Learning Achievement

This paper provides a critical appraisal of influence of teachers’ characteristics on learning achievement in primary schools in Kenya. The main objective of the study is to analyze the influence of teachers’ characteristics on quality education in primary schools. The paper examined the role played by pedagogy in influencing learning achievement. The paper also assessed the role played staff development in promotion of quality primary education. The paper further investigated the influence of class size in promotion of quality primary education. .Particular attention is given to the crises in inputs and processes that affect the output of quality primary education. This study uses the systems theory. Systems theory was advanced by Ludwig von Bertalnffy (1968). He emphasized that systems are open and interact with their environments to acquire qualitatively properties. Systems theory focuses on the arrangement of relations between the parts which connect them into a whole. It furthe...

This research is the Pre-experimental research that its objectives were to study
the effectiveness of lesson plans by application of 4MAT learning activities and practicing
book on Quatrain according to the standard criteria at 80/80, to compare students’
learning achievement before and after learning with the lesson plans by application of
4MAT learning activities and practicing book on Quatrain, to study the desired
characteristics of students who had learned from the lesson plans by application of
4MAT learning activities and practicing book on Quatrain, to compare students’ desired
characteristics before and after learning with the lesson plans by application of 4MAT
learning activities and practicing book on Quatrain, and to study the satisfaction of
students who had learned from the lesson plans by application of 4MAT learning
activities and practicing book on Quatrain. The sample were 32 Mathayomsuksa 5/3
students given from simple random sampling. Research instruments were lesson plans
by application of 4MAT learning activities and practicing book on Quatrain with the
efficiency of 80.75/88.78, achievement test with the difficulty index at 0 . 3 3 - 0 . 9 0 and
discrimination index at 0.35 – 0.89, and desired characteristics questionnaire with the
reliability at 0.903, and satisfactory questionnaire with the reliability at 0.977. The
statistics were frequency, percentage, mean, standard deviation, t-test dependent. The
findings of this research were revealed that the lesson plans had efficiency at 86.11/91.99
that was higher than the standard criteria. Students’ learning achievement had posttest
scores (87.92%) higher statistically significant differences than pretest scores (37.16%).
Desired characteristics of students were at the high level before learning and at the
highest level after learning by having statistically significant differences, and students
satisfied with learning at the high level.

บทคัดย่อ
การวิจัยนี้ มีวัตถุประสงค์เพื่อเปรียบเทียบผลสัมฤทธิ์ทางการเรียน ศึกษาพฤติกรรมการเรียนรู้ และศึกษาความพึงพอใจในการใช้แผนที่ความคิดเพื่อการอ่านตาราเรียนที่เป็นภาษาอังกฤษ กลุ่มเป้าหมาย คือ นักศึกษาชั้นปีที่ 2 สาขาวิชา ภาษาอังกฤษ จานวน 3 คน ในภาคเรียนที่ 1 ปีการศึกษา 2560 ใช้รูปแบบการทดลองเบื้องต้น คือ ทดสอบกลุ่มเดียววัดก่อนและหลังเรียน รวม 2 ครั้งๆ ละ 3 ชั่วโมง เครื่องมือวิจัย คือ แบบวัดผลสัมฤทธิ์ทางการเรียน แบบวัดความพึงพอใจ และแบบสังเกตพฤติกรรมการเรียน วิเคราะห์ข้อมูลด้วยความถี่ ร้อยละ ค่าเฉลี่ย ส่วนเบี่ยงเบนมาตรฐาน และวิเคราะห์เชิงเนื้อหา ผลการวิจัยพบว่า นักศึกษามีผลสัมฤทธิ์ทางการเรียนหลังเรียนเพิ่มขึ้น มีความพึงพอใจในระดับมาก และนักศึกษาเตรียมตัวนาเสนอผลการอ่านด้วยการสรุปเป็นแผนผังความคิดได้

The objectives of this research were to compare the learning achievement, to study learning behaviors, and learning satisfaction with mind mapping as learned from English text. The target group was 3 students of the 2nd year in English major, conducted in the first semester of the academic year 2017. The research was pre-xperimental
research as One Group Pretest-Posttest Design, conducted 2 times, 3 hours for each time. The research instruments were learning achievement test, form of learning satisfaction, and learning achievement form. The data were analyzed by means of frequency, mean, standard deviation, and content analysis. The results of research were found that students’ learning achievement were increasing after learning and their learning satisfaction at the high level, and they were able to present their reading from mind mapping.

