings and standardized scores, of the exceptional students. Results revealed significant correlations between specific inclusive TAIS attitudes and student learning outcomes. The independent sample t test results indicated that the years of experience and student outcomes of students of general education teachers were significantly higher in comparison to special education teachers. Availability of Instructional Options was also measured; it did not moderate the relationship between teachers' characteristics and academic outcomes of exceptional students. Positive social change thus can be initiated by training teachers in the instructional practices, identified by this study, who deliver the optimal academic outcomes for the exceptional students. This will initiate positive social change for the special child, their families, and the community as a whole.
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Moss, Cindy Hoffner. "Improving learning environment and student outcomes in biology in North Carolina." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/600.
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This study involved using a classroom environment questionnaire in North Carolina to assess and improve biology classroom environments and to relate classroom environment to the student outcomes of achievement and attitudes. Part 1 of the study involved 364 Grade 9 and 10 students in Biology 1 at a large comprehensive urban high school in Charlotte, North Carolina. These students completed preferred and actual forms of a modified version of the What Is Happening In this Class? learning environment questionnaire assessing student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity. Also an eight-item scale from the Test of Science Related Attitudes (TOSRA) was included to measure students' attitudes towards science. Finally, student achievement in biology was assessed using the results of a districtwide achievement test. Analyses of data collected in Part 1 of the study supported the WIHIC's a priori factor structure, internal consistency reliability, discriminant validity and ability to differentiate between the perceptions of students in different classrooms. Investigation of gender and ethnic (black vs non-black) differences in classroom environment revealed no ethnic differences, but there were gender differences for several scales (with boys perceiving more involvement and investigation and less cooperation than girls).Various analyses of outcome-environment relationships suggested that student achievement is higher in more cohesive classes, whereas student attitudes to science are particularly favourable in investigative, task-oriented and equitable classes. Part 2 involved one class in intervention aimed at improving both classroom environment and student achievement by giving greater emphasis to those features of the learning environment found to be empirically linked to achievement in Part 1. The students involved in the intervention were chosen because they were `at risk' of failing at school. It was found that this intervention involving a cooperative action research plan led to improvement in both classroom environment and achievement for these `at risk' students. Because the methods used in the intervention are lowcost and available to most teachers, they are of wide potential interest to others.
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Moss, Cindy Hoffner. "Improving learning environment and student outcomes in biology in North Carolina." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15282.
Full textAbstract:
This study involved using a classroom environment questionnaire in North Carolina to assess and improve biology classroom environments and to relate classroom environment to the student outcomes of achievement and attitudes. Part 1 of the study involved 364 Grade 9 and 10 students in Biology 1 at a large comprehensive urban high school in Charlotte, North Carolina. These students completed preferred and actual forms of a modified version of the What Is Happening In this Class? learning environment questionnaire assessing student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity. Also an eight-item scale from the Test of Science Related Attitudes (TOSRA) was included to measure students' attitudes towards science. Finally, student achievement in biology was assessed using the results of a districtwide achievement test. Analyses of data collected in Part 1 of the study supported the WIHIC's a priori factor structure, internal consistency reliability, discriminant validity and ability to differentiate between the perceptions of students in different classrooms. Investigation of gender and ethnic (black vs non-black) differences in classroom environment revealed no ethnic differences, but there were gender differences for several scales (with boys perceiving more involvement and investigation and less cooperation than girls).Various analyses of outcome-environment relationships suggested that student achievement is higher in more cohesive classes, whereas student attitudes to science are particularly favourable in investigative, task-oriented and equitable classes. Part 2 involved one class in intervention aimed at improving both classroom environment and student achievement by giving greater emphasis to those features of the learning environment found to be empirically linked to achievement in Part 1. The students involved in the intervention were chosen because they were `at risk' of failing at school. It was found that this intervention involving a cooperative action research plan led to improvement in both classroom environment and achievement for these `at risk' students. Because the methods used in the intervention are lowcost and available to most teachers, they are of wide potential interest to others.
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Ruderman, Danielle Eve. "Predictors of Educational Outcomes among Undergraduate Students with Disabilities." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364573503.
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