The Impact of Assignment-Based Learning Methods on Academic Performance of Online MBA Students (A case study of select Online MBA students of University of South Wales)

ABSTRACT The research focuses on the Effectiveness of Assignment Based Learning Methods on Academic Outcomes of Online MBA Students (A Case Study of Selected University of South Wales Online MBA Students)-Education. Students in an assignment-based learning environment are exposed to a variety of skills and competencies, including cooperation, assignment planning, decision-making, critical thinking, and time management. Collaborative learning helps students to bounce ideas off one another, express their own viewpoints, and negotiate solutions – all of which are crucial abilities on the job.

 

According to zdemir (2006), an assignment-based learning lesson allows students to learn in an authentic, challenging, multidisciplinary environment, to learn how to design, carry out, and evaluate an assignment that requires sustained effort over a significant period of time, to learn to work with minimal external guidance, both individually and in groups, and to gain in self-reliance and personal accountability. As Erylmaz (2004) stated, students, can develop their academic achievements and attitudes through peer instruction, such as in assignment-based learning, because the interaction between group members in a social context is essential for learning, as proposed in constructive social theory, and context is important to understand what occurs in society and to construct knowledge (Derry, 1999).

 

Meanwhile, instructors are advised to put pupils together whenever and whenever practical (Scott and Ytreberg, 1990). During assignment work, students engage in friendly rivalry with other groups and put out effort in order to succeed.

 

They experience delight and exhilaration as a consequence of their accomplishments. At the same time, kids enjoy the satisfaction of creating and showing something unique, which makes them feel valued, skilled, and informed. As a result, their self-confidence and sense of competence for future project work are enhanced. It may help to transform favorable academic outcomes and student attitudes toward lessons.

 

According to the associated research, the development of a positive attitude is connected to students’ direct engagement (Bergeson, Fitton, and Bylsma, 2000). The study also discovered that project-based learning assisted kids in developing numerous abilities such as intellectual, social, emotional, and moral skills, all of which students must acquire in school, as well as reducing anxiety while learning. In addition, rak (2006) and zdemir (2006) discovered in their investigations that project work assisted young learners in developing numerous abilities in classes.

 

Contents 3 INTRODUCTION TO CHAPTER ONE 3 1.1 THE STUDY’S BACKGROUND 3 1.2 Formulation of the Problem. 4 1.3 Research Goals. 5 1.4 Research Issues 5 1.5 Importance of Study 5 1.6 The Study’s Scope 6 1.7 The study’s limitations 6 CHAPTER TWO. 7 REVIEW OF LITERATURE. INTRODUCTION 7 2.1 7 2.2 Assignment-Based Learning Definition 8 2.3 The Advantages of ABL 9 2.4 Classroom Strategies for Students 12 CHAPITRE THREE Methodology (15th). 15 3.1 Design of Research 15 3.2 The Research Area 16 3.3 The Study’s Population 16 3.4 Sample Size and Sampling Methods 16 3.5 Data Collection Sources 16 3.6 Data Collection Instrument 17 3.7 Research Instrument Validity 17 3.8 Reliability of the Instrument 17 3.9 Instrument Administration 18 3.10 Data Analysis Methods There are 18 references. FOURTH CHAPTER 19 ANALYSIS AND INTERPRETATION OF DATA Preamble 19 19 4.2 Respondent Demographic Characteristics 19 4.3 Analysis of Responses to Research Question One: 20 4.5 Discussion of Results 22. CHAPITRE FIVE. 23 RECOMMENDATIONS, CONCLUSION, AND SUMMARY 23.5.1 Preamble. 23 5.2 Conclusion 23.5.3 Finally, 5.4 Recommendations 24 There are 26 references. Appendix 27 29 INTRODUCTION TO CHAPTER ONE 1.1 THE STUDY’S BACKGROUND At all stages of education, the goal is to acquire knowledge, skills, and attitudes. Cognitive learning (knowledge) is the acquisition of information and ideas.

