%0 Journal Article
%T College Students¡¯ Classroom Participation and Learning Outcomes under the Outcome-Based Education: A Case Study of International Logistics Course
%A Di Yao
%A Ying Qiu
%A Yuqing Guo
%A Yuanyuan Cao
%J Creative Education
%P 383-397
%@ 2151-4771
%D 2024
%I Scientific Research Publishing
%R 10.4236/ce.2024.153023
%X 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</span></span><span><span><span style=\"font-family:&quot;\"> </span></span></span><span><span><span style=\"font-family:&quot;\">constructed</span></span></span><span><span><span style=\"font-family:&quot;\"> </span></span></span><span><span><span style=\"font-family:&quot;\">an
index system for measuring classroom participation from three dimensions:
behavioral participation, cognitive participation, and emotional participation.
Learning outcomes w</span></span></span><span><span><span style=\"font-family:&quot;\">ere </span></span></span><span><span><span style=\"font-family:&quot;\">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</span></span></span><span><span><span style=\"font-family:&quot;\"> </span></span></span><span><span><span style=\"font-family:&quot;\">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</span></span></span><span><span><span style=\"font-family:&quot;\"> </span></span></span><span><span><span style=\"font-family:&quot;\">have
learning punishments</span></span></span><span><span><span style=\"font-family:&quot;\"> </span></span></span><span><span><span style=\"font-family:&quot;\">compared to those with high GPA</span></span></span><span><span><span style=\"font-family:&quot;\"> </span></span></span><span><span><span style=\"font-family:&quot;\">or</span></span></span><span><span><span style=\"font-family:&quot;\">
%K OBE Concept
%K Classroom Participation
%K Learning Outcomes
%K College Students
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=131941