Assessment for Student Success: Delivering High-Quality Modules and Improving Educational Methods in Civil Engineering Program

Abushandi, Eyad

doi:10.36941/jesr-2021-0044

Cited by 3 publications

(1 citation statement)

References 19 publications

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“…Research has shown that an adequate evaluation of students’ learning in schools must focus on these three crucial aspects of learning ( Sönmez, 2017 ; Bitok, 2020 ; Noor et al, 2020 ). The need for holistic evaluation of students’ learning is prompted by the fact that students’ success is central to the analysis of the education process ( Afkhaminia et al, 2018 ; Abushandi, 2021 ). Studies have also established that students’ learning achievements are critical parameters for assessing whether or not education goals have been maximized ( Ali, 2013 ; Etor et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Innate ability, health, motivation, and social capital as predictors of students’ cognitive, affective and psychomotor learning outcomes in secondary schools

Owan

Ekpenyong²,

Chuktu³

et al. 2022

Front. Psychol.

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BackgroundPrevious studies assessing students’ learning outcomes and identifying contributing factors have often dwelt on the cognitive domain. Furthermore, school evaluation decisions are often made using scores from cognitive-based tests to rank students. This practice often skews evaluation results, given that education aims to improve the three learning domains. This study addresses this gap by assessing the contributions of four students’ input to their cognitive, affective and psychomotor skills (CAPs).MethodsA cross-section of senior secondary class II students (n = 870), sampled through the multistage procedure, participated in a physical survey. Students’ Inputs Questionnaire (STIQ) and Learning Outcomes Questionnaire (LOQ) were used for data collection. Based on data obtained from a pilot sample (n = 412), principal axis factoring (PAF) was performed to assess the internal structure of the instruments following an oblique rotation. The KMO value of sampling adequacy were 0.88 and 0.94, while the Bartlett’s test of sphericity were significant χ2(253) = 5,010; p < 0.001 and χ2(105) = 3693.38, p < 0.001 for the STIQ and LOQ, respectively. Confirmatory factor analysis was used to assess the models’ acceptability based on the maximum likelihood estimation technique. The main study used hierarchical linear regression for data analysis.ResultsFindings indicated that innate ability, health, motivation and social capital relatively and cumulatively predicted students’ overall, cognitive, affective and psychomotor learning outcomes. The proportion of variance explained by the predictors increased at different levels of the models with the addition of new variables. Students’ social capital reduced the effect of students’ innate ability regardless of their motivation and health status.Conclusion/implicationThis study has provided evidence that the four students’ inputs are crucial predictors of their learning outcomes in the three domains. This result is helpful for school management to provide services aimed at improving the school climate for students’ motivation and social capital. The result can provide policymakers with a proper understanding of the constituents of learning outcomes and how policies can be aligned to secure quality student inputs for maximum productivity in education.

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Section: Introductionmentioning

confidence: 99%

Innate ability, health, motivation, and social capital as predictors of students’ cognitive, affective and psychomotor learning outcomes in secondary schools

Owan

Ekpenyong²,

Chuktu³

et al. 2022

Front. Psychol.

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First-year seminars through the lens of Vincent Tinto's theories of student departure. A systematic review

Samoila

Vrabie

2023

Front. Educ.

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IntroductionVincent Tinto is a towering figure in the study of dropout in higher education whose theory regarding student departure is a widely accepted contribution that explains how students become involved in the academic community and how their level of engagement impacts their decision to persist or to drop out. The aim of this study is to advance understanding of how Vincent Tinto's theories influence the current practices and support services offered by higher education institutions to freshman students through first-year seminars (FYS).MethodsA systematic review was conducted based on peer-reviewed articles published between 2020 and 2022, selected through a multi-stage process. With reference to Tinto's contribution, this systematic review aims at providing answers to the following research questions: What are the methodological approaches identified in the studies under analysis? What knowledge can be identified in recent studies related to the categories of students attending FYS? What knowledge about students' personal and psychological characteristics with relevance for FYS can be found in recent studies? What knowledge about academic pedagogical and counseling factors with relevance for FYS can be found in recent studies? What knowledge about social and relational factors integration with relevance for FYS can be found in recent studies?ResultsThe findings indicate three categories of studies that capitalize on Tinto's theories with regard to the design, conduct and evaluation of first-year seminars: a. studies that assess the role of students' personal and psychological variables, considered within FYS; b. studies that analyze the pedagogical and counseling interventions destined to students within FYS; c. studies that analyze the role of the social and relational dimension within FYS.DiscussionThe literature on the topic capitalizes on Vincent Tinto's contributions in relation to a student corpus which is extremely diverse in terms of age, socio-economic status, racial and cultural characteristics, attended specialization (a significant number of studies are destined to students who attend STEM specializations), generational characteristics (the example of first-generation students). Therefore, the interventions aimed at facilitating the integration of first-year students are carefully tailored and customized according to the needs of these categories of beneficiaries.

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Learning Outcomes Management in Vocational School

Prayogo

2023

J. Educ., Mngt., and Dev. Studies

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This research addresses the suboptimal learning outcomes observed in the Politeknik Ilmu Pelayaran Semarang technical drawing course, focusing on the interplay of lecturer performance, student engagement, and curriculum design. The primary objective is to enhance learning outcomes for Level I Cadets during the 2023 academic year. The study encompasses 103 Level I Cadets enrolled in the Engineering Study Program, utilizing a total sampling technique. Data collection involves a questionnaire to assess the Engineering drawing course's effectiveness. The analytical approach employs percentage descriptive techniques and regression methods, including partial and simultaneous tests, subject to meeting prerequisite test requirements such as normality, heteroscedasticity, linearity, and multicollinearity. Results indicate that lecturer and student factors and environmental elements significantly influence learning outcomes in technical drawing. However, curriculum factors do not exhibit a notable impact on learning outcomes. Collectively, lecturer performance, student engagement, curriculum design, and environmental factors jointly contribute to learning outcomes by 39\%, with the remaining 61\% influenced by unexplored variables such as cost, organizational climate, socio-culture, and education management. In conclusion, this study establishes a link between lecturer performance, student engagement, and the environment with learning outcomes in technical drawing courses. Conversely, curriculum factors show no significant influence. Recommendations include optimizing the roles of lecturers and students and enhancing the educational environment to foster a conducive learning atmosphere within the dormitory setting.

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Assessment for Student Success: Delivering High-Quality Modules and Improving Educational Methods in Civil Engineering Program

Cited by 3 publications

References 19 publications

Innate ability, health, motivation, and social capital as predictors of students’ cognitive, affective and psychomotor learning outcomes in secondary schools

Innate ability, health, motivation, and social capital as predictors of students’ cognitive, affective and psychomotor learning outcomes in secondary schools

First-year seminars through the lens of Vincent Tinto's theories of student departure. A systematic review

Learning Outcomes Management in Vocational School

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