การวิจัยนี้ มีวัตถุประสงค์เพื่อเปรียบเทียบผลสัมฤทธิ์ทางการเรียน ศึกษาพฤติกรรมการเรียนรู้ และศึกษาความพึงพอใจในการใช้แผนที่ความคิดเพื่อการอ่านตำราเรียนที่เป็นภาษาอังกฤษ กลุ่มเป้าหมาย คือ นักศึกษาชั้นปีที่ 2 สาขาวิชา ภาษาอังกฤษ จำนวน 3 คน ใช้รูปแบบการทดลองเบื้องต้น คือ ทดสอบกลุ่มเดียววัดก่อนและหลังเรียน รวม 2 ครั้งๆ ละ 3 ชั่วโมง เครื่องมือวิจัย คือ แบบวัดผลสัมฤทธิ์ทางการเรียน แบบวัดความพึงพอใจ และแบบสังเกตพฤติกรรมการเรียน วิเคราะห์ข้อมูลด้วยความถี่ ร้อยละ ค่าเฉลี่ย ส่วนเบี่ยงเบนมาตรฐาน และวิเคราะห์เชิงเนื้อหา ผลการวิจัยพบว่า นักศึกษามีผลสัมฤทธิ์ทางการเรียนหลังเรียนเพิ่มขึ้น มีความพึงพอใจในระดับมาก และนักศึกษาเตรียมตัวนำเสนอผลการอ่านและการเขียนแผนผังความคิด

บทความฉบับนี้มีวัตถุประสงค์เพื่อ 1) เปรียบเทียบผลสัมฤทธิ์การเรียนรู้ด้วยกระบวนการเรียนรู้แบบ MIAP ก่อนและหลังเรียนเรื่องหลักการพยาบาลมารดาและทารกแบบองค์รวม 2) เปรียบเทียบทักษะการทำงานเป็นทีมก่อนและหลังเรียน และ 3) ศึกษาความพึงพอใจหลังจัดการเรียนการสอน เป็นการวิจัยกึ่งทดลองแบบกลุ่มเดียววัดผลก่อนและหลังทดลอง กลุ่มตัวอย่าง คือ นักศึกษาวิทยาลัยพยาบาลบรมราชนนี จักรีรัช จำนวน 82 คน คัดเลือกกลุ่มตัวอย่างแบบเจาะจง เครื่องมือที่ใช้ในการวิจัย ได้แก่ 1) แผนการจัดการเรียนรู้เรื่องหลักการพยาบาลมารดาและทารกแบบองค์รวมด้วยกระบวนการเรียนรู้แบบ MIAP 2) แบบวัดผลสัมฤทธิ์การเรียนรู้ 3) แบบประเมินทักษะการทำงานเป็นทีม และ 4) แบบประเมินความพึงพอใจ ได้ผ่านการตรวจสอบความตรงเชิงเนื้อหาจากผู้เชี่ยวชาญจำนวน 3 ท่าน ได้ค่าดัชนีความตรงเชิงเนื้อหา .67 - 1.00 และทดสอบความเชื่อมั่นค่าสัมประสิทธิแอลฟาของครอนบาคของแบบประเมินทักษะการทำงานเป็นทีมเท่ากับ .80 และแบบประเมินความพึงพอใจเท่ากับ .82 วิเคราะห์ข้อมูลโดยการแจกแจงความถี่ ค่าเฉลี่ย ส่วนเบี่ยงเบนมาตรฐานและสถิติ Pair t - test ผลการวิจัยพบว่า 1) ผลสัมฤทธิ์การเรียนรู้ของนักศึกษาหลังเรียน (M = 18.10, SD = 1.00) สูงกว่าก่อนเรียน (M = 14.62, SD = 3.42) อย่างมีนัยสำคัญทางสถิติที่ระดับ .01 2) ทักษะการทำงานเป็นทีมของนักศึกษาหลังเรียน (M=4.45, SD=0.54) สูงกว่าก่อนเรียน (M = 3.70, SD = 0.73) อย่างมีนัยสำคัญทางสถิติที่ระดับ .01 และ 3) ความพึงพอใจของนักศึกษาโดยรวมอยู่ในระดับมาก (M = 4.48, SD = 0.53) คณาจารย์ในสถาบันการศึกษาสามารถนำการสอนด้วยกระบวนการเรียนรู้แบบ MIAP ไปใช้เพื่อส่งเสริมผลสัมฤทธิ์การเรียนรู้และทักษะการทำงานเป็นทีมของนักศึกษาได้

The purpose of the present study was to elaborate the effect of providing the constructive feedback to open and distant students who enrolled in the online learning program. The participants were 30 students who studied in eight sessions of the online course. They had to discuss course content in available chat forum of the Learning LMS and complete written assignments. The constructive feedback with some characteristics-specific and actionable; descriptive and helpful; showing respect; address to issues and tasks; and provide dialogue-were immediately provided by the tutors on the students' discussion and their written assignments. Pre-test and post-test sessions were implemented to get information regarding the influence of constructive feedback on students' cognitive aspects. In addition, the online interview session was also applied to gather the information concerning the impact of the constructive feedback provision on students' motivational aspects. It is therefore concluded that the provision of constructive feedback student's motivation and knowledge while they were participating in online learning program.

