Implementing Project Based Learning to Optimize

Listening C1 Level CEFR-Bands

Felicia Azzahra Kusdinar1, Siti Drivoka Sulistyaningrum2

{[email protected], [email protected]}

Universitas Negeri Jakarta, Indonesia1, Universitas Negeri Jakarta, Indonesia2

Abstract. Unfortunately PBL implementation in listening is only researched in general

aspect of level education. The specific level for PBL is still less to be analyzed. But now
this paper will provide a research about PBL in listening for C1 level or master degree
program. Hence, this research aims at optimizing listening C1 level CEFR-bands through
PBL by analyzing the existing listening C1 Project Based Learning from English Language
Education Study Program. Classroom observation is used as the methodology of this study.
The data are gathered from teaching listening activities, lesson plan, and students’
worksheet. Observation, assignment project test, and literature review are the instrument
of this study. The finding shows PBL involves problem solving skills to find the way
students get the solution for answering the question. The main point in PBL to improve
and optimize listening C1 is self-assessment, self-weakness, self-improvement, and
solution.

Keywords: PBL, Listening, CEFR, C1 level students, ELESP

1 Introduction
Recently, teaching method has significantly develop in the 21 st century era. There are various
methods that can be implemented by teacher in class, particularly Project-Based Learning
(PBL). Project-Based Learning is regarded as a promising approach for improving student
learning in higher education.1 Briefly, Project-Based Learning is well-known as a powerful
strategy for learning new things and remembering them for a long time. 2 PBL in higher
education is used as an approach to develop students' learning abilities, one of which is listening.
Previous research has established that 86.6 percent of students can accept PBL, 78.3 percent of
students can actively try PBL, and 86.6 percent of students participated positively in the project's
implementation and completion. This also demonstrates that by participating in the project of a
college English listening and speaking course, students can increase their interest and initiative

1
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student
outcomes and measures. International Journal of Educational Research, 102, 101586.
https://doi.org/10.1016/J.IJER.2020.101586
2
Oktavyana, A., & Drivoka Sulistyaningrum, S. (2022). Model of project-based and cognitive competencies-infused
learning in the grammar class of elesp.

ICOLLEC 2022, November 11-12, Malang, Indonesia

Copyright © 2023 EAI
DOI 10.4108/eai.11-11-2022.2329400
in English listening and speaking learning. 3 In addition, expert has argued that PBL has been
used as an instructional approach in a wide range of scenarios and with a wide range of
populations, from primary students to postgraduate students. 4 The studies have concentrated on
general effects such as motivation, autonomy, and collaboration, as well as student experiences
such as satisfaction, perceptions, and efforts. However, there is little information about
optimizing listening C1 level through a Project-Based Learning approach for master degree
students.
This problem has more significant concern to be discovered. There are some reasons that PBL
is important for optimizing listening C1 level. The reasons are related with the advantages of
PBL. First, PBL can help students develop their creativity, internal motivation and interest,
responsibility, interpersonal communication skills, social skills, cooperation, and problem-
solving abilities.5 In line with that, Stein through Pham (2018) said that it has been identified by
learners as important for living successful lives that project work incorporates collaborative
team work, problem solving, negotiating and other interpersonal skills. 6 As Thomas added in
Pham (2018) as well, students will allow to work relatively autonomously over extended periods
of time and culminating in realistic products or presentations. 7
Second, PBL supports world issue. PBL facilitates the transition from disciplinary to authentic
life. It enables students to acquire field of study competence.8 Then, Condliffe (2017) had
highlighted the fact that the subject matter or topic of a PBL approach should be authentic and
relevant to real-world issues.9 That means PBL makes students not only understand the school
material but also aware of the surrounding environment. That means PBL can be adjusted into
any topics of learning.
Third, PBL integrates with technology. Most students today are accustomed to using digital
technology in their schoolwork. Students in project-based learning can use their technological
skills to participate in learning activities and learn more than just language skills. 10 Several
studies have found that integrating technology into the PBL learning environment is critical for
teachers who use the PBL approach.11 More than that, Almulla (2020) has carried out the finding
of the study demonstrated that a disciplinary, participatory PBL approach encourages students'

