Interactive notebooks for achieving learning outcomes in a graduate course: a pedagogical approach

This study aims to analyze the influence of learning styles and learning independence on student learning outcomes in the Air Conditioner System course. In addition to the direct influence, this study also examines the role of learning motivation as a mediating variable in the relationship between learning styles and learning independence on student learning outcomes in the Automotive Engineering Education Study Program. This study uses a quantitative approach with a data collection method through a questionnaire conducted from January to September. Instrument testing and validity were carried out on independent variables (learning styles and learning independence), dependent variables (learning outcomes), and intervening variables (learning motivation). Data analysis was carried out using the Structural Equation Modeling–Partial Least Squares (SEM-PLS) approach with the help of SmartPLS 3 software. The analysis stages include: 1) evaluation of the outer model to test the validity and reliability of the constructs; 2) evaluation of the inner model to assess the relationship between latent constructs; and 3) significance testing through bootstrapping techniques to obtain t-statistics and p-values ​​as the basis for hypothesis testing. The results showed that learning styles had a significant but negative effect on learning outcomes (p = 0.005), while learning independence had a significant and positive effect (p = 0.006). Meanwhile, learning motivation did not play a significant role as a mediating variable in the relationship between learning styles and learning independence on learning outcomes (p = 0.443 and p = 0.491). The results of the study demonstrate that learning styles and learning independence have a direct effect on learning outcomes, but learning motivation cannot mediate the relationship between learning styles and learning independence on learning outcomes.

The purpose of this research was to improve the students’ creativity and learning outcomes in basic natural science concept course in PGSD Department by using OPPEMEI, it was a new learning model consisted with the steps of learning, such as the orientation, exploration, research, elaboration, exhibition, and implementation. This research used a qualitative descriptive analysis. The subjects of this research were 4 classes (classes F, G, B, and A). Data collection method used creative thinking skills tests with indicators of creative thinking ability which was consisted of fluency, flexibility, elaboration, and originality. Creative thinking skill ability improvement was analyzed by using N-gain. The results showed that there was an improvement in average score of N-gains from the creative thinking skills in the amount of 0.27, 0.153 and 0.101, an improvement occurred in class F. The highest indicator of creative thinking skills was fluency of N-gain in the amount of 0.67. It was categorized into very high criteria. This research showed that the OPPEMEI learning model improved the creative thinking skill ability which would affect the students’ learning outcomes. OPEMEI model would be one of the solutions in the learning process especially in the use of learning models.

A critical analysis and evaluation of Web-based environments for program development

The mathematician Alexander Borovik speaks of the importance of the `vertical unity' of mathematics. By this he means to draw our attention to the fact that many sophisticated mathematical concepts, even those introduced at the cutting-edge of research, have their roots in our most basic conceptualisations of the world. If this is so, we might expect any truly fundamental mathematical language to detect such structural commonalities. It is reasonable to suppose then that the lack of philosophical interest in such vertical unity is related to the prominence given by philosophers to languages which do not express well such relations. In this chapter, I suggest that we look beyond set theory to the newly emerging homotopy type theory, which makes plain what there is in common between very simple aspects of logic, arithmetic and geometry and much more sophisticated concepts. With this language in mind, new light is thrown on thenature of mathematical concepts with clear benefits for educationalists.

In recent years, web-based interactive learning tools have gained significant recognition in Malaysia’s public and private universities. Like any other Internet-based systems, the adoption requires a solid understanding of user acceptance process. In Malaysia, however, the knowledge of users’ behavior toward web-based interactive learning is somewhat limited but is fundamental and essential as part of employing the system in the classroom. This study was conducted to examine students’ behavioral intention to use web-based interactive learning tools and analyze the Technology Acceptance Model (TAM). In this paper, the authors present the findings from a quantitative survey of 174 respondents and focus on student responses to perceived usefulness (PU), perceived ease of use (PEOU), attitudes toward usage (ATU), and behavioral intention to use (BIU) web-based interactive learning tools. All hypotheses are supported. A closer look at the constructs reveals a full mediating role of attitude toward usage (ATU) between perceived ease of use (PEOU) and behavioral intention to use (BIU). The findings suggest that TAM can be applied legitimately in the context of determining students’ behavioral intention to use web-based interactive learning tools.

This study aims to determine the influence of learning facilities and learning environment on student learning outcomes in the Vocational Learning Evaluation course, as well as to determine the role of learning motivation mediation. This study uses a quantitative method with a survey approach. The research sample was taken using a purposive sampling technique totaling 69 students of the Automotive Engineering Education Study Program, Semarang State University (UNNES) class of 2022 who took the Vocational Learning Evaluation course. The research will be carried out in the fifth semester of 2024. Data processing is carried out using the SmartPLS 4 application. The research instrument is in the form of a questionnaire that has been validated by experts. This study tested direct and indirect (intervening) hypotheses, with independent variables, namely learning facilities (X1) and learning environment (X2), dependent variables of learning outcomes (Z1), and learning motivation (Y1) as intervening variables. Data analysis included convergent validity tests, discriminant validity, reliability estimation, R-Square values, F-Square, hypothesis tests, and Goodness of Fit (GoF). The results of the study show that the model used is reliable. The path coefficient between learning facilities and learning outcomes was 0.377, learning facilities to learning motivation was 0.317, learning environment to learning outcomes was 0.312, learning environment to learning motivation was 0.527, and learning motivation to learning outcomes was 0.282. The total indirect effects between learning facilities and learning outcomes were 0.089, while between learning environment and learning outcomes were 0.149. Positive values in each relationship indicate a positive influence between variables. The results of this study prove that learning motivation plays a significant role as a mediating variable in influencing student learning outcomes. These findings emphasize the importance of providing adequate learning facilities and a conducive learning environment to increase student motivation and learning outcomes in the Vocational Learning Evaluation course.

