Modification of the IDEA (Issue, Discussion, Establish, and Apply) Model to Enhance Learning Effectiveness

El incremento de la cantidad de datos que se recolectan en cada instante de tiempo hace que las técnicas estadísticas tradicionales sean menos eficientes y difíciles de mantener, sin embargo, durante los últimos 30 años, se han venido madurando técnicas que permiten no solo describir una situación si no también incluso predecir tendencias de consumo entre las personas. Estas técnicas son el resultado de un largo proceso de investigación y desarrollo de productos. La minería de datos es un intento de buscarle sentido a la explosión de información que actualmente puede ser almacenada [1]. Es por esto por lo que en la era de la tecnología y la información los datos se constituyen en el mayor valor para cualquier compañía. El siguiente trabajo pretende explicar el proceso de realización de una propuesta metodológica usando la minería de datos para la orientación vocacional, con el fin de clasificar a los aspirantes a una carrera de pregrado, segmentarlos y con esto poder establecer posibles tendencias de selección satisfactoria de la carrera a seguir y así tener una retención y fidelización dentro del sistema educativo.

While learning is most effective when students are actively engaged, student participation in university classrooms is usually dominated by monologic teacher talk. Digital technologies are often seen as a way to enhance active student participation, yet most reports show that the emergency remote teaching that used digital technologies during the COVID pandemic worsened student participation. We look at active student participation in the synchronous online university lessons of two teachers with shared views on the importance of active student participation but differing approaches to online teaching. We employed a range of tools, including multiple lesson observations over time, line-by-line micro-analysis of the lessons, analysis of discourse moves based on Hardman’s coding system, network visualizations of interactions, and interviews with the teachers reflecting on their teaching. With these tools, we aimed to link the teachers’ views of online teaching with their teaching practices and with the resulting active student participation in their online lessons. The findings of our study indicate that teachers’ views of online teaching can significantly influence their teaching practices. We found that the view that online teaching can serve as a substitute for contact teaching has a detrimental effect on teacher ability to employ the practices necessary for active student participation in online settings. We suggest abandoning the idea of online teaching as a substitute for contact teaching. Instead, online and contact teaching should be seen as two distinct entities requiring different teaching practices. We discuss specific teaching practices that we observed in relation to their role in promoting active student participation in online lessons.

This paper comprehensively evaluates the online learning experience of secondary and senior secondary school students during COVID-19 in India. Nine hypotheses have been developed to explore the implications of students' online experiences and identify students' learning experiences using online platforms in contrast to their experience in face-to- face learning. Following a quantitative method, the data were collected from students (n = 478) in grades X, XI, and XII from 42 schools in four districts in Himachal Pradesh, India. The chi-square test was used for hypothesis testing. The analysis confirms that though students' social interaction skills, active student participation, and the teachers' feedback are not similar in online and face-to-face learning, creative skill development and active learning, and other measured learning parameters are similar to face-to-face learning experiences, providing reassurance about the effectiveness of online learning. This study also identifies the advantages and disadvantages of online learning. The study offers creative approaches to boost learners' social interactivity and suggestions for curriculum development. The study has identified significant insights about online learning from students' perspectives, which can be considered in developing targeted interventions not only during the disruption of the traditional teaching approach but also as a blended approach to learning. This paper provides statistically tested foresight for the effectiveness of online learning while also offering practical implications for educators and policymakers, informing them for future preparedness.

In an effort to determine the most effective clinical teaching behaviors of clinical teachers or preceptors in individual or small group settings, investigators at the University of North Carolina and the University of Alabama developed an instrument to survey all clinical medical students at the two institutions. This process resulted in a compilation of the specific behaviors found to be most helpful to the responding students in facilitating their clinical learning. All items were then factor analyzed, resulting in six more general teaching dimensions or factors being identified. There were active student participation, preceptor attitude toward teaching, emphasis on applied problem-solving, a student-centered instructional strategy, humanistic orientation, and emphasis on content and research. The more specific behaviors which loaded on each factor were also examined.