3
Gao, Y. (2021). Study of Project-based Language Learning and Instruction (PBLI) in College English Listening and
Speaking Course from the Perspective of Ideological and Political Education. International Journal of Social Science
and Education Research, 4. https://doi.org/10.6918/IJOSSER.202112_4(12).0054
4
Wang, S. (2020). Project-based Language Learning in China: A Literature Review. Journal of Language Teaching
and Research, 11(1), 66. https://doi.org/10.17507/jltr.1101.08
5
Shin, M.-H. (2018). Effects of Project-based Learning on Students’ Motivation and Self-efficacy. English Teaching,
73(1), 95114. https://doi.org/10.15858/engtea.73.1.201803.95
6
Pham, T., Kyong Kim, M., & Duc Thuan, P. (2018). Project-Based Learning From Theory to EFL Classroom Practice
Related papers Project-Based Learning Experience in the Const ruct ion of Inter cultural Knowledge PROJECT-
BASED LEARNING: FROM THEORY TO EFL CLASSROOM PRACTICE.
7
Pham, Loc.Cit.
8
Kavlu, A. (2017). Implementation of Project Based Learning (PBL) in EFL (English as a Foreign Language)
Classrooms in Fezalar Educational Institutions (Iraq). International Journal of Social Sciences & Educational Studies,
4(2). https://doi.org/10.23918/ijsses.v4i2sip67
9
Condliffe, B., Quint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L., & Nelson, E. (2017). Project-Based
Learning A Literature Review Working Paper. www.mdrc.org.
10
Shin, Op.Cit.
11
Condliffe, Op.Cit.
willingness to develop their information technology and collaborative skills and integrate them
with science, thus validating previous work. 12
Forth, PBL changes traditional learning. PBL is related with self-learning and student centered.
Traditional learning is no longer friendly with that kind of student centered. Moreover, based
on the 21st century, the main goals of education now are about cognitive knowledge and
professional skill, project-based learning is one appealing way to achieve these goals. 13
Nowadays, the learner-centered teaching principle and the importance of learner autonomy,
collaborative learning, and task-based learning have been recognized by the second
language/foreign language teaching community. Educators began to investigate project-based
learning language teaching, incorporating it into language curriculum teaching in a variety of
teaching settings.14
Last, PBL integrates the four language skills of speaking, listening, reading, and writing and
necessitates the use of a variety of activities.15 The majority of them felt that the interdisciplinary
project helped them improve their reading, writing, and speaking skills. 16 This proves that not
only soft skills can be formed through PBL but also language skills can be developed through
PBL. But he added the finding that none of students stated that the PBL improved their listening
skills.17 On the other hand, the findings of Simpson's study, which investigated whether PBL
could improve students' English language skills, show that students improved their listening and
speaking skills while using the PBL approach. The impact of collaborative learning on students'
reading and writing development was also significant. 18
Meanwhile, in China context, PBL was used in the English listening and speaking course to
encourage students to connect their language skills to their content knowledge. The most
intriguing finding regarding the project-based activity implementation was that the students
found a balanced use of their language skills, knowledge about society, and majors in their
project which the aspects of PBL influenced learner motivation. 19 Move to southeast Asia in
Malaysia, to better understand the listening through PBL implementation. The result is noted
that the t-tests on the Listening Competency Test scores of the English language learners who
were taught using the PBL teaching strategy is significantly outperformed those who were
taught using the conventional teaching strategy at the end of the study. 20 It also has been argued
that this finding reported improvements in learners' English language skills, including listening,
following the implementation of PBL in English language classrooms. 21

