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The Educational Situation Quality Model: A New Tool to Explain and Improve Academic Achievement and Course Satisfaction.

ABSTRACT: Students' academic achievement is a major concern among countries. Governments spent a lot of money on education to improve students' competences at all levels of education. Despite the enormous amount of money invested and the reforms made to curricula in many countries in recent years, these measures are not generally producing the desired results according to the data of International Performance Measurement programs for students (e.g., Program for International Student Assessment-PISA by OECD). Given the importance of this issue, this article presents an instructional-motivational model developed in the last decade to explain and improve students' learning outcomes, e.g., academic achievement and course satisfaction, entitled the "The Educational Situation Quality Model" (MOCSE, acronym in Spanish). Unlike other educational models, MOCSE offers an integrative teaching-learning approach to explain learning outcomes. By taking the educational setting as a unit of analysis, this proposal introduces a new perspective into the existing literature to predict students' achievement and course satisfaction by combining contributions from relevant psycho-educational theories, such as: "The Job Demands-Resources Model," "The Expectancy-Value Theory," and "The Achievement Goal Theory." Besides being a conceptual framework to guide research, it also provides a methodological way to improve teacher practice and learning outcomes. In this article we first briefly explain the main model's characteristics and functioning from the student perspective and, second, based on the MOCSE, we offer some keys for teachers to improve academic achievement and students' course satisfaction for a specific curricular subject. Finally, future proposals and challenges are discussed. Questionnaires are provided in the Annex.

SUBMITTER: Domenech-Betoret F

PROVIDER: S-EPMC6657589 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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The Educational Situation Quality Model: A New Tool to Explain and Improve Academic Achievement and Course Satisfaction.

Doménech-Betoret Fernando F Gómez-Artiga Amparo A Abellán-Roselló Laura L

Frontiers in psychology 20190718

Students' academic achievement is a major concern among countries. Governments spent a lot of money on education to improve students' competences at all levels of education. Despite the enormous amount of money invested and the reforms made to curricula in many countries in recent years, these measures are not generally producing the desired results according to the data of International Performance Measurement programs for students (e.g., Program for International Student Assessment-PISA by OEC ...[more]

PMID: 31379696

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Project description:BACKGROUND:Active participation in group assignments is an invaluable way to realize collaborative learning; however, there are several challenges attributed to the traditional way of doing group assignments. This study explores the synergistic effects of flipped classrooms and a wiki-authoring group activity on students' learning outcomes and the quality and quantity of their group-work. METHODS:In this action research, 205 master students of a medical school were involved in a course blended with flipped classrooms. While learning from online and in-class activities, students did their group assignment on an educational wiki (n?=?85) or in a conventional way (n?=?120). Assessment in this study was done in both formative and summative ways. Formative assessment included quizzes at the beginning of each class and students' self-assessment (focused on their satisfaction with different educational activities of the course, using an 11-item validated satisfaction questionnaire). The summative assessment incorporated assessment of the quantity and quality of students' participation in doing group assignments(by a five-item checklist); quizzes at the end of each class; the final exam; assessment of students' competency in transferring their learning into creating an outline for a hypothetical article and writing topic sentences. Using SPSS 21.0 and employing independent samples t or Mann -Whitney U tests, the educational impacts of the course were compared in two groups. RESULTS:Students in the wiki-group were more satisfied with the course. Both quantity and quality of the group assignment among students in the wiki group outweighed those among the students in the non-wiki group. Univariate linear regression analysis of the models between students' satisfaction with flipped classrooms and the quality of their participation in doing their group as well as their attitude towards the group assignment showed that the changes in the quality of the wiki students' group assignment and their attitude were dependent on the changes of their satisfaction with flipped classrooms. CONCLUSIONS:The findings of this study confirm that a wiki-authoring group assignment is effective in achieving student learning outcomes and integrating a wiki with flipped classrooms increases wiki accomplishment. Collaborating on a wiki activity improves both quality and quantity of group assignments among students.

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The Educational Situation Quality Model: A New Tool to Explain and Improve Academic Achievement and Course Satisfaction.

Publications

The Educational Situation Quality Model: A New Tool to Explain and Improve Academic Achievement and Course Satisfaction.

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