The flipped classroom model has gained significant attention as an innovative pedagogical approach, particularly in enhancing student engagement and learning outcomes. This study investigates the effectiveness of a video-based flipped classroom in improving students' academic performance and active participation during in-person classes. The research employed a quasi-experimental design, with two groups: one experiencing the flipped classroom approach, and the other following traditional lecture-based instruction. Data were collected through pre- and post-tests to assess learning outcomes, as well as an observation rubric to measure student participation. Results indicated that the flipped classroom group showed a 17% improvement in learning outcomes compared to the traditional group. Furthermore, the flipped classroom group exhibited twice the level of active participation, as measured by the rubric. These findings suggest that the flipped classroom model is effective in fostering a more interactive and participatory learning environment, where students engage with content before class and apply their knowledge through discussions and problem-solving activities during in-class sessions. The study also highlights the importance of video-based learning in preparing students for active participation and the role of the teacher as a facilitator in flipped classrooms. Despite the promising results, the study acknowledges several limitations, including reliance on technology and students' readiness for independent learning. The study concludes with recommendations for teacher training and future research to further explore the effectiveness of flipped classrooms across diverse educational contexts.

This article aims to describe the implementation of incentive-based active learning to encourage students to actively ask questions and express their opinions during statistics lectures. Incentives are given in the form of extra credit, which can influence scores on assignments and the final exam. The application of this strategy has been proven to improve conceptual understanding and learning outcomes, especially in statistics courses. The analysis shows that every question a student asks has a positive and significant effect on increasing their final exam score, for both male and female students, though the impact is greater for female students. These results confirm that active student involvement through questioning not only enriches the learning process but also provides measurable academic benefits. The success of this method is influenced by the consistent application of the rules, the provision of appropriate feedback, and the improvement in the quality of the questions asked. Therefore, strengthening strategies that can encourage both the quantity and quality of questions is key to increasing the effectiveness of active learning in the classroom. This finding contributes to the development of interactive learning methods that focus on active student participation as a means of improving academic achievement and conceptual understanding

Background: The advent of emergency remote teaching has significantly transformed the landscape of higher education through the Internet environment. The online learning environment elicits varying student engagement, apathy, and frustration. Nevertheless, digital literacy is not the exclusive factor determining students’ academic participation in online learning during an emergency. Students need an extra compelling element. Purpose: To investigate students’ motivational urges and attitudes toward emergency online learning scenarios that impact their academic engagement. Method: An explanatory research design was implemented in the research method to quantify the intensity and direction of the relationship between variables and elucidate the impact of a single variable on another. Two hundred-eight undergraduate students from a private higher education institution comprised the research's respondents. The structural equation modeling and Hayes' bootstrapping technique were employed to analyze the data further, which was collected through an internet-based poll. In addition, the Confirmatory Factor Analysis (CFA) method was employed to assess the reflective measurement models. This included the internal consistency (Cronbach's alpha, composite reliability), the convergent validity encompassed indicator reliability and average variance extracted (AVE), and the discriminant validity conducted using the cross-loadings approach and the Fornell-Larcker criterion. Results: The research findings suggest that driven students are more inclined to participate in online learning during an emergency remote teaching scenario by actively controlling their study time and autonomously gaining a deeper comprehension of the academic content. Their active participation in online learning is further evidenced by their motivation derived from attention, relevance, confidence, and satisfaction in emergency remote teaching scenarios. The attitude towards online learning (AOL) fostered by these motivational elements had a negligible impact on the student effort. Furthermore, students residing in rural areas exhibit prevailing motivational elements, such as self-assurance and focus, that motivate them to invest time in creating and understanding educational resources. Concurrently, students residing in metropolitan regions exhibit a prevailing driving force in attention and satisfaction, resulting in a favorable disposition towards active academic participation in online learning by fostering the acquisition of time management abilities. Conclusion: The results have implications for teachers developing teaching activities to encourage active student academic participation in online learning setting, considering the students’ specific needs, backgrounds, characteristics, and abilities.

An experimental study of the effects of active participation on student learning was conducted with two levels of treatment of the independent variable. Intact groups were used because it was reasoned that results generated in classroom settings would likely be more generalizable to other classroom settings. The study was conducted in a medium-sized suburban school district mainly residential in character. Five project teachers were trained to teach a lesson on simple probability. Each teacher taught four lessons to fifth grade classes, two with Treatment I (active student participation) and two with Treatment II (no active student participation). The lessons were alike in all possible respects except the treatment. Immediately upon completion of instruction the students were administered a 15-item multiple choice posttest. The lesson and posttest were both researcher-developed instruments. The instruction and testing lasted about one hour for each class. The total number of students was 447. The research hypothesis for the study was that the posttest mean of classes taught with active participation would be greater than the posttest mean of classes taught without active participation. The statistical hypothesis was stated as (mu)(,1) = (mu)(,2). The results of a t-test were found to be statistically significant at the .05 level causing the statistical hypothesis to be rejected and the research hypothesis to be accepted. From this study, it appears that teaching is more effective when active student participation is incorporated into the teaching method. Additional research is recommended to test the retention of the effect and to test the effect with different age groups.