12
Almulla, M. A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students
in Learning. https://doi.org/10.1177/2158244020938702
13
Guo et al, Op.Cit.
14
Gao et al, Op.Cit
15
Pham, T., Kyong Kim, M., & Duc Thuan, P. (2018). Project-Based Learning From Theory to EFL Classroom Practice
Related papers Project-Based Learning Experience in the Const ruct ion of Inter cultural Knowledge PROJECT-
BASED LEARNING: FROM THEORY TO EFL CLASSROOM PRACTICE.
16
Poonpon, K. (2017). ENHANCING ENGLISH SKILLS THROUGH PROJECT-BASED LEARNING. In The
English Teacher: Vol. XL.
17
Poonpon, Loc.Cit.
18
Kavlu, Op.Cit.
19
Wang, S. (2020). Project-based Language Learning in China: A Literature Review. Journal of Language Teaching
and Research, 11(1), 66. https://doi.org/10.17507/jltr.1101.08
20
Idayu, N., Bakar, A., & Razali, A. B. (2019). Effectiveness of Project-Based Learning in Improving Listening
Competency among ESL Learners at a Malaysian TVET College.
21
Idayu, Loc.Cit.
Besides, in Indonesia, the use of PBL videos has a significant impact on improving listening
comprehension skills. It implied that using project-based learning has a positive impact on
students' listening comprehension skills. 22 But, unfortunately PBL is only discussed in general
for optimizing listening skills. Teaching listening at each level in the CEFR must have a
different way. Through Yusnida (2017), according to the lecturers, they used a variety of
strategies to teach listening.23 The strategies cannot be genialized for all education level. Thus,
specific strategies or model of learning has to be chosen in each level of study.
In addition, many researchers have previously conducted studies on optimizing listening skills
that are integrated with PBL implementation, but the listening skill only focuses on general
level, large community, general target learning, and specific country. Only a few researchers
have investigated the optimization of listening C1 level skill through PBL implementation. In
fact, PBL and C1 levels have strong interconnection which C1 is oriented towards proficient
users. It means that the tasks undertaken are project-based and carried out independently. This
is in line with PBL which has the principle of project-based and independent learning. Thus,
PBL implementation at listening C1 level that integrated with master’s degree program must be
researched more. The research will be conducted in English Language Education Study
Program. Because the generalization PBL is not relevant to be implemented for every level
education, it should have differentiation implementation among education levels. Thus, PBL
implementation in listening for bachelor degree will different with PBL listening for master
degree. This gap prompted the researcher to conduct this study. Two research questions are
developed in response to the previously stated problems: 1) To what extents are the existing
listening C1 level CEFR implementation model? 2) How to optimize listening C1 level CEFR
through PBL implementation?
The purpose of this study is to find out how PBL can help to optimize listening C1 level. This
study is necessary to investigate because it will help other researchers who are working in the
same field. This study will also assist lecturers to optimize teaching strategies of listening C1
level through PBL. Students will benefit from this study because it will help them improve their
listening skills through the use of PBL.

2 Method
This research uses qualitative data that related qualitative descriptive design. The data are
teaching learning-listening activities in English Proficiency for Teacher at English Language
Education Study Program (ELESP), Jakarta state University. The data taken focuses on the way
assignments given by the lecturer and student's worksheet. The data also comes from the lesson
plan. Cited by Alshehri (2019), classroom observation is commonly used to assess the quality
of teaching and classroom processes, such as teaching practices, instructional aspects, and

22
Wayan Febiyanti, N., Kerti Nitiasih, P., Gd Rahayu Budiarta, L., & Luh Putu Era Adnyayanti, N. (2021). Significant
Effect of Project Based Learning Video on Students’ Listening Skill in Pandemic Situation. International Journal of
Elementary Education, 5(3), 425–433. https://ejournal.undiksha.ac.id/index.php/IJEE
23
Yusnida, D., Muslem, A., & Manan, A. (2017). A study of teaching listening. In English Education Journal (EEJ)
(Vol. 8, Issue 4).
teacher-student interactions.24 Then he added that pre-observation, a class visit, and a post-
observation feedback are the main stages of classroom observation. 25
Thus, this research has two main data regarding the research questions 1) existing learning
model for teaching listening and 2) optimizing listening C1 level through PBL implementation.
The data are collected by classroom observation in learning-listening activities at English
Proficiency for Teacher class. The data collecting is through; first, the researcher collects
supporting theories and does literature review. Second, researcher comes to class and take part
in learning by observing and taking notes on teaching pattern delivered by the lecturer and the
tasks given by the lecturer. To support classroom observation, researcher need instrument such
as 1) paper note to take a point of class activity in real situation. Then, 2) student cumulative
folders are used for organizing students’ works or assignments. Last, 3) observation rubrics are
used for gathering data of students’ assignment grades. More than that, lesson plan is also
collected to know the learning activity. Then, learning activity’s lesson plan and paper note will
be compare to know the gap. Finally, observer provides some conclusions from the observations
and provide feedback for the class. Briefly, the conducting data procedure is 1) library research
for finding the relevant theory, 2) classroom observation, 3) analyzing the lesson plan, and 4)
describe the finding of analysis.