This research examines a mixed pedagogical approach that improves students’ learning capabilities in multidimensions, ranging from architectural knowledge and skills, collaborative ability, to communication proficiency with foreign peers. Based on their own initiatives and interests, students utilized their haptic senses--the characterization of formal and spatial perceptions obtained through bodily movements, touches, and other sensibilities--to develop and explore the selected objects and subjects of inquiries on architecture of central and northern Thailand via workshops and field trips, which become a basis for this study.

Being an integration of a project-based and haptic way of learning, the upcoming investigations look into several phases of scholarly activities, including selections of the applicants, topic proposals, analyses and syntheses of case studies, presentations, as well as exhibition of students’ works.  As for its methodological tools for data collection and interpretation, the research employs a combined quantitative and qualitative means--e.g., evaluative and observatory worksheets coupled with satisfactory questionnaires--to assess the academic performance, architectural skills, behavioral parameters of the participants, providing a ground to argue that: 1) the students had gained a higher body of knowledge and architectural skills via their haptic experiences with the built environment; and 2) such a project based-learning (PBL) had contributed to substantial improvements on the academic performance of the students.

The purpose of the study to determine the improvement of learning achievement of Civics class V through cooperative learning jigsaw model on the material describe the organization’s understanding in SD Suruh. This study uses a class action research model Kemmis, with two cycles that each cycle includes the planning, implementation, observation and reflection. Research instruments are a problem. Data analysis techniques use descriptive statistics. The results of the test with cooperative learning jigsaw model cycle I mean class 73.33% and cycle II reached 80.00% . The completeness of KKM Cycle I only 53.33% and cycle II reached 93.33.There is an increase in learning achievement with good success category. Jigsaw model cooperative learning results can improve learning achievement. Cooperative learning jigsaw model can be used as an alternative method to improve learning achievement.

Background of this study is online gaming behavior phenomenon among teenagers. Online gaming behavior has the same concept like other activities because it has positive and negative effects. Even though it has positive effects, online gaming habit is more known with its negative effects. The purpose of this study is to investigate the impact of online gaming behavior on students' learning achievements at SMK PGRI in 2017. Total population of students in the school was 100 students with total sample for this study was 40 students. This study showed that online gaming habit is owned by 59% male students and 41% female students. The frequency distribution of students' online gaming behavior is 74 students. Then, the results showed that online gaming behavior impact students' learning achievements at school or causing other deviant learning behaviors.

This research study attempted to synthesize research studies,create an instructional model to better communicative English skills from the research synthesis, and investigate  the results of  implementing the instructional  model for Thai learners.The target population was 1) 173 graduate research studies on communicative English skill development of the top five Thai universities in the 2015 QS  World  Ranking  in  the field  of education and  2)  one  English teacher  in  the  primary,  the  lower  secondary,  the  upper  secondary  and  the tertiary  levels  each and 27  primary  level  students,  23  lower  secondary  level students, 37 upper secondary level students and 25 tertiary level students.
The results were 1)173 research studies met the evaluation criteria.The numbersof the studies conducted at the primary, lower secondary, upper secondary/vocational certificate and undergraduate/ high vocational certificate levels was36, 41, 49 and 47, respectively. The results of the synthesis withcontent  analysis  were seven categories  representing  the  structure  of  the instructional model;these were Preparation, Lead-in, Activation, Development, Solidification, Evaluation and Revision.  The  instructional  methods  in  each category  were  grouped  into  themes  which  formed  a  spectrum composed  of instructional and learning management, psychological strategy implementation, language teaching, communication strategy teaching, integrative development between cognitive and communicative skills, and explicit performance support. Therefore, the instructional model comprised seven stages. The stages were defined  as  follows:  (1) Preparation was arranging  activities,  contentand  the learning environment (2) Lead-in was giving knowledge, arousing interest, and setting  rules  for  learning  and  activities,  (3)  Activationwas teaching  language knowledge  and  strategies  together  with  thinking  skills  or  working  skills,  (4) Developmentwas teaching  language  knowledge  together  with  higher  order thinking  skills  and  transferring the practiceto  learners  or  assigning  them  to perform language and higher order thinking tasks themselves, (5) Solidification was assigning  learners  to  perform  language  and  higher  order  thinking  tasks themselves and assessing themselvesas well as further language teaching tocorrect  errors,  (6) Evaluation was assessing  learners’  progress  or  judging overall quality and (7) Revision was assigning more situations or activities for practice.  Also,  the  themes  together  with  the  methods  led  to  the underlinedprinciples which were the communicative approach, active learning, scaffolding and learning assessment 2) the learning achievement of the students of each level ranged from 69 to 91.20 percent and was rated as average to very good and the variation was dependent on their learning behavior and attitudes and 3) the conclusion from the teachers’opinions depicted the model’s performance focused  and  activities  wasa  good  contribution  to improvement  of real-life communication skill and higher order thinking.

