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This chapter addresses information literacy instruction (ILI) in business schools, where learning outcomes receive considerable emphasis due to accreditation requirements, and where information literacy outcomes are increasingly being recognized as critical to graduates’ success in the workplace. We report a study examining ILI practices and program components against the background of student demographics and factors in the learning environment. The outcomes of those instructional experiences for students are analyzed, including psychological, behavioral and benefit outcomes. Data were collected via student skills testing; interviews with students, teaching faculty, librarians, and school administrators; and a web survey of students. Taken together, the results convincingly demonstrate that ILI is a complex undertaking with diverse perceived outcomes. Some success is evident, and verifiable outcomes include increased student self-efficacy; positive perceptions of libraries, librarians, and online library resources; improved and increased use of librarians and online library resources; and increased efficiency and effectiveness of conducting information research. The results demonstrate the value of pedagogical approaches such as active learning, just-in-time instruction, and integration of information literacy instruction with course curricula, as well as the importance of marketing efforts to manage students’ expectations of instructional benefits. Although instruction remains uneven and complex due to divergent expectations and assumptions by different stakeholders (students, librarians, and administrators), successful learning outcomes are possible.

The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on schooling outcomes? Third, are school size and student socioeconomic status (SES) antecedents of trust?

A nationally representative sample of students attending public high schools in the USA (n=10,585) is drawn from the Educational Longitudinal Study. Structural equation modeling is used to examine the relationship between student trust, behavior and high school outcomes, controlling for SES, school size and prior achievement. Multiple measures of academic achievement are considered.

There is a significant relationship between student trust, behavior and high school outcomes. Students who trust have fewer behavioral incidents and better academic outcomes with results suggesting that trust functions through behavior. This is true regardless of SES, school size or prior achievement.

School leaders cannot change parental income or education, but can build trust. Developing and attending to student trust may not only mean that students are better behaved but, more importantly, are more successful academically.

In spite of decades of policy and legislation intended to improve schools, closing the achievement gap has proven elusive. One reason may be the relentless focus on physical artifacts of schooling, such as school organization, curriculum, testing and accountability, and a concomitant lack of attention to sociocognitive factors key to learning. Schools are social systems, and high levels of learning are unlikely to occur without a nurturing environment that includes trust.

This research makes a valuable contribution by focussing on student trust in high schools and by illuminating the relationship between trust, behavior, and academic outcomes. Results suggest that trust impacts a broad range of high school outcomes but functions indirectly through behavior.

Focuses on the receptivity of Western Australian government teachers towards a system‐wide educational change, the use of Student Outcome Statements, that help teachers’ classroom planning, student learning and assessment. The dependent variable, teacher receptivity, is measured in four aspects: overall feelings, attitudes, behaviour intentions and behaviour. The group 1 independent variables are non‐monetary cost benefits, alleviation of fears and concerns, significant‐other support, and feelings compared to the previous system. The group 2 independent variables are shared goals, collaboration and teacher learning opportunities. Data relating to all the variables were collected in 1997 from a sample of 126 teachers some of whom had been involved in the official trial of Student Outcome Statements and analysed using correlation and regression techniques. The group 1 and group 2 independent variables accounted for 59 per cent of the variance in overall feelings, 49 per cent in attitudes, 50 per cent in behaviour intentions and 40 per cent in behaviour.

This paper aims to investigate the relationship between the student’s class attendance and learning strategies that will influence Bloom et al. (1956) learning outcome or performance.

Data were collected from undergraduate students in their final year. Student identification number was subsequently matched to observe initial, final assessments and responses from questionnaire using parts of MSLQ (Pintrich et al., 1991). Hypotheses were tested, and data were analyzed using multiple regression analysis and multinomial logistic regression analysis.

Students’ learning strategies and class attendance are in fact related. Thus, class attendance, students’ study time and the mid-semester exams could explain more than 34.0 per cent of the variance. The results show that class attendance, mid-semester exams and study time had a significant positive influence on the learning outcome.

This study used undergraduate students in a university in Ghana, and may not necessarily be applicable universally. Also, teachers’ expectancies were not controlled. Another potential limitation was that TQM was the only subject area used for this study.

This study will recommend teachers to work individually with students in setting appropriate goals for each exam and frequently offer feedback. The results may influence on-line teaching and the student’s role in teaching and learning in the class.

This paper contributes to literature by examining how the student’s learning strategies, class attendances, study time, gender, status (part time student or full time student) influence the learning outcome or performance. This paper findings will provide educators new ways to understand student behavior and to assist them in achieving learning success.

Recent preliminary research in secondary schools suggests that indicators other than the traditional performance outcome measures of school achievement can be used to differentiate between school performance. These indicators are student factors that have been associated with accepted notions of quality schooling outcomes, such as student attitude to school, their approaches to learning and their academic self‐concept. This study examined student survey data collected from 30 schools in rural and metropolitan South Australia, including independent and public schools. The nature and strength of the relationships between student factors and selected school variables were tested against a range of school outcome measures such as school retention, academic results and SACE (certification) completion. The implications of these results for the kind of teaching and learning environment that promotes valued school outcomes is explicated and discussed.

The purpose of this multiple-case study was to examine the ambiguity surrounding course learning outcomes and how they are perceived by faculty members in four private universities, while simultaneously investigating the dominant teaching perspectives, practices and assessment techniques. In parallel, theory of constructive alignment was shared with faculty members and students as a possible teaching-learning model.

This study is a qualitative multiple-case study designed based on Yin’s (2009) case study protocol and Stake’s (2006) cross-case analysis report. In the process, 52 faculty members were interviewed, and 38 of the 52 were observed teaching, plus 15 of 52, faculty members participated in separate focus groups about constructive alignment. Further, 18 students were interviewed in separate focus groups to find out how they perceive effective teaching and constructive alignment.

The findings showed why faculty members misunderstood the course learning outcomes. Both faculty members and students withheld similar perceptions when it came to efficient teaching; however, they disagreed regarding the utility of constructive alignment as a proposed teaching-learning model. The 52 faculty members were mainly knowledge transmitters and this contradicts with the notion of the learning outcomes, which is student-centered. In addition, they are not familiar with the teaching-learning theories or with the various pedagogical tools that may render learning constructive.

The fact that this study is a multiple-case study automatically implies that the results cannot be generalized within the larger higher education context. Nevertheless, the research findings can help to clarify the reasons hindering the proper implementation of the learning outcomes in other institutions, as it can serve as a guide to improve all the detected weaknesses, which may be applicable in other contexts. It can also aid administrative bodies at the different institutions in dealing with the obstacles that restrict the workability of the learning outcomes.

Teaching in higher education must be nurtured through continuously investing time and effort in supporting faculty members to develop their teaching-learning skills to suit the changing profiles of students to render learning a durable experience.

The study is unique in how it combined Yin’s protocol with Stake’s cross-case analysis report. Additionally, the classroom observation instrument was, to an extent, a precedent in terms of higher education research in the Lebanese context. Further, the results obtained added to the results of previous research, i.e. the reasons why the learning outcomes were not functional. Plus, a cyclical/retrograding motion learning model emerged in the process, and the practicality of the theory of constructive alignment in the Lebanese context was questioned.

Although extant literature links overstimulation to various job outcomes, most studies do not consider a service-learning context, and they suggest a linear association between stimuli and outcomes. This paper examines the link between the number of service-learning hours students work and three educational outcomes – student satisfaction with the service-learning project, class relevancy to the service-learning project and expected community involvement.

Applying activation theory and Yerkes–Dodson law, we test curvilinear relationships between service-learning hours and student outcomes.

Results suggest that students benefit from service learning up to a certain duration of a service-learning project.

This study identifies the tipping point of the number of service-learning hours beyond which students perceive decrements to three outcomes.

The purpose of this paper is threefold: first, to introduce a conceptual model for assessing undergraduate student learning outcomes and satisfaction that involves concepts drawn from the services marketing and assessment literatures; second, to illustrate the utility of the model as implemented in an academic department (geography) within a large American university, and third, to demonstrate the applicability of the model by replicating the study at different scales: an entire undergraduate program (business administration) in a large Spanish university and another program (nursing) involving various universities of a Spanish region.

A multi‐method approach is used which comprises quadrant analysis, ANOVA tests and structural equation modeling techniques. A questionnaire was designed for data collection.

The main finding is the support found for the proposed model at different scales. Results of the multi‐method approach provide specific guidelines to departments using this approach to improve student learning outcomes and satisfaction.

The paper provides a conceptual model and supporting tools that can be used by other academic departments or higher education institutions to assist in the evaluation of how students perceive their learning outcomes and satisfaction with their undergraduate program.

The value of this multi‐method approach is that it is simple to implement, and at the same time provides a richness of information for diagnosis and decision‐making. The model was tested with data collected in different undergraduate programs and different countries, allowing the authors not only to find support for the model, but also to consider cultural differences among student perceptions.

This study aimed to match high-impact, experiential learning with equally powerful assessment practices.

We observed three examples of programs, analyzing individual student artifacts to identify multiple learning outcomes across domains through a novel approach to assessment.

Important outcomes from this effort were boundary-crossing qualities made visible through a multi perspective assessment process.

Future research should focus on the nature of experiential learning and measurement thereof.

Learning design should consider experiences as a means to reflection, which complement content delivery. Instructors may restructure course credit loads to better reflect additional learning outcomes.

Learners with this feedback may be able to better articulate sociocultural learning.

Describes learning in experiential and high-impact education; novel assessment of experiential learning in university setting.

This study has two objectives: to explore the factors that influence student self-efficacy regarding engagement and learning outcomes in a business simulation game course and to compare the difference between hierarchical and general teaching methods.

From September 2021 to May 2022, a questionnaire was administered to 126 students in a business simulation game course at the Zhongshan Institute, University of Electronic Science and Technology of China. Data were analyzed using nonparametric paired samples tests and linear regression.

The results showed that student self-efficacy, engagement and learning outcomes were significantly higher with the hierarchical teaching method than with the general teaching method. There were also differences in the factors that influenced self-efficacy regarding learning outcomes between the two teaching methods. With the general teaching method, student self-efficacy did not directly affect learning outcomes, but did so indirectly by mediating the effect of engagement. However, with the hierarchical teaching method, self-efficacy directly and significantly affected learning outcomes, in addition to indirectly affecting learning outcomes through student engagement.

Compared with the control group experimental research method, the quasi-experimental research method can eliminate the influence of sample heterogeneity itself, but the state of the same sample may change at different times, which is not necessarily caused by the hierarchical teaching design.

Based on the results of this study, teachers can apply hierarchical teaching according to student ability levels when integrating business simulation games. The results of this study can inspire teachers to protect student self-confidence and make teaching objectives and specific requirements clear in the beginning of the course, and also provide an important practical suggestion for students on how to improve their course performance.

The research results can be extended to other courses. Teachers can improve students' self-efficacy through hierarchical teaching design, thus improving students' learning performance and also provide reference value for students to improve their learning performance.

This study built a model based on self-system model of motivational development (SSMMD) theory, comparing factors that affect student self-efficacy regarding learning outcomes under different teaching methods. The model enriches the literature on SSMMD theory as applied to business simulation game courses and adds to our understanding of hierarchical teaching methods in this field. The results provide a valuable reference for teachers that can improve teaching methods and learning outcomes.