3 Finding and Discussion

3.1 Previous Learning Models for Teaching Listening in 3-5 Years Before
In traditional teaching, direct method is commonly used in class. Basically, the direct method is
based on the idea that a word, phrase, or order in English is directly related to its meaning. 26
The method makes no attempt engage with current world’s situation that savy technology has
been utilized. The principle of this method only everyday vocabulary and sentences are taught.27
This method limits students' creativity in exploring the listening skills. Learning is only limited
by vocabulary related to daily activities. Thus, the potential to learn independently and
understand the material will be very limited. Study has revealed the effectiveness of direct
method cannot reach 50% for score result. Only 8,70% students get score in range 75-100.28
Thus, this method cannot be applied for a long-time term, in other words this method does not
support the ability of students to develop in their own way. In addition, this method does not
support sophisticated technology. This will spur students to left behind in using technology.
On other hand, recently another method is found. It is self-efficacy. Self-efficacy is students'
beliefs about their ability to achieve academic success and their confidence in their ability to
successfully in study material. Cited by Khosroshahi & Merc (2017), according to Mills’ theory,
self-efficacy in listening is positively correlated with listening proficiency and negatively
correlated with listening anxiety; thus, students with higher levels of self-efficacy will

24
Alshehri, E. (2019). Classroom Observation for Professional Development: Views of EFL Teachers and Observers.
Arab World English Journal, 1(1), 57–71. https://doi.org/10.24093/awej/elt1.5
25
Alshehri, Loc.Cit.
26
Atiyah, F., & Izzah, L. (2019). A Comparative Study on the Effectiveness of Using Direct and Audiovisual Methods
for Enhancing Students Listening Comprehension A Comparative Study on the Effectiveness of Using Direct and
Audiovisual Methods for Enhancing Students Listening Comprehension. English Language in Focus.
https://jurnal.umj.ac.id/index.php/ELIF
27
Atiyah & Izzah, Loc.Cit.
28
Atiyah & Izzah, Loc.Cit.
experience less anxiety.29 In contrast, however, no evidence of self-efficiency is detected in
learning activity. This method only focuses on preventing students' anxiety about listening skills
to avoid passive English. Actually, this method needs to be developed again for the specification
of student achievement. Not only preventing students' anxiety against misinterpretation but also
soft skills that will be built in students. It aims to develop students' abilities when they graduate.
In addition, self-efficacy also applies teacher centered methods as same as the direct method.
As they said that increasing self-efficacy and listening performance can be accomplished by
explicitly teaching listening strategies, which aims to increase learners' sense of control and
success expectations.30 This means, listening strategies are still taught by the teacher and there
is no opportunity for students to develop their own strategy for dealing with listening problems.
Thus, it will not make student independent. In the end, the motivation for self-efficacy remains
teacher-centered. Hence, how about PBL implementation in listening?

3.2 Implementing PBL in Listening C1

Based on the lesson plan, activity of students is specific and structured. Overall, the activity that
stated in lesson plan is related with real implementation at class. There are five steps for class
activity. In real class activity, the steps have been done in line with the lesson plan. First,
orientation is about procedure how students have to do write the report. Students are given
online assignment in web and they have to write the score, answer, and reflection. The report is
constructed to engage their selves measuring the extent of knowledge. Second is construction-
consultation. This activity is focused on the problems of doing the assignment and the way
answer the task. It can be said that finding the difficulty of doing assignment is described here.
This will help students to construct the main of solve the problem of their task to find the answer.
This phase also can be utilized to consult with lecturer. Third, the activity is action-revision.
The students make sure of their work. They can measure their ability in listening skill and know
themselves that they can reach or cannot reach in level C1. Revise or re-take the task again is
possible. Then, they have to write the score of the task. The forth, presentation is about
description of their work one by one. They discuss about their finding, their result, their score,
and their difficulty. This activity is dominated by students. They can express what they want to
explain about the task. It can be said as sharing session to others. Teachers‘ role is only giving
feedback and helping to find the solution if students have no more idea or stuck about the task.
Last, reflection is the output of this class. Students have to find their way to face the problem
until they find the answer of problem. This section overall is about students’ ability. They will
find and decide their weakness and excellence. Thus, this reflection will be different in each
student. Below is detail activity of PBL attached on lesson plan.