 

It is concerned with grasping the subject content, analyzing it, and applying it to new circumstances. The development of competence in a student’s capacity to accomplish tasks, solve issues, and express oneself is included in behavioral learning (skills). Changes in emotions, attitudes, and values alter thinking and behavior in effective learning. (Allen, 2010) Teaching in the emotional domain is essential to help social work students develop their values, ethics, aesthetics, and emotions.

 

The most difficult difficulty that instructors encounter in the classroom is students’ active learning. Learning does not occur as a result of just dumping knowledge into the learner’s mind. It necessitates the learner’s own mental participation and action. Explanation and demonstration alone will never result in true, long-term learning. Only active learning will do this. Students perform the majority of the work when learning is dynamic. They utilize their minds to research ideas, solve issues, and apply what they discover.

 

Learners in an active learning environment are engaged in situations that allow them to participate in the meaning-making inquiry, action, imagination, innovation, interaction, hypothesizing, and personal reflection (Cranton, 2012). According to recent findings, the fundamental process of learning requires learners to be actively involved in learning.

 

The key premise is that learners must actively create connections in their own brains and thoughts that result in learning for them (Barkley, Cross, and Major, 2005:7). ABL is one of the creative teaching approaches offered for teaching writing (to avoid confusion with ABL that stands for assignment-based learning). The assignment technique is the most frequent form of teaching, particularly in science. It is a strategy that is often utilized in the teaching and learning processes.

 

It is an educational strategy that involves learners in guided information, self-learning, writing skills, and report preparation. The assignment technique is an essential part of the teaching and learning process. Assignment-based learning is a teaching strategy focused on genuine learning tasks that pique students’ interest and motivation. These activities are intended to answer a question or solve a problem, and they usually represent the sorts of learning and work that individuals perform outside of the classroom. ABL is often carried out by groups of students working toward a shared objective.

 

Individual performance is evaluated based on the quality of the output created, the level of material comprehension displayed, and contributions made to the continuous process of Assignment fulfillment (Deborah, 2001:4). Teaching and learning need special consideration, technique, tools, and strategy. Innovative teaching strategies are required to help pupils learn and perform successfully. ABL was chosen as an alternative to instruction in this research for a variety of reasons.

 

First, ABL allows students to choose, debate, express, and perform on their own subjects. This will encourage pupils to participate in the instructional process. 1.2 Problem Identification Surprisingly, most students’ low academic performance is essentially connected to instructors’ use of inadequate teaching techniques to impart information to pupils (Adunola, 2011).

 

Significant research on the efficacy of teaching approaches suggests that the successes of learners often reflect the quality of instruction. According to Ayeni (2011), teaching is a process that includes instilling desired changes in students in order to attain certain results. Adunola (2011) contends that in order for a teaching approach to be successful, instructors must be familiar with a variety of teaching tactics that take into account the amount of complexity of the topics to be addressed.

 

The bulk of students’ poor academic achievement at the higher education level has been attributed to inadequate lecturers’ instructional approaches. As a result, this research explores the Effectiveness of Assignment-Based Learning Methods on Academic Outcomes of Online MBA Students (A Case Study of Selected Online MBA Students from the University of South Wales)-Education. 1.3 Goals of Research The study’s goal is to investigate the Effectiveness of Assignment Based Learning Methods on Academic Outcomes of Online MBA Students (A Case Study of Selected Online MBA Students from the University of South Wales)-Education, and the particular goals are as follows:

 

1. To investigate the outcomes of online Assignment Based Learning students. 2. to investigate the impact of ABL on the academic performance of Online MBA students 3. To instill in pupils a self-learning mentality. 4. To educate learners with information analysis and a research mindset. 5. To create learning experiences from a variety of sources. 1.4 Research Issues This chapter specifically covers the following research questions: What is the consequence of Assignment Based Learning for online students? What influence does ABL have on the academic achievement of Online MBA students? 1.5 Importance of the Research This project will improve learning quality, resulting in higher-level cognitive growth and good learning outcomes via students’ interaction with complicated tasks. This research will assist the government in understanding the significance of selecting skilled employees in their area of specialty in order to successfully educate.