This research aims to improve learning achievement of water cycle of 5th grade students of SD Paliyan IV Gunungkidul through CTL approach with environmental utilization. The research was a Classroom Action Research study. The study was conducted in two cycles. This research was conducted in SD Paliyan IV Paliyan Gunungkidul in Mei 2018. The subjects were all students of 5th grade consisting of 15 students. The data were collected using observation, paper and pencil tests, and documentation. The results reveals that CTL approach with environmental utilization could improve the students’ learning achievement of water cycle of 5th grade students.

This paper provides a critical appraisal of influence of teachers’ characteristics on learning achievement in primary schools in Kenya. The main objective of the study is to analyze the influence of teachers’ characteristics on quality education in primary schools. The paper examined the role played by pedagogy in influencing learning achievement. The paper also assessed the role played staff development in promotion of quality primary education. The paper further investigated the influence of class size in promotion of quality primary education. .Particular attention is given to the crises in inputs and processes that affect the output of quality primary education. This study uses the systems theory. Systems theory was advanced by Ludwig von Bertalnffy (1968). He emphasized that systems are open and interact with their environments to acquire qualitatively properties. Systems theory focuses on the arrangement of relations between the parts which connect them into a whole. It further provides an analysis of an organization. It recognized the influence of personnel in an environment on organizational structure and function. It focuses on environment and how changes can impact on the organizations. The study analyzed challenges that arise due to upsurge of enrolment in primary schools and how they affect quality education in primary schools in Kenya. Particular attention is given to the crises in inputs and processes that affect the output of quality primary education. These crises are reflected in class size, teacher establishment and physical resources that influence quality education. The paper adopted document analysis method. This is drawn from international and local legal instruments on quantitative and qualitative education. Local analysis of the basic education policies and the legal framework in Kenya was conducted. Studies conducted in Kenya on quantity and quality primary education was examined. The study further adopted mixed method approach. Both quantitative and qualitative approaches to research were used. Descriptive survey design was used to collect data from one set of questionnaires. The target population comprised of head teachers and teachers in primary schools. Using the sampling guide developed by Krejcie and Morgan (1970), a sample size of 36 head teachers and 144 teachers was selected. The total sample size for the study was 180. This conformed to the confidence Interval of 0.05, confidence level of 95 percent which is a Z-score of 1.96 and standard of deviation of 0.5. The reliability was estimated through use of Cranach's Alpha Coefficient using Statistical Package for Social Sciences (SPSS) version 19.0. Findings of the study are significant to Kenya in particular and sub Saharan Africa in general, as they would assist to redress challenges of quality education arising from learners characteristics. The findings might help the policy formulators formulate education policies and the legal framework which are skewed towards teachers’ characteristics. The policy implementers would understand and appreciate education policies within which they are supposed to operate in providing effective pedagogical and teacher development practices in the implementation of quality education at primary level. The study is significant to the field of comparative and International education, since it provides data on what the Kenyan government is doing in promoting the development of quantitative and qualitative primary education. The entire education stakeholders would understand how to redress quality issues which arise due to teachers’ characteristics. This study is significant to the field of comparative and International education, since it provides data on how teachers’ characteristics influence quality education in primary schools in Kenya.

การวิจัยนี้ มีวัตถุประสงค์เพื่อเปรียบเทียบผลสัมฤทธิ์ทางการเรียน ศึกษาพฤติกรรมการเรียนรู้ และศึกษาความพึงพอใจในการใช้เทคนิคการการสืบค้นด้วยตนเองด้วยการเขียนบทความ กลุ่มเป้าหมาย คือ นักศึกษาชั้นปีที่ 3 สาขาวิชา การสอนภาษาไทย จำนวน 17 คน ใช้รูปแบบการทดลองเบื้องต้น คือ กลุ่มเดียวทดสอบหลังเรียน รวม 4 ครั้งๆ ละ 3 ชั่วโมง เครื่องมือวิจัย คือ แบบวัดผลสัมฤทธิ์ทางการเรียน แบบวัดความพึงพอใจ และแบบบันทึกการสังเกตพฤติกรรมการเรียนของนักศึกษา วิเคราะห์ข้อมูลด้วยความถี่ ร้อยละ ค่าเฉลี่ย ส่วนเบี่ยงเบนมาตรฐาน และวิเคราะห์เชิงเนื้อหา ผลการวิจัยพบว่า นักศึกษามีผลสัมฤทธิ์ทางการเรียนหลังเรียนในระดับสูง  มีความพึงพอใจในระดับมากที่สุด และพฤติกรรมในการเรียนที่พบ คือ ไม่อ่านหนังสือมาล่วงหน้า และไม่นำเสนอผลการค้นคว้าตามที่กำหนด แต่ส่งงานครบตามที่มอบหมาย

