Student participation in whole-class discourse: individual conditions and consequences for student learning in primary and secondary school

College Students’ Classroom Participation and Learning Outcomes under the Outcome-Based Education: A Case Study of International Logistics Course

“…However, existing research on the OBE concept predominantly focused on aspects such as instructional design, organizational structure, implementation, and evaluation under this framework, with many studies being qualitative in nature (Gao & Guo, 2021;Han & Liu, 2022;Wu & Xue, 2022). Simultaneously, research on student classroom participation and learning outcomes primarily centered around primary and secondary school students (Decristan et al, 2023;Ahmmed & Uddin, 2022), often limiting the assessment of learning outcomes to singular aspects of performance and lacking a comprehensive consideration of students' overall qualities. Therefore, taking the International Logistics course as an example, this paper selects second-year college students who have completed the course as the research subjects.…”

A longitudinal study of student hand raising: Stability and reciprocal dynamics with cognitive elaboration and academic self-concept.

“…The central role of this behavior might explain the recent increase in academic interest in this specific student behavior. Several studies reported positive relationships between observed hand-raising behavior and student achievement with small to moderate effect sizes reported for elementary schools and secondary schools (Böheim, Urdan, et al, 2020;Decristan et al, 2020Decristan et al, , 2023Schnitzler et al, 2021). Other studies found that aspects of instructional quality, such as perceived cognitive activation (r = .08; Jansen et al, 2022), socioemotional support (r = .31; Böheim, Urdan, et al, 2020), and time on task (r = .09; Jansen et al, 2022) were related to student-guided participation (specifically hand raising) in secondary schools.…”