The literature on engineering education research highlights the relevance of evaluating course learning outcomes (CLOs). However, generic and reliable mechanisms for evaluating CLOs remain challenges. The purpose of this project was to accurately assess the efficacy of the learning and teaching techniques through analysing the CLOs’ performance by using an advanced analytical model (i.e., the Rasch model) in the context of engineering and business education. This model produced an association pattern between the students and the overall achieved CLO performance. The sample in this project comprised students who are enrolled in some nominated engineering and business courses over one academic year at Prince Sultan University, Saudi Arabia. This sample considered several types of assessment, such as direct assessments (e.g., quizzes, assignments, projects, and examination) and indirect assessments (e.g., surveys). The current research illustrates that the Rasch model for measurement can categorise grades according to course expectations and standards in a more accurate manner, thus differentiating students by their extent of educational knowledge. The results from this project will guide the educator to track and monitor the CLOs’ performance, which is identified in every course to estimate the students’ knowledge, skills, and competence levels, which will be collected from the predefined sample by the end of each semester. The Rasch measurement model’s proposed approach can adequately assess the learning outcomes.

This study implements a novel pedagogical approach that leverages Constructivist Learning Theory through a Problem-Based Learning (PBL) framework, scaffolded by an interactive Excel dashboard. The dashboard enables students to solve fundamental equations, visualise velocity triangles and component geometry in real-time, and conduct sensitivity analyses. A quasi-experimental study comparing cohorts from 20242 (traditional method) and 20252 (PBL intervention) found that the new method led to statistically significant improvements (p < 0.001) in higher-order cognitive and professional Course Learning Outcomes (CLOs). Students demonstrated profound gains in analysis, conceptual design, teamwork, and presentation skills. Furthermore, the intervention led to more consistent performance across the cohort, as evidenced by significantly lower standard deviations, indicating a more equitable learning environment. A critical insight was the discrepancy between high student confidence and variable self-assessment accuracy, underscoring the value of triangulated evaluation. This constructivist-driven PBL framework effectively bridges theoretical knowledge and practical design intuition, transforming students into proactive, industry-ready engineers.

Outcome-based education (OBE) is uniquely adapted by most of the educators across the world for objective processing, evaluation and assessment of computing programs and its students. However, the extraction of knowledge from OBE in common is a challenging task because of the scattered nature of the data obtained through Program Educational Objectives (PEOs), Program Learning Outcomes (PLOs) and Course Learning Outcomes (CLOs). Computer programming correctly is the most demanded skill in the computing industry for which it is included in the CLOs of many computing courses at diverse levels of Bloom’s taxonomy. This study is typically aimed to develop a decision tree classifier for the comprehensive assessment of PLOs in direct correlation with the CLOs related to computer programming. The PLOs of a computing program defined by Seoul Accord are correlated by using Spearman ranked correlation with the programming-related CLOs and mapped on a C4.5 decision tree to rank the importance of different metrics for objective learning. For the testing of the method the data were collected for two semesters of the academic BSCS program of Fall-2016 and Fall-2017 intake. The results obtained through decision tree classifier are more accurate than the conventionally practiced method.

The background of this research is motivated by the high number of educated unemployment in Indonesia. This study aim to describe: 1) learning outcomes of pastry courses, 2) learning outcomes of bakery courses, 3) student entrepreneurial interest, 4) analyze the relationship between learning outcomes of pastry courses and entrepreneurial interest of family welfare education study program students majoring in culinary arts, 5) analyze the relationship between learning outcomes of bakery courses and entrepreneurial interest of family welfare education study program students majoring in culinary arts, 6) analyze the relationship between learning outcomes of pastry and bakery courses with entrepreneurial interest of family welfare education study program students majoring in culinary arts. This type of research is quantitative with a correlational approach. The research population was 196 students of family welfare education study program majoring in culinary arts class of 2018 and 2019. The sample is 66 people taken by Proportionate Random Sampling. The primary data collection technique uses a questionnaire distributed is measured using a likert scale. Then for secondary data using learning outcomes in pastry and bakery courses. The analysys requirement test was carried out with normality test and linearity test, then test the hypothesis using pearson product moment and multiple correlation coefficient analysis, and then test the significance of the\ correlation with the t test using help of SPSS 24.00 version. The results showed that: 1) learning outcomes of pastry courses students is in the excellent category (34,8%), 2) learning outcomes of bakery courses students is in the very good category (51,5%), 3) entrepreneurial interest students is in the medium category as many as 37 students, 4) there was a positive and significant relationship between learning outcomes of pastry courses and entrepreneurial interest of family welfare education study program students majoring in culinary arts with a correlation value of rxy0,621 means that it has a strong level of relationship, 5) there was a positive and significant relationship between learning outcomes of bakery courses and entrepreneurial interest of family welfare education study program students majoring in culinary arts with a correlation value of rxy 0,701 means that it has a strong level of relationship, 6)there was a positive and significant relationship between learning outcomes of pastry and bakery courses with entrepreneurial interest of family welfare education study program students majoring in culinary arts with a correlation value of 0,000 < 0,005.