Penelitian ini bertujuan untuk mengetahui minat belajar matematika dengan menggunakan Scrabble Mathematics sebagai media pembelajaran matematika. Penelitian ini menggunakan metode deskriptif analitis dengan teknik pengumpulan data berupa angket. Subjek penelitian ini adalah siswa Sekolah Dasar dimulai dari jenjang kelas 2. Hasil penelitian ini menunjukkan bahwa minat belajar matematika pada proses pembelajaran menggunakan Scrable Mathematics. Data respon siswa menunjukkan bahwa sebagian besar siswa suka dengan penggunaan Scrabble Mathematics (85%), pembelajaran operasi pecahan menjadi menyenangkan (90%), pemahaman pada materi operasi pecahan meningkat (65%), bersemangat dalam mengerjakan soal (80%), mampu berkonsentrasi dengan baik (75%), Scrabble Mathematics diharapkan dapat digunakan di sekolah (75%). Dengan demikian, Scrabble Mathematics sangat membantu meningkatkan minat belajar siswa dalam pembelajaran matematika pada materi operasi pecahan.

This research aims to describe the influence of teachers’ creativity and learning facilities on the students’ learning achievement. The research method is qualitative and descriptive in nature. The data collection technique is documentation and literature review. There is no statistical analysis, but the researcher reviews theoretical sources related to the theme under discussion. The students’ creativityin good teaching processes contributes to the students’ optimal learning achievement and learning facilities. Learning facilities become supporting infrastructures in teaching and learning processes, so students can better understand teaching materials and obtain the optimal learning achievement.Thus, both the teachers’ creativity and learning facilities influence the students’ learning achievement. The discussion result shows positive influences of teachers’ creativity and learning facilities on the students’ learning achievement.

Les évaluations récentes du système éducatif français pointent sa difficulté à faire réussir les élèves issu·e·s des milieux socialement défavorisés. L’objectif de cet article est d’exposer les principes sous jacents à l’enseignement socioconstructiviste et à l’enseignement explicite afin de comprendre dans quelle mesure leur déclinaison en classe permet la réussite des élèves de l’éducation prioritaire. La mise en miroir de ces deux types d’enseignement implique la comparaison des principes de l’enseignement explicite (acception nord-américaine) et de l’orientation "enseigner plus explicitement" (acception française). Cette comparaison est nécessaire pour aider les enseignant·e·s des REP et REP+ à comprendre et intégrer les gestes professionnels attendus pour une meilleure réussite des élèves. La visée pratique de cet article est d’accompagner les enseignant·e·s à opérer leur choix de stratégies pédagogiques en fonction des besoins de leurs élèves. (DIPF/Orig.)Recent eval...

Background of this study is online gaming behavior phenomenon among teenagers. Online gaming behavior has the same concept like other activities because it has positive and negative effects. Even though it has positive effects, online gaming habit is more known with its negative effects. The purpose of this study is to investigate the impact of online gaming behavior on students' learning achievements at SMK PGRI in 2017. Total population of students in the school was 100 students with total sample for this study was 40 students. This study showed that online gaming habit is owned by 59% male students and 41% female students. The frequency distribution of students' online gaming behavior is 74 students. Then, the results showed that online gaming behavior impact students' learning achievements at school or causing other deviant learning behaviors.

The purposes of this research study were to develop the instructional lesson plan with the learning management according to the concept of the STEM education method for processing performances and the performance results efficiency (E1/E2) at the determining criteria as 80/80, to assess students’ post learning achievements with the learning management according to the concept of the STEM education method and the criteria learning outcomes at 80%, to compare between students’ solving problem thinking skills to their pre and post STEM education instructional method, to analyze of associations between students’ post learning achievements and their perceptions of their solving problem skills. The target group consisted of 33 secondary students at the 10th grade level from Borabu Wittayakhan under the Maha Sarakham Secondary Educational Service Area Office 26 with the purposive sampling random technique was selected in the secondary semester in 2016. Using a instructional lesson plan with the learning management according to the concept of the STEM education method in 4 weeks of 12 hours was administered, students’ learning achievements were assessed with the 30-item Learning Achievement Test (LAT), students’ solving problems were assessed with the Solving Problem Thinking Skill Assessment (SPTSA) which total score of 40. Data analysis was evaluated with percentage, mean, standard deviation, t-test, simple and multiple correlation, standardized regression weight validity, and coefficient predictive value (R2). The results of these findings have found that: the efficiency with the learning management according to the concept of the STEM education method of the processing performances and the performance results (E1/E2) indicated that evidence of 82.42/81.67, which was higher than with the criteria of 80/80. Students’ learning achievements of their posttest assessment ( = 24.67, S.D. = 1.89) and the criteria level of 75% indicated that at the level of .01, differently. Students’ responses of their post solving problem thinking skills ( = 32.67, S.D. = 2.41) and the criteria level of 75% on digestion of microorganism issue were differentiated of statistically significant at the level of 0.01. Associations between students’ post learning achievements and their solving problem thinking skills were positive relative (r = 0.33, ρ<.01), the relationships between two variables with the standardized regression weigh validity were found (β = 0.33, ρ<.01), the multiple correlation value indicated that of 0.8026 (R = 0.80, ρ<.01), and the coefficient predictive value was evidence at 0.6442 (R2 = 0.64, ρ<.01) and indicated that 64% of SPTSA of the variances in for the LAT. students in their achievement group has implications for thinking skills in solving problems that have been learned in the field of biology.

