A systematic review on evidences supporting quality indicators of bilingual, plurilingual and multilingual programs in higher education

Alcalá, Fernando David Rubio; Arco-Tirado, José L.; Martín, Francisco D. Fernández; López-Lechuga, Rocío; Barrios, Elvira; Vázquez, Víctor Pavón

doi:10.1016/j.edurev.2019.03.003

Cited by 32 publications

(18 citation statements)

References 53 publications

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“…Macaro et al (2018) attributed the lack of clear evidence to “research methodology problems both at the micro and macro level” in the extant research (p. 36). Two of the most notable problems in the existing research are the lack of standardized, valid, and reliable content tests (Paran, 2013; Pérez-Cañado, 2012; Reljić et al, 2015) and the absence of comparable control groups (Bruton, 2011a, 2011b; Guo et al, 2018; Rubio-Alcalá et al, 2019). Hernández-Nanclares and Jiménez-Muñoz’s (2017) study was one of the few studies that employed equivalent assessment procedures and a comparable control group.…”

Section: Literature Reviewmentioning

confidence: 99%

English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability

Lin

Lei

2021

SAGE Open

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English-medium instruction (EMI) has become increasingly popular in higher educational institutions across the world due to the prominence of English and the internationalization of higher education. Nevertheless, limited research to date has investigated its impacts on content learning through objective measures. The present study addresses this gap by examining whether students taught in English at a university in China perform differently in a business course from their counterparts taught in Chinese and how English-taught students’ English proficiency and academic ability (as measured by grade point average) relate to their EMI academic outcomes. The study employed a quasi-experimental design and adopted inter-translated versions of the same syllabus, textbook, class materials, and exam paper for the English- and Chinese-medium classes. It found no significant differences in students’ academic outcomes (i.e., total score, assignment, participation, and final exam) between the English- and the Chinese-taught classes. It also showed that both English proficiency and academic ability were statistically significant predictors of English-taught students’ academic outcomes with academic ability being a much stronger predictor than English proficiency. These findings add to a growing but still limited body of evidence on the impacts of EMI on content learning and point to several important implications for EMI.

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Section: Literature Reviewmentioning

confidence: 99%

English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability

Lin

Lei

2021

SAGE Open

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“…In order to investigate the impact of organizational factors on learning outcomes in elementary education, a questionnaire was designed for principals on the rank of the assessed significance of the stated organizational factor, i.e., its impact on learning outcomes. Organizational factors, that are the subject of this research, are derived from the previous researches of various different authors, who perceived the outcome of learning quality in higher education (Shahjahan & Torres, 2013;Määttä & Uusiautti, 2012;Rubio-Alcala et al, 2019). These researches motivated the creation of the questionnaire that consists of 7 factors, which are presented in the Table 1, where the principals were instructed to assign number 7 to the factor of highest importance and number 1 to the factor with the least significance on the quality of learning outcomes.…”

Section: Instrumentsmentioning

confidence: 99%

Multi-Criteria Ranking of Organizational Factors Affecting the Learning Quality Outcomes in Elementary Education in Serbia

Epifanić¹,

Urošević

Dobrosavljević

et al. 2020

Journal of Business Economics and Management

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The research within this paper is motivated by the opinion that different organizational factors in primary education can have a stronger or weaker impact on the quality of the learning outcome. Organizational factors, criteria analyzed in this paper, are school management, school infrastructure, students’ foreknowledge, teacher competencies, curriculum content, student motivation, and the quality of the teaching process. Using SWARA (Step-wise Weight Assessment Ratio Analysis) method of multi-criteria decision-making, the answers of elementary school principals, members of the panel of experts, were processed. The calculation within this method was performed using fuzzy numbers to ensure the reliability of expert evaluations. The results of the applied method, in the form of weighting coefficients of the criteria, indicate that school management has an influence on the selection and building of teachers’ competencies while the given competence can indirectly affect the overall success of students through the establishment of an adequate school infrastructure, which affects the knowledge quality. Knowing the factor that has the highest impact enables principals to manage this factor and contribute to enhancing the knowledge quality. This research contributes to raising awareness of the importance of particular organizational factors in elementary education and the need to improve them.

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“…Some research findings claimed that the science learning outcomes increase since the teachers apply the discovery learning (Rubio-alcalá et al, 2019). This learning model develops the concept which is scientific, relevant, sufficient, actual and contextual, flexible complete, systematic and consistent (Verstege, Pijeira-díaz, Noroozi, Biemans, & Diederen, 2019).…”

Section: Introductionmentioning

confidence: 99%

Discovering learning model analysis to improve learning results of social science for elementary school

Setiawati¹,

Istiningsih²,

Sari³

2021

ilkonline

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Discovery learning sets the students free to study and learn based on the preferred learning styles, to gain competencies and fulfill the curiosities. Teachers are expected to create circumstance in which students may solve problems by providing the consultation when it is needed. This study aimed to re-analyze the implementation of discovery learning models on improving social studies learning outcomes of students of basic education. This research uses a descriptive approach with meta-analysis method. The study begins by formulating a research problem, followed by searching relevant research results for analysis. Research data collection is done by searching in an electronic journal through Google Scholar and searching thesis documents in the study program library. Based on the results of the analysis, it shows that the discovery learning model can improve social studies learning outcomes from the lowest 4.95% to the highest 47.86% with an average index of 19.56%.

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A systematic review on evidences supporting quality indicators of bilingual, plurilingual and multilingual programs in higher education

Cited by 32 publications

References 53 publications

English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability

English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability

Multi-Criteria Ranking of Organizational Factors Affecting the Learning Quality Outcomes in Elementary Education in Serbia

Discovering learning model analysis to improve learning results of social science for elementary school

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