In this work, a new assessment and evaluation method for program and course learning outcomes is presented. This method was developed for Electrical Engineering (EE) program at Al Imam Mohammad Ibn Saud Islamic University to meet the ABET criteria dealing with the new student outcomes one through seven. In the proposed method, course learning outcomes (CLOs) are linked to program learning outcomes (PLOs) via a set of performance indicators (PIs) to convert CLO-based assessment data to PLO-based data. The main objective of this work is to establish performance measures of learning outcomes for ABET’s outcomes-based assessment and evaluation requirements. Direct and indirect assessment were used to collect data, evaluate the obtained performance, and propose some corrective action plans to overcome low performance where ever necessary and validate and apply the proposed actions for the continuous improvement process. At the course level, the proposed approach to evaluate student performance, including the use of a CLOs assessment approach and summary of course assessment form is described. The exit and course evaluation survey results are used as an indirect assessment and compared with direct assessment results. Globally, the proposed method claims to be a contribution to the use of assessment approaches and is beneficial for all engineering programs seeking to meet accreditation criterion.

Comparison of an interactive web-based teaching tool and traditional didactic learning for IVF patients: a randomized controlled trial

The subjects in this study were second semester students of 2020/2021 mathematics education study program, Universitas Muhammadiyah Tangerang. The purpose of this study was to find out how big the role of mathematical belief in student learning outcomes in the differential calculus course which was held in the even semester of 2020/2021. The research method is a survey method with a descriptive correlation analysis technique with instruments in the form of questionnaires and tests. The data were analyzed by regression analysis using SPSS statistic 20 software. The results showed that based on the results of the analysis and discussion, conclusions could be drawn including the role of mathematical belief in giving a significant influence on student learning outcomes in the differential calculus course. The results of the study using SPSS 20 showed that the value of the close relationship between mathematical beliefs and learning outcomes was 0.89, this indicates that there is a very strong relationship between mathematical beliefs and learning outcomes. The results show that the belief in mathematics on the learning outcomes of the differential calculus course contributes 79.2%. Analysis of the Significance Test of the Role of Mathematics Belief on Learning Outcomes for Differential Calculus Courses shows that an increase in the mathematical belief score in the Differential Calculus course will give an increase of 0.830

Factors that influence learning outcomes is interest in learning and motivation to learn. Low interest and motivation of students tend to produce a low learning outcomes. This research aims to : (1) to analyze whether there is a positive and significant relationship between interest in learning with the learning outcomes, (2) to analyze whether there is a positive and significant relationship motivation to learn with the learning outcomes, (3) to analyze whether there is a positive and significant relationship between interest in learning with the motivation to learn, (4) to analyze whether there is a positive and significant relationship between interest and motivation to learn simultaneously with the learning outcomes. The study population was all students of class X SMAN 10 Banjarmasin and the sample amounted to 80 students drawn by random sampling technique. Methods of data collection using questionnaires and achievement test. This type of research is the correlation and the method of analysis used is the correlation-regression.The results rX1Y = 0,339, rX2Y = 0,399, r X1X2 = 0,513 dan rX1X2Y = 0,428.The result found (1) there is a positive and significant relationship between interest in learning with the learning outcomes, (2) there is a positive and significant relationship between motivation to learn with the learning outcomes, (3) there is a positive and significant relationship between interest in learning with the motivation to learn, and (4) there is a positive and significant relationship between interest and motivation to learn simultaneously with the learning outcomes in class X SMAN 10 Banjarmasin.

Communication design students working in new media or digital media fields require training in the design process to create powerful and professional projects. However, even though collaborative design work is common in media industries, many graduate courses are not structured to allow collaborative work in the classroom. In this paper, I present design charrettes as a pedagogical method that stimulates and supports collaborative student design work. Design charrettes are intense periods of design activity most commonly associated with architectural and environmental studies. I have adapted design charrettes in order to achieve particular learning outcomes in multimedia design courses. This paper is a theoretical reflection on using charrettes to teach the design process. The pedagogy behind my use of charrettes is informed by socio-cognitive learning theories. In my multimedia design courses, graduate students participate in charrette activities to experience the design process, to collaborate in project-based design activities, to seek a range of solutions to design problems, and to gain mastery of design research techniques.