This research examines the effect of ubiquitous learning strategies using various self-regulated learnings on learning activeness and learning achievement of student in higher education. Quasi-experimental pretest-posttests with non-equivalent control group design is used as the method of this research. The subjects of this research are 113 students. The instrument used to measure the students' learning activeness is a learning activeness questionnaire developed by the researcher referring to the theory of learning activeness by Sardiman, whereas objective test is to evaluate students' learning achievement, and online self-regulated learning questionnaire (OSLQ) as adapted from Barnard is utilized to measure the self-regulated learning of the research subjects. The data is then analyzed through two-way MANOVA technique. The findings of the research conclude that: (1) there were significant differences in learning activeness and learning achievement between groups which learned using ubiquitous learning strategies and electronic learning strategies; (2) there were significant differences in learning activeness and learning achievement between students when integrated with high self-regulated learning and low self-regulated learning; (3) there was an interaction between ubiquitous learning and electronic learning strategies integrated with self-regulated learning on learning activeness and learning achievement of students.

In recent years, the innovative applications of integrated augmented reality (AR) into educational settings had increased rapidly in Taiwan. AR provides the scene of the real world while interacting with the virtual and physical objects and increases students' learning motivation. This paper presents an empirical study that investigated the middle-school students learning health education courses related to human body structure knowledge integrating AR technology with different learning style preferences. A two-way t-test was applied to examine the experimental (AR-based) or control (traditional lecture) group in health education courses for four consecutive weeks, comparing with pre-test and post-test scores. The findings revealed that students in the AR experimental group apparently had a higher learning achievement than the students in the control group. Moreover, students with different learning styles had the significant differences in learning achievement. The research outcomes provided the practical implications for educators in incorporating AR applications for enhancing learning motivation and to study the differences in students' learning style.

Türkische Kinder zeigen beim Erwerb des Deutschen als Zweitsprache häufig Schwierigkeiten mit der Zuordnung von Nomina zu ihrer jeweiligen Genusklasse (Femininum, Maskulinum oder Neutrum) - einer grammatischen Kategorie, die ihre Muttersprache nicht kennt. Da das nominale Genusmerkmal an verschiedenen syntaktischen und lexikalischen Verarbeitungsprozessen beteiligt ist, könnte die Förderung des Genuserwerbs bei diesen Kindern einen wichtigen Ansatzpunkt für die Unterstützung des sprachlichen Strukturaufbaus darstellen. Bisher liegt allerdings kaum Evidenz zu der Frage vor, ob und mit welchen Förder- bzw. Trainingsmethoden die Verarbeitung von Genusmerkmalen effektiv unterstützt werden kann und ob alle türkisch-deutschen Kinder von den gleichen Methoden optimal profitieren. In der hier beschriebenen Pilotstudie wurde versucht, den Genuserwerb von acht Zweitund Drittklässlerinnen bzw. -klässlern mit türkischer Erstsprache mit zwei unterschiedlichen sprachlichen Trainingsmethoden zu un...

Reflectivity and teaching styles are considered as major factors in developing teaching profession. Since Language teachers with high level of reflectivity and appropriate teaching styles can teach effectively, this study has been conducted to investigate the role of Iranian EFL teachers' reflectivity and their teaching style in their students' achievement. To do so, 70 EFL high-school teachers of Qazvin Province participated in the study. Two questionnaires of reflectivity and teaching style preferences were used and also every teacher list of students' final exam scores was taken to collect the required data. The result of this study revealed that there was a significant relationship between teachers' reflectivity and their teaching style preferences and also from the six subscales of teachers' reflectivity, affective and moral components could predict the teachers' style significantly. Also from the two variables of teachers' reflectivity and their teaching style, the first one could predict the students' achievement and among the subscales of reflective teaching, the meta-cognitive element could predict the students' achievement significantly.