 

If necessary, this research will draw instructors’ attention to the necessity for them to adopt more suitable teaching methods to produce acceptable outcomes in, primarily, for online learners. It will serve as the cornerstone for future research projects. This study will also give excellent training for information searching, instill in students a self-learning attitude, provide information analysis and research attitude, and generate learning experiences from numerous sources. 1.6 The Study’s Scope The research looks at the effectiveness of assignment-based learning methods on the academic outcomes of online MBA students (a case study of selected online MBA students from the University of South Wales)-Education. 1.7

 

The study’s limitations The research will confront several hurdles, one of which is a financial one. There will be insufficient funding to produce surveys and transport the researcher to meet the needed responders. Another factor is time; the researcher is now preoccupied with academic demands. There are several tasks accessible for the researcher to do, along with his desire to read and study at the same time. These are the study’s primary obstacles.

 

The research focuses on the Effectiveness of Assignment Based Learning Methods on Academic Outcomes of Online MBA Students (A Case Study of Selected University of South Wales Online MBA Students)-Education.

Students in an assignment-based learning environment are exposed to a variety of skills and competencies, including cooperation, assignment planning, decision-making, critical thinking, and time management. Collaborative learning helps students to bounce ideas off one other, express their own viewpoints, and negotiate solutions – all of which are crucial abilities in the job. According to zdemir (2006), an assignment-based learning lesson allows students to learn in an authentic, challenging, multidisciplinary environment, to learn how to design, carry out, and evaluate an assignment that requires sustained effort over a significant period of time, to learn to work with minimal external guidance, both individually and in groups, and to gain in self-reliance and personal accountability.

 

As Erylmaz (2004) stated, students can develop their academic achievements and attitudes through peer instruction, such as in assignment-based learning, because interaction between group members in a social context is essential for learning, as proposed in constructive social theory. Context is important to understand what occurs in society and to construct knowledge (Derry, 1999). Meanwhile, instructors are advised to put pupils together whenever possible (Scott and Ytreberg, 1990). During assignment work, students engage in friendly rivalry with other groups and put out effort in order to succeed. They experience delight and exhilaration as a consequence of their accomplishments.

 

At the same time, kids enjoy the satisfaction of creating and showing something unique, which makes them feel valued, skilled, and informed. As a result, their self-confidence and sense of competence for future project work are enhanced. It may help to transform favorable academic outcomes and student attitudes toward lessons. According to the associated research, the development of a positive attitude is connected to students’ direct engagement (Bergeson, Fitton and Bylsma, 2000).

 

The study also discovered that project-based learning assisted kids in developing numerous abilities such as intellectual, social, emotional, and moral skills, all of which students must acquire in school, as well as reducing anxiety while learning. In addition, rak (2006) and zdemir (2006) discovered in their investigations that project work assisted young learners in developing numerous abilities in classes.

1.1 THE STUDY’S BACKGROUND. 3

1.2 Formulation of the Problem.

5 Research Objectives

1.4 Research Issues. 5

1.5 The Study’s Importance. 5

1.6 Scope of the Research.

1.7 The study’s limitations 6

2.2 Assignment-Based Learning Definition.

2.3 The Advantages of ABL.

2.4 Classroom Strategies for Students

15 3.1 Research Design

3.2 The Research Area.

3.3 The Study’s Population. 16

3.4 Sample Size and Sampling Methods.

3.5 Data Collection Sources. 16

3.6 Data Collection Instrument.

3.7 Research Instrument Validity 17

17 3.8 Instrument Reliability 17

3.9 Management of the Instrument 18

3.10 Data Analysis Methods.

ANALYSIS AND INTERPRETATION OF DATA.