Active participation and student engagement in virtual classrooms are fundamental for the student's learning experiences. Online teaching and learning in virtual classrooms may pose the challenge of leaving students behind without the instructor recognizing that students have not grasped the content delivered. Online platforms applied in some higher learning institutions provide one-way communication, whereby a lecturer delivers a presentation and students are allowed to ask questions at the end or during the session. Delivering a lecture where students opt to keep their videos off makes it difficult for the instructor to gauge students' participation and engagement in the virtual classrooms. The transition to online teaching and learning due to the COVID-19 pandemic provides an opportunity for teachers to develop ways to make virtual classrooms more engaging. This study seeks to answer if students that are not visual or audible can actively participate in online activities and be efficient in attending virtual classrooms. In seeking innovative ways to create an engaging environment for students in the virtual classroom, the author presents an online strategy that was designed and implemented. The methods entailed designing a structure and organized online strategy to assist students to navigate the online teaching and learning platforms using discussion forums, and online quizzes without draining their limited data. The results show that students can be present in the virtual classrooms and actively engage without being visually present and audible. Student participation and engagement were directly proportional to graded online activities. Although many online platforms encourage students to be online with their videos to ensure their participation, students can still engage actively even if the instructors do not see them or hear their voices.

This research aims to describe the application of the Problem Based Learning (PBL) model with the help of PPT in learning Catholic Religious Education and Character at SD Negeri 03 Sebungkang, analyze the increase in student learning outcomes after implementing the Problem Based Learning (PBL) model with the help of PPT in the subjects of Catholic Religious Education and Character and also determine the influence of the Problem Based Learning (PBL) model with the help of PPT on students' motivation and active participation in the learning process. The research method used is classroom action research (CAR), with a focus on improving student learning outcomes and active participation. Classroom action research was conducted in two cycles and involved grade III students. By conducting this research, it is expected to improve student learning outcomes, both in academic understanding, motivation, and active participation of students. In this study, 24 grade III students were involved, and data were collected through observation, tests, and interviews. The results of the study showed that the application of the PBL model with the help of PPT succeeded in improving student learning outcomes. In cycle I, the average post-test score reached 71, while in cycle II, the average score increased to 83. The application of this model also encourages students to be more active in group discussions, thus increasing their motivation and participation in learning. Observation of student activities shows that they are more enthusiastic and involved in the problem-solving process presented. This study contributes to the development of learning methods in the field of Catholic Religious Education, and can be a reference for other teachers in implementing innovative learning models. The results of this study can encourage the application of the PBL method more widely, thereby improving the quality of learning and the achievement of Basic Competencies (KD) in schools. Thus, the application of the PPT-assisted PBL model has proven effective in improving learning outcomes and active participation of students in religious education.

Purpose: This study aimed to investigate contribution of a professional development program committed to providing qualitytraining to support dialogic talk to student active participation. Indicators of active participation, in the context of this study,were the speaking duration of the teacher compared to student, the number of different ideas of the students emerging in theclassroom milieu, the number of students answering per question asked by the teacher, and the rate of students’ personalanswers for the questions asked by the teacher.Design/Methodology/Approach: In recruiting teachers, gathering, and analyzing data, the educational design-based research(DBR) method was adopted. A total of seventeen teachers volunteered and participated in a four-week course program. Theprogram involved theoretical and practical information about authoritative and dialogic talk. After the program had beencompleted, the teachers worked in pairs, designed lesson plans, and implemented the plans in their classrooms. Teachers’ preand post-intervention practices were videotaped and then transcribed.Findings: A total of four teachers being able to successfully implement the dialogical discourse in their classrooms were selectedfor analysis and the findings are reported in the present study. The descriptive analysis showed that dialogical discoursegenerally contributed a significant increase in student talk ratio, number of student responses, new ideas, and students’personal responses.Highlights: Dialogical discourse-based education has reduced the speaking time of teachers. It contributed to the emergenceof different ideas in the classroom. It increased students' active participation in the lesson and their individual response rates.