This study aims to obtain information and find out about efforts to improve learning outcomes of science through the DEMONTRATION learning model. This type of research is classroom action research. The subjects of this study were in class VIII.3 at SMPN 1 Sintuk Toboh Gadang with 29 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research was conducted in two cycles and was conducted in collaboration between the researcher and the observer. The techniques used in data collection are observation, tests, field notes and documentation. Data analysis uses percentages. The results of this study indicate that student learning outcomes in the science learning process by using DEMONTRATION can improve student learning outcomes.

This study aims to determine what type of student characteristic most considered by teachers in primary school and their influence on student learning achievement. For this purpose, 37 class teachers of grade 4th to 6th from seven primary schools were the respondents. Categorizing the level of identification students characteristics by the teacher using a questionnaire on the application of student characteristics that is deepened by the study of learning planning documents intended to provide an overview of the types of students characteristics that are considered most important to be done by primary school teachers. The results show that the level of student intelligence is the type of student characteristics most considered by primary school teachers. By comparing the value of student achievement it can be seen that the learning developed by paying attention to students intelligence levels are better than learning that does not pay attention to it.

This study is an exploration of the effectiveness of Design-Based Learning (DBL) model in the improvement of senior secondary students' achievement in solid geometry in Emohua Local Government Area of Rivers State. The quasi-experimental design was adopted. A sample of 59 Senior Secondary School I (SSSI) students took part in the study. Solid Geometry Achievement Test (SGAT) was the instrument used for data collection. The Kuder-Richardson KR-21 method was used to establish the reliability of SGAT to obtain an index of 0.84. Two research questions and two null hypotheses guided the study. The research questions were answered using mean and standard deviation while the hypotheses were tested using Analysis of Covariance (ANCOVA) at .05 level of significance. The findings established that DBL model was superior to Problem-based Learning (PbL) model in advancing the learning achievement of students in solid geometry. The students of both groups improved in learning over time with higher learning gain among students in the experimental group. The male and the female students in the experimental group outperformed their counterparts in the control group over SGAT scores. The male and the female students taught using the DBL and PbL respectively did not significantly differ over SGAT scores. It was recommended among others that mathematics teacher should apply the DBL in teaching solid geometry in the senior secondary schools in Nigeria because when effectively utilized, this instructional model

This research examines a mixed pedagogical approach that improves students’ learning capabilitiesin multidimensions, ranging from architectural knowledge and skills, collaborative ability, to communicationproficiency with foreign peers. Based on their own initiatives and interests, students utilized their hapticsenses--the characterization of formal and spatial perceptions obtained through bodily movements, touches,and other sensibilities--to develop and explore the selected objects and subjects of inquiries on architectureof central and northern Thailand via workshops and field trips, which become a basis for this study.Being an integration of a project-based and haptic way of learning, the upcoming investigations lookinto several phases of scholarly activities, including selections of the applicants, topic proposals, analyses andsyntheses of case studies, presentations, as well as exhibition of students’ works. As for its methodologicaltools for data collection and interpretation, the research employs a combined quantitative and qualitativemeans--e.g., evaluative and observatory worksheets coupled with satisfactory questionnaires--to assess theacademic performance, architectural skills, behavioral parameters of the participants, providing a ground toargue that: 1) the students had gained a higher body of knowledge and architectural skills via their hapticexperiences with the built environment; and 2) such a project based-learning (PBL) had contributed tosubstantial improvements on the academic performance of the students.

This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes PJOK in Basketball Games Through Tactic Approach Method in Class VII.2 SMPN 1 Toboh Gadang Sintuk.This type of research is classroom action research with research subjects are students of class VII.2 State Junior High School 1 Sintuk Toboh Gadang with a total of 27 students. This research consisted of two cycles, where the first cycle was carried out at meetings 1 and 2 and the second cycle was carried out at meetings 3 and 4. Each cycle consisted of four stages of research, namely planning, implementing actions , observation and reflection. To obtain research data three instruments were used, namely observation sheets, field notes, and test sheets, which were analyzed qualitatively using percentages. Based on the results of the study showed that the learning outcomes of class VII.2 students using the Tactic Approach Method increased from the initial conditions, the first cycle and the second cycle were 22.00%, 59.00% and 93.00%.