4.2 Respondent Demographic Characteristics.

4.3 Analysis of Responses to Research Question One: 20

4.5 Discussion of Results 22

23. SUMMARY, CONCLUSION, AND RECOMMENDATIONS

5.1 Introduction. 23
CHAPTER ONE INTRODUCTION 1.1 STUDY BACKGROUND
At all stages of education, the goal is to acquire knowledge, skills, and attitudes. Cognitive learning (knowledge) is the acquisition of information and ideas. It is concerned with grasping the subject content, analyzing it, and applying it to new circumstances.

 

The development of competence in a student’s capacity to accomplish tasks, solve issues, and express oneself is included in behavioral learning (skills). Changes in emotions, attitudes, and values alter thinking and behavior in effective learning. (Allen, 2010) Teaching in the emotional domain is essential to help social work students develop their values, ethics, aesthetics, and emotions. The most difficult difficulty that instructors encounter in the classroom is students’ active learning. Learning does not occur as a result of just dumping knowledge into the learner’s mind. It necessitates the learner’s own mental participation and action.

 

Explanation and demonstration alone will never result in true, long-term learning. Only active learning will do this. Students perform the majority of the work when learning is dynamic. They utilize their minds to research ideas, solve issues, and apply what they discover. Learners in an active learning environment are engaged in situations that allow them to participate in the meaning-making inquiry, action, imagination, innovation, interaction, hypothesizing, and personal reflection (Cranton, 2012). According to recent findings, the fundamental process of learning requires learners to be actively involved in learning. The key premise is that learners must actively create connections in their own brains and thoughts that result in learning for them (Barkley, Cross, and Major, 2005:7).

ABL is one of the creative teaching approaches offered for teaching writing (to avoid confusion with ABL which stands for assignment-based learning). The assignment technique is the most frequent form of teaching, particularly in science. It is a strategy that is often utilized in the teaching and learning processes. It is an educational strategy that involves learners in guided information, self-learning, writing skills, and report preparation. The assignment technique is an essential part of the teaching and learning process.

Assignment-based learning is a teaching strategy focused on genuine learning tasks that pique students’ interest and motivation. These activities are intended to answer a question or solve a problem, and they usually represent the sorts of learning and work that individuals perform outside of the classroom. ABL is often carried out by groups of students working toward a shared objective. Individual performance is evaluated based on the quality of the output created, the level of material comprehension displayed, and contributions made to the continuous process of Assignment fulfillment (Deborah, 2001:4).

Teaching and learning need special consideration, technique, tools, and strategy. Innovative teaching strategies are required to help pupils learn and perform successfully. ABL was chosen as an alternative to instruction in this research for a variety of reasons. First, ABL allows students to choose, debate, express, and perform on their own subjects. This will encourage pupils to participate in the instructional process.

1.2 Problem Identification
Surprisingly, the majority of students’ low academic performance is essentially connected to instructors’ use of inadequate teaching techniques to impart information to pupils (Adunola, 2011). Significant research on the efficacy of teaching approaches suggests that the successes of learners often reflect the quality of instruction. According to Ayeni (2011), teaching is a process that includes instilling desired changes in students in order to attain certain results. Adunola (2011) contends that in order for a teaching approach to be successful, instructors must be familiar with a variety of teaching tactics that take into account the amount of complexity of the topics to be addressed. The bulk of students’ poor academic achievement at the higher education level has been attributed to inadequate lecturers’ instructional approaches.

 

As a result, this research explores the Effectiveness of Assignment-Based Learning Methods on Academic Outcomes of Online MBA Students (A Case Study of Selected Online MBA Students from the University of South Wales)-Education.

1.3 Goals of Research
The study’s goal is to investigate the effectiveness of assignment-based learning methods on the academic outcomes of online MBA students (A case study of select Online MBA students of the University of South Wales)

Education and the particular goal are: