scholarly journals A Taxonomy of College Student Learning Outcomes in China: A Multi-Institutional, Mixed-Method Study

2015 ◽  
Vol 10 (4) ◽  
pp. 544-577
Author(s):  
Yuhao Cen
Keyword(s):  
College Student ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mixed Method ◽  
Student Learning Outcomes ◽  
Mixed Method Study ◽  
College Student Learning

scholarly journals China’s Popular Educational Activity: Does Social Practice Really Help Enhance College Student Learning Outcomes?

2018 ◽  
Vol 7 (1) ◽  
pp. 129-149 ◽  
Author(s):  
Le Chen
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Learning ◽  
Learning Outcomes ◽  
Social Practice ◽  
Higher Education Institutions ◽  
Student Learning Outcomes ◽  
Social Practices ◽  
Educational Activity ◽  
College Student Learning

Abstract Social Practice (SP) is a type of educational activity with “Chinese characteristic,” and it is widespread and accessible in China’s higher education institutions. This paper explores the features of Social Practice participants and the impacts of these practices on college student learning outcomes with quantitative data collected through the “China College Student Survey” (CCSS) Project. In particular, the paper examines three types of social practices (Academic Social Practice, Professional Social Practice, and Service Social Practice) and their impacts on student self-reported gains in knowledge, skills, and values. The study finds that: a) more than 70% college students have social practice experience, and another 26% intend to participate before graduation; b) engaging in social practice is statistically significantly correlated with self-reported improvement in all kinds of learning outcomes; c) the impact varies by the type of practices and student level of engagement. These findings suggest that it is beneficial for students to engage in social practice during college. Higher education institutions should provide students with opportunities to participate in different types of social practices.

scholarly journals Mutu Hasil Belajar Aljabar Linear melalui Pembelajaran Daring di Palcomtech Palembang

2020 ◽  
Vol 4 (2) ◽  
pp. 130
Author(s):  
Leni Maimuna
Keyword(s):  
College Students ◽  
Online Learning ◽  
College Student ◽  
Learning Outcomes ◽  
Linear Algebra ◽  
Student Learning Outcomes ◽  
Test Methods ◽  
College Student Learning ◽  
High Range

This research is a quantitative study which aims to determine the quality of college student learning outcomes during online learning in Linear Algebra courses. The subjects of this research were 50 college students of Informatics Engineering and Information Systems, STMIK and Polytechnic at Palcomtech Palembang. Data regarding college students' abilities and difficulties were obtained from test methods, documentation and observation during online learning. Online learning that is done through the zoom application and group whatsapp. Data were analyzed to determine the quality of Linear Algebra learning outcomes through online learning. Based on the data obtained from college student scores, namely 8 independent assignments, 2 quizzes, Mid-Semester Exams and Final Semester Exams during online learning in Linear Algebra courses, the average college student grade was 76.67. The value category is in a high range, which is good.

Measuring Outcomes from Recsports Experiences (MORE) Instrument Validation: A Valuable Tool to Assess College Student Learning

2011 ◽  
Vol 35 (1) ◽  
pp. 12-23 ◽  
Author(s):  
Tyler L. Fortman ◽  
Danell J. Haines
Keyword(s):  
College Student ◽  
Student Learning ◽  
Learning Outcomes ◽  
Instrument Validation ◽  
Statistical Properties ◽  
Recreational Sports ◽  
Parallel Model ◽  
Measuring Outcomes ◽  
College Student Learning ◽  
Reliability Coefficients

A parallel model ( n = 634) was used to validate the Measuring Outcomes from Recsports Experiences (MORE) proxy pretest-posttest form. Results compared the instrument to the MORE true pretest-posttest form on performing characteristics and statistical properties. The MORE proxy pretest-posttest form demonstrated strong reliability, Cronbach's α = .94, with subscale reliability coefficients ranging from .66 to .86. The parallel model indicated only minor effects of form and statistical properties ( rs = .56, p < .01). The MORE proxy pretest-posttest form is a valid, reliable tool to evaluate the learning outcomes from college recreational sports.

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

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