The impact of satisfaction, and autonomous learning strategies use on scholastic achievement during Covid-19 confinement in Malaysia

Anthonysamy, Lilian; Singh, Parmjit

doi:10.1016/j.heliyon.2022.e12198

Cited by 10 publications

(12 citation statements)

References 48 publications

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“…Furthermore, Anthonysamy and Singh (2023) found that the interactive collaboration of learners and the learning environment have a significant impact on their own learning achievement. Similar to the present study, Rahman et al (2022) demonstrated that learner autonomy success is influenced by motivation, as well as ability, willingness, and opportunity ; both females and males agreed on the use of social resources for their autonomous learning, such as tutoring, group work, and collaboration with classmates, thus facilitating knowledge sharing and dissemination.…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, Anthonysamy and Singh (2023) analyzed four autonomous learning strategies and their impact on academic performance of college students during the COVID-19 pandemic. In this research it was found that interactive engagement and study environment are significantly related to academic performance, whereas satisfaction and self-efficacy showed no relationship, possibly due to the challenging context of the pandemic.…”

Section: Introductionmentioning

confidence: 99%

“…The learning environment encompasses physical, social, and digital environments, promoting conducive conditions, social interaction, and effective search for resources (Anthonysamy & Singh, 2023). Educators, as facilitators, guide students in goals and assessment (Sun, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Flipped Classroom Based on Blum’s Modeling and its Impact on Autonomous Learning Experienced by Mathematics Students from a University in Lima, Peru

Carrillo-Yalán,

Vargas-Trujillo,

García-Cuéllar

et al. 2024

Acad. J. Interdiscip. Stud.

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Introduction. The flipped classroom method represents an avant-garde approach to the learning process, in which students acquire the fundamental concepts of a subject outside the traditional classroom environment. In this work, Blum's modeling was used, based on discovery learning, where students are initially faced with problems or situations that require a solution, encouraging the search for information and the application of various strategies to solve them. This combination enhances learning autonomy by offering greater opportunities for practice and feedback. Objective. The research aims to determine the impact of the flipped classroom method as a tool to promote autonomous learning. Method. A mixed methodology was used, integrating elements of quasi-experimental and phenomenological design, with an explanatory scope. Results. The study revealed a 65% effectiveness in the development of autonomous learning among students who participated in the flipped classroom implementation. In addition, participants reported an increase in motivation, ability to set goals, identification of challenges and strengths, availability of resources and an environment conducive to learning, as well as selection of effective study strategies and increased reflection on the effects of their learning. In conclusion, the findings support the usefulness of flipped classroom as a valuable tool for fostering autonomous learning in university students. Received: 3 February 2024 / Accepted: 26 April 2024 / Published: 5 May 2024

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Flipped Classroom Based on Blum’s Modeling and its Impact on Autonomous Learning Experienced by Mathematics Students from a University in Lima, Peru

Carrillo-Yalán,

Vargas-Trujillo,

García-Cuéllar

et al. 2024

Acad. J. Interdiscip. Stud.

View full text Add to dashboard Cite

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“…We found that college students who spent more time studying on college work were less likely to have poor academic performance. The unfolding of the COVID-19 pandemic has changed students' learning habits and routines and allowed for greater student autonomy (Anthonysamy and Singh, 2023). Students have more time to study and review study material in online learning environment (Amir et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Factors affecting academic performance of college students in China during COVID-19 pandemic: a cross-sectional analysis

Li,

Kang,

Miles

et al. 2023

Front. Psychol.

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IntroductionUnderstanding the factors that affected academic performance of students during the COVID-19 pandemic will help design effective interventions for improving students’ academic performance during emergency situations as well as during regular academic environment. This cross-sectional study aimed to identify the factors that explain academic performance of students in China during the pandemic.MethodsData on college students from the 2020 China Family Panel Studies were used, and the final sample consisted of 728 students. Ordered probit regression models were estimated to explain students’ relative performance in the semester when the in-person classes were suspended by using various student and household-related variables and characteristics. To compute missing values in selected variables, a multiple imputation technique was applied.ResultsThe odds of poor academic performance declined with higher Internet use for academic purposes, but Internet use for entertainment increased the probability of being in the poor academic performance. College students who spent more time studying on college work were less likely to have poor academic performance.DiscussionThis study identified the factors (Internet use and study time) associated with academic performance among Chinese college students during the COVID-19 pandemic. These results can be used to design policies to improve educational outcomes and to address educational inequalities.

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“…On the other hand, learning is unsuccessful if the individual does not change. The outcome of an action completed, whether alone or in a group, is an achievement (Anthonysamy & Singh, 2023). The completion of the learning process, learning outcomes are the product of an interaction between learning acts and teacher-led instruction.…”

Section: Introductionmentioning

confidence: 99%

Impact on Student’s Achievement in Learning Science after COVID-19 at Grade 8th

Kausar,

Butt

2023

Pak. J. Humanit. Soc. Sci

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The objective of the study was to find out the impact of students’ achievement in learning science after covid-19. The current study was the survey in nature and quantitative approach was used for the present study. In order to collect data from school students and to check their interest in science and online learning during and after COVID-19 we used one questionnaire and one achievement test. The population of this study were male and female 8th grade school students from one public and two private institutes of Lahore District. A sample of this research was 100 male and females students of the Public School; Laboratory High School IER PU, Private School; The Pilot School and Private Academy; Adan Science Academy, Lahore by using convenient sampling technique. The instrument of the study was questionnaire. Descriptive and inferential statistics was used. The findings of the study was revealed that there was a highly significant impact of students’ achievement in learning science after covid-19.

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The impact of satisfaction, and autonomous learning strategies use on scholastic achievement during Covid-19 confinement in Malaysia

Cited by 10 publications

References 48 publications

Flipped Classroom Based on Blum’s Modeling and its Impact on Autonomous Learning Experienced by Mathematics Students from a University in Lima, Peru

Flipped Classroom Based on Blum’s Modeling and its Impact on Autonomous Learning Experienced by Mathematics Students from a University in Lima, Peru

Factors affecting academic performance of college students in China during COVID-19 pandemic: a cross-sectional analysis

Impact on Student’s Achievement in Learning Science after COVID-19 at Grade 8th

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