29
Khosroshahi, H. H., & Merç, A. (2017). Listening self-efficacy beliefs, L2 listening proficiency, and listening
strategy training: An experimental study Article Info. Journal of English Language Teaching, 6(1).
http://journal.unnes.ac.id/sju/index.php/elt
30
Khosroshahi & Merç, Loc.Cit.
 Table 1. Detail activity in PBL for C1 listening.
Activity Sub Activity Goal Type of Activity
Orientation Case study written Students can Self-activity
report understand extended
Construction- Problems of doing the speech and lectures
consultation report and follow even
Action-revision Measurement of complex lines of
students’ ability and argument provided
revision of work the topic is
Presentation Edu talk and reasonably familiar.
conceptual talk Students can
learning activities to understand most TV
develop their English news and current
proficiency as affairs programmes.
teachers
Reflection Written self-reflection
on listening C1 sub-
output and self-
assessment

About the tasks, they are separated in two types, type A and type B. They have different
difficulty level. It means that type B is more difficult than type A. The result of work is
depending on the self-assessment of them. The assessment is collected with type A in 6
questions (n=6) with three tasks and task B in 8 (n=8) questions with three task. The table of
self-assessment with score can be concluded as below:

Table 2. Summary of tasks score.

Students Task A Task B
Count of 6 Questions (n=6) Count of 8 Questions (n=8)
Task 1A Task 2A Task 3A Task 1B Task 2B Task 3B
Student A 75 67 67 84 50 75
Student B 67 84 67 75 75 88
Student C 67 67 67 50 50 50
Student D 67 84 67 40 100 88
Student E 84 84 84 63 88 100
Student F 84 84 67 50 88 100
Total 444 470 419 362 451 501
 Fig. 1. Graphic of average score in task A.

First, task A can be showed by the figure 1 of average above to see the movement in every task.
The average of task A has variative movement. The graph shows that task 1A, task 2A, and task
3A get up and down movement. The movement is not significant. In the task 1A, students can
reach the average 74. Then, in task 2A, students reach average 78,3. That means, the average of
task 2A gets up in gap 4,3 points. In the task 3A, students only can reach average 69,8 which
the average is lowest in the graph. The gap of task 3A and 2A is 8,5 points, lowering in task 3A.
Meanwhile, the gap of task 1 and 3 is 4,2 points, lowering in task 3A. The decreasing of task
3A has factor of the increasingly difficult assignment. This means that the level of difficulty in
each task has been increased.

Fig. 2. Graphic of average score in task B.

Second, task B can be showed by figure 2 of average above to see the movement in every task.
The figure 2 is another average from task B having 8 questions. The graph is significant increase.
Difference with figure 1, figure 2 has no decrease. It shows increments for each task. In task
1B, the average reaches 60,3. Then, the average in task 2B increases until 75,2. That has gap
14,9 points. For the task 3B, it also increases in average 83,5. It has gap 8,3 points from task
2B. More than that, task 3B and task 1B have gap 23,2 points, higher than 1B. This high increase
occurs because students are getting used to. Moreover, they have found their way to answer the
tasks. In this task, they begin to know how they can solve problems and find the right solution
for the problem even though each task will always experience a higher level of difficulty.
 Fig. 3. Graphic of average score comparison for task A and B.

For more detail, the task A and B can be compared through the graphic above. The figure 3 is
the comparison of count of task A and task B. In task 1, task A is higher than task B. The
difference of them is 13,7 points, higher task A. In task 2, Task A is still higher than task B but
the gap decreases into 3,1 points. Task 3, task B is higher than task A. The gap is 13,7 as same
as in gap task 1. The task B is begun average 60,3 but it is increasingly higher consistent
significantly. The task A is begun average 74 which is higher than task B, but the graph shows
up and down between task 1, task 2, and task 3. In brief, PBL shows the increasing of average
for the last task which is more difficult than first task. It means, students’ undestanding does the
improvement.