The success of education is reflected in the quality of high achieving graduates. There are many factors that influence student achievement of Tadris Matematika IAIN Sheikh Nurjati Cirebon as a candidate educator one of them is confidence attitude. Confidence is a form of readiness as an educator. On the basis of this researcher conducted research with descriptive correlational research method. Data collection instruments used were questionnaires, study documentation, and observation. The result of the research is the mean of the confidence level of students of Mathematics education IAIN Syekh Nurjati Cirebon is 69,36% it means student self-confidence level is high. The average achievement of student achievement of Mathematics IAIN Syekh Nurjati Cirebon is 3.32 shows the mean that the average achievement of students majoring in Mathematics education IAIN Syekh Nurjati Cirebon quite good. Based on Product Moment correlation test obtained a value of positive significance or equal to 67.7% means that there is a correlation between self-confidence in learning mathematics with the achievement of student learning Mathematics IAIN Syekh Nurjati Cirebon. Students 'self-confidence level on learning presentation shows the higher the students' self-confidence the better the student's achievement of Mathematics

This paper provides a critical appraisal of influence of teachers’ characteristics on learning achievement in primary schools in Kenya. The main objective of the study is to analyze the influence of teachers’ characteristics on quality education in primary schools. The paper examined the role played by pedagogy in influencing learning achievement. The paper also assessed the role played staff development in promotion of quality primary education. The paper further investigated the influence of class size in promotion of quality primary education. .Particular attention is given to the crises in inputs and processes that affect the output of quality primary education. This study uses the systems theory. Systems theory was advanced by Ludwig von Bertalnffy (1968). He emphasized that systems are open and interact with their environments to acquire qualitatively properties. Systems theory focuses on the arrangement of relations between the parts which connect them into a whole. It furthe...

Character education plays a critical role in all aspects of life and thus, it has been widelyadopted in schools. An indication of its success can be reflected in the student learning achievement. The purpose of the study was to determine the effect size of the relationship between character education values and mathematics learning achievement, with a meta-analysis study. In this research, character education value is the independent variable while mathematics learning achievement is the dependent one. The data were obtained from the results of online database search at Google Scholar from 2012-2019. Based on the search, 16 research publications met the criteria determined based on rigorous screening. The data were analyzed using a quantitative meta-analysis approach, specifically correlation meta-analysis. The results show that there was a significant relationship between character education values and students' mathematics learning achievement. The effect size value was in the moderate effect category. The findings are in line with those of previous studies investigating this relationship and thus, strengthen the theory about the factors that influence mathematics learning achievement. In addition, these findings suggest five-character education values that teachers can provide to improve students' mathematics learning achievement.

The purpose of the present study was to elaborate the effect of providing the constructive feedback to open and distant students who enrolled in the online learning program. The participants were 30 students who studied in eight sessions of the online course. They had to discuss course content in available chat forum of the Learning LMS and complete written assignments. The constructive feedback with some characteristics - specific and actionable; descriptive and helpful; showing respect; address to issues and tasks; and provide dialogue - were immediately provided by the tutors on the students’ discussion and their written assignments. Pre-test and post-test sessions were implemented to get information regarding the influence of constructive feedback on students’ cognitive aspects. In addition, the online interview session was also applied to gather the information concerning the impact of the constructive feedback provision on students’ motivational aspects. It is therefore conclu...

This study aims is to find out how the model of Group Investigation can improve the activity and learning achievement of students of class XII. This Action Research is following Kemmis and Taggart syntax’s, there are 1). determine the problem, 2). plan of investigation, 3). investigation, 4). planning presentation, 5). presentation, 6). evaluate the results of the investigation. This study was carried out in two cycles, each cycle consisting of 4 meeting. The results showed that there was an increase of learning achievement from the average of daily exercise, from 61.68 in cycle 1 increase to 65,39 in cycle 2. Mastery learning outcomes rose 9.38% up to 30.30%. The percentage of non-completion decreased from 90.63% down to 69.70%. There are also increasement in the student activity, such as presented by teachers, sense of curiosity, active in discussion activities, complete the task, explain the argument, and receive new knowledge.

We designed activities for learning English as a foreign language in a mobile learning environment with familiar authentic support for this study. Students learned at school and then applied their newly gained knowledge to solve daily life problems by first using a tablet to take pictures of objects they wished to learn about, then describing them and sharing their homework with peers. For this study two experiments were carried out in which 59 junior high school students participated. A class of 28 students served as the control group in Experiment 1, and as the experimental group in Experiment 2; a second class of 31 students served as the experimental group in Experiment 1 and as the control group in Experiment 2. In the class serving as the control group, students studied and completed each learning activity using traditional textbooks while the experimental group studied using an electronic textbook and used a learning system installed on tablet PCs. This study investigates the effects of the mobile system on learning achievement and cognitive load. The research resulted in three main findings. First, the experimental students outperformed the control students on post-test items in both experiments. Second, learning activities using the tablet learning system caused less cognitive load for the students than when learning without technological support. Finally, this study found that creating text annotations is very important learning behavior and it predicts learning achievement. Based on these results, several implications along with conclusions and suggestions for future research are suggested at the end of this study.