Assessment of Student Learning in South Asia

Nawani, Disha; Goswami, Richa

doi:10.1007/978-981-13-3309-5_47-1

Cited by 2 publications

(2 citation statements)

References 13 publications

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“…In concluding this section, we want to remind that the dividing practices of examinations produce and legitimize social hierarchies and subdues the curriculum frameworks sanctioned by the state. As Nawani and Goswami (2020) illustrate in a chapter in the current section, socio-cultural and systemic factors frustrate aspirations in the SA region, specifically, public examinations play an important role in eliminating a large number of students every year. The region is prone to strict regimentation and stressful competitiveness.…”

Section: Producing Student-citizens Post-independence: Hegemony and Mmentioning

confidence: 99%

“…This mapping of themes is however partial and constrained by the limitation of time and space as well as the topics and countries covered within the section, "Curriculum and Knowledge." The contributions in this section cover: the significance of the history curriculum in the construction of national imaginaries drawing on India, Pakistan and Bangladesh ; the construction of the "ideal" citizen within the civics curriculum in India and Pakistan (Kadiwal and Jain 2020); the construction of gender in textbooks in the conflict-affected contexts of Pakistan and Sri Lanka (Emerson and Levi 2020); curriculum models and pedagogic perspectives in India, Pakistan, and Bangladesh (Sharma 2020); concerns and challenges in assessing student learning in India, Pakistan, Bangladesh, and Sri Lanka (Nawani and Goswami 2020); and mathematics education (Bose 2020).…”

Section: Introductionmentioning

confidence: 99%

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Knowledge and Curriculum Landscapes in South Asia

Durrani

Nawani

2020

Global Education Systems

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Section: Producing Student-citizens Post-independence: Hegemony and Mmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Knowledge and Curriculum Landscapes in South Asia

Durrani

Nawani

2020

Global Education Systems

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Exploring the impact of e-learning instructional designs on students’ learning approaches and knowledge gain

Jayawardena,

Dissanayake Mudiyanselage,

Marambe

et al. 2024

E-Learning and Digital Media

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Designing educational materials for digital resources that accommodate different learning styles and educational backgrounds is challenging due to the complexity of student engagement with content. This study examined the impact of E-learning instructional designs on students’ knowledge gain, focusing on learning approaches and perceived usefulness. The 'Virtual Histology Lab.’ (VHL), a self-learning E-resource, was developed to deliver theoretical knowledge on microscope slide preparation, incorporating cognitive scaffolding strategies such as contextualized trigger questions, map-based visualizations, and multimedia elements grounded in sound pedagogical principles. Fifty-one students with no prior exposure to slide preparation participated in the study. Knowledge gain was assessed through pre-test and post-test scenarios, while three questionnaires evaluated learning approaches, perceived usefulness, ease of use, and student perspectives on the VHL’s content. The findings revealed that 78% of students predominantly adopted a deep learning approach, while a smaller proportion exhibited a surface approach. No significant differences were observed between the pre-test and post-test scores of students with deep or surface learning approaches. However, all students demonstrated a statistically significant increase in post-test scores, indicating substantial knowledge gains across diverse learning styles. This study shares instructional design strategies to accommodate different learning styles, increase knowledge gain, and promote meaningful learning experiences.

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Assessment of Student Learning in South Asia

Cited by 2 publications

References 13 publications

Knowledge and Curriculum Landscapes in South Asia

Knowledge and Curriculum Landscapes in South Asia

Exploring the impact of e-learning instructional designs on students’ learning approaches and knowledge gain

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