Outcome-based education and student learning in probability and statistics: the mediating roles of engagement and self-efficacy in a new liberal arts context.

Xuanze Zhao, Hongcheng Ding, Xiaohan Wu, Toong Hai Sam, Joana Jaya

Abstract read

In one paragraph

Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

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0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Xuanze ZhaoSchool of Information and Artificial Intelligence, Zhejiang University of Finance and Economics Dongfang College, Haining, Zhejiang, China.

Hongcheng DingFaculty of Business, Communication and Law, INTI International University, Nilai, Negeri Sembilan, Malaysia.

Xiaohan WuSchool of Accounting, Zhejiang Gongshang University Hangzhou College of Commerce, No.66 Huancheng Road, Hangzhou, Zhejiang, China.

Toong Hai SamFaculty of Business, Communication and Law, INTI International University, Nilai, Negeri Sembilan, Malaysia.

Joana JayaFaculty of Business, Communication and Law, INTI International University, Nilai, Negeri Sembilan, Malaysia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

In the context of pursuing quality education empirical evidence for Outcome-Based Education (OBE) in foundational mathematics is limited, particularly regarding the psychological mechanisms through which it affects learning. This gap is acute within China's New Liberal Arts initiative, a national higher-education reform integrating quantitative reasoning with humanistic and interdisciplinary competencies. This study investigated the association between OBE and three learning outcomes, namely knowledge mastery (KM), statistical application ability (SAA), and cross-disciplinary thinking (CDT), with student engagement (ENG) and self-efficacy (SE) as mediators. A quasi-experimental design was conducted with 321 undergraduates (OBE:

Indexed as

academic self-efficacylearning outcomesoutcome-based educationprobability and statistics educationquality educationquasi-experimental designstudent engagement

Identifiers

PMID42164790

DOI10.3389/fpsyg.2026.1817477

PMCPMC13183824

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.