3.3 Reflection
Uniquely, in this study of listening C1 has the reflection. In reflection written by students is
dominated about the difficulty of answering the task. In other hand, they also catch some
solution of their problem. Furthermore, the solution is as same as the trick for answering another
listening task. The solution given each student is different, it is based on their experience and
knowledge. Students also claim that this way help them to increase their listening skill. Overall,
the problem appearing among students are about 1) challenge topic, 2) unclear pronunciation
(accent), 3) too fast conversation, 4) lack vocabularies. Besides, the students also find the
solution for solving the problem. Overall, the solution or trick given by students is 1)
understanding the question before listening or scanning the question, 2) listen carefully and
focus (make sure you are not distracted by surrounded), 3) focus on words mentioned or find
key words, 4) write on paper the keywords (if possible), 5) do not trap with similar sound and
find the synonym. In detailed, the reflection by students can be seen as below table 3.
 Table 3. Students’ reflection.
Students Reflection
Student A ● The information is not clearly stated
● The test is quite difficult
● Listen carefully to the stress and tone, difference sound, English idiom,
verb, and phrase
● Listen carefully the expression of conversation
Student B ● I did quite well in listening session C1
● Familiar with the pattern
● I need to increase my vocabulary to make working on the next
problems easier.
● We must understand the questions first, then predict what will be
discussed. Then we may begin to listen very carefully. Don't let there
be distractions that make us not focus in this listening session.
Student C ● Listening is quite challenging for me especially in this C1 advanced
level.
● The speaker’s conversation too fast and sometimes the pronunciation
not really clear.
● The topic is quite challenge for me, because I didn’t familiar with some
of topics
● The lectures explained too fast and make the conversation not too clear
● I need to enrich vocabulary
● First read the questions, then don’t panic while answering the question,
if there is confusing question try to predict the answer by relating the
topic
Student D ● I need to focus and concentrate so I wouldn’t miss some important
ideas from the content to my answers
● I could answer all questions but still made mistakes due to the lack of
focus and concentration
Student E ● I started the listening practices by scanning the questions and the
options before listening to the audio
● I tried to answer the possible answers to the questions
● I tried to listen carefully to the audio and pay attention to the words that
were mentioned by the speaker and provided in the options
● I found it difficult since the speaker was unclear and mostly it was
because of their accent.
● I realized that my listening skill is increased
Student F ● I get confused when the question comes “what that means/implies from
the state...”; I get a wrong interpretation of that.
● Read the question and see the multiple choice first
● Listen clearly and catch general information, sometimes I write on
paper
● Fill the question from the easiest
● Use the synonym for answering, don’t trap with the same sound of the
speaker said
● If I don’t know the answer, I try to answer by guessing the suitable or
possible choice
4 Conclusion
Following the completion of the research analysis, it is found PBL listening C1 Level
successfully improving listening skill. Highlighted some points to be concerned, optimizing C1
level can be through using specific and structure activity with student centered which lead to
self-learning. Students are given the freedom to explore and find ways to do listening questions.
The learning progress shows the consistent increasing through score. Some points that need to
be included in PBL implementation are: 1) self-assessment, 2) self-improvement in listening, 3)
weakness, 4) solution. All is discussed in self-reflection.
Moreover, PBL engages problem solving skill in activity. The way students finding answers,
solutions, and self-evaluation are problem solving activities. In PBL, the lecturer’s role is only
as a mediator who helps to provide feedback but does not direct students to follow the way
lecturer’s answering listening questions. Broadly, the results of listening C1 task using PBL will
differ according to the students' knowledge and background. Thus, the learning process cannot
judge students’ opinion as wrong argument. From that, suggestion is from teaching-learning
activity. Showing positive impact, another English skill for C1 level is possible implemented
using PBL. Besides, further research should be conducted in wider scope to make sure the model
is the best implementation applied in master’s program or C1 level.

References
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engage students in learning. https://doi.org/10.1177/2158244020938702 (2020)
[3] Alshehri, E: Classroom observation for professional development: Views of EFL teachers and
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https://jurnal.umj.ac.id/index.php/ELIF (2019)
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education: Student outcomes and measures. International Journal of Educational Research, 102,
101586. https://doi.org/10.1016/J.IJER.2020.101586 (2020)
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