TITLE:
College Students’ Classroom Participation and Learning Outcomes under the Outcome-Based Education: A Case Study of International Logistics Course
AUTHORS:
Di Yao, Ying Qiu, Yuqing Guo, Yuanyuan Cao
KEYWORDS:
OBE Concept, Classroom Participation, Learning Outcomes, College Students
JOURNAL NAME:
Creative Education,
Vol.15 No.3,
March
22,
2024
ABSTRACT: The
student-centered concept of Outcome-Based Education (OBE) requires more
interaction from students in the classroom, emphasizing clear learning objectives
and outcomes. To date, few studies have explored the relationship between
college students’ classroom participation and learning outcomes based on the
OBE concept. Therefore, this paper constructed an
index system for measuring classroom participation from three dimensions:
behavioral participation, cognitive participation, and emotional participation.
Learning outcomes were categorized into three aspects: knowledge acquisition, ability
improvement, and quality enhancement. Using data from 59 college students in
the International Logistics course, the study employed descriptive
statistical analysis, Pearson correlation analysis, and independent sample
t-test method to examine the relationship and differential factors between
classroom participation and learning outcomes. The results indicate that: 1) Classroom
participation is significantly positively correlated with learning outcomes; 2)
Relatively stronger positive correlations exist between behavioral
participation and knowledge acquisition, cognitive participation and ability
improvement, and emotional participation and quality enhancement; 3) Classroom participation
and learning outcomes are not related to gender, class, or leadership roles in
the class, but there are noticeable differences in classroom participation and
learning outcomes between students who have low GPA or have
learning punishments compared to those with high GPA or without learning
punishments. Based on these findings, this paper proposed several
teaching strategies and suggestions that are of significant practical
importance for improving college students’ classroom participation and learning
outcomes.