The creation of comprehensive flexible learning programs tailor-fit to modality adjustments, was one of the primary educational landscape challenges posed by the ongoing pandemic. In line with the CHED Memo 4 s. 2020 that outlined the necessary features of programs for flexible learning, the College of Accountancy and Business Administration (CABA) at Pamantasan ng Lungsod ng Valenzuela (PLV), implemented the Flexible Learning Development Plan (FLDP). This study gauged the performance of the faculty members involved in its execution during the first semester of the Academic Year 2020–2021 as a factor in a proposed improvement plan meant to enhance best practices and professional development. A descriptive quantitative design that utilized the Weighted Mean, ANOVA, and Tukey’s HSD test was used to answer critical questions pertaining to faculty performance in terms of: (1) personal, student, and supervisor evaluations in delivering the FLDP; (2) significant difference between the evaluations; and (3) areas that may be interpreted as strengths and weaknesses. After the rigorous testing and subsequent analysis, the results suggest that the FLDP is more than effective, since the grand weighted means of all eight key areas (i.e. communication, reaching out to every student, experience of learning provided to students, assessment, time management, interaction between and among students, viable plans for every student's active participation, and essential deliverables) are highly satisfactory. Despite this, there are key areas in the FLDP that must be preserved, sustained, or improved; all of which will be accomplished by the strategies suggested in this study.

The use of technology-based learning media such as Kahoot has become increasingly popular in line with the growing need for engaging and interactive teaching methods, especially in the context of science education such as physics. Physics is a subject that contains many abstract concepts and is often considered difficult by students. Therefore, innovative approaches are needed to facilitate enjoyable conceptual understanding. Kahoot, as a game-based digital quiz platform, offers a fun and competitive alternative that can enhance students' learning motivation and active participation in the learning process. This study aims to determine the effectiveness of using Kahoot as a learning medium in teaching physics on the topic of global warming in grade X at SMA Kolombo Sleman. The research method employed is descriptive qualitative, with data collection techniques including observation, interviews, and documentation. The results show that the use of Kahoot not only increases students' active participation but also strengthens their understanding of physics concepts related to global warming. In addition, students become more motivated to learn due to the competitive atmosphere and immediate feedback provided by the Kahoot application.

Statistics is everywhere in the people's lives. It is a very important and fundamental knowledge. It is one of the basic compulsory courses of the School of Management. It will be widely applied to all levels of management. The purpose of this study is to use multiple teaching methods to improve the effectiveness of learning, enhance learning motivation, and avoid the shortcomings of traditional, rigid, single teaching methods and poor teaching results in the course of statistics. This research combines three learning and management models into an innovative teaching method, which includes Collaborative Learning, Action Research, and application of learning processes into practical knowledge management. This innovative teaching method will apply to sophomores in a compulsive course of statistics in Asian University. The students will be able to better meet the qualifications of employment practice, have a broader vision, and experience a more diverse learning in a more structured course of statistics. The evaluation of learning effectiveness also uses innovative methods which include three parts: a. Statistical learning motivation scale. b. Questionnaire assessment scale. c. Self-assessment of learning effectiveness. It is also hoped that the restriction of the traditional teaching method of using textbooks and the standardization of the teaching process will be broken, as well as the traditional practice of paper-oriented examinations, in order to improve students’ learning motivation and learning effectiveness. The results of this research show that the average score of the first semester mid-term examination of the 1.108 academic year is higher than that of the first semester of the 107 academic year, indicating that the overall learning effect has improved, although there is no significant difference (t value 0.342, p-value = 0.733), but The standard deviation of the mid-term exam results in the 108 semester is also smaller than that in the 107 semester, indicating that the overall learning effect is relatively consistent. 2. The first and second semesters of learning motivation and assessment results have grown significantly. 3. The self-assessment of learning effectiveness grows every semester, and the growth in the second semester is more significant than that of the first semester. In particular, the self-assessment of learning effectiveness at the end of each semester has grown much more than at the beginning of the semester. This result shows that the direction of this research is to have actual learning effects, but it is still necessary to continue to strengthen teaching preparation and improve teaching methods.

This case study deals with the influences on success rate of bachelor students of Chemistry Teaching at final state exams at Faculty of Science of Masaryk University in Brno. The extraordinarily low pass rate of the students at the exam test occurred in 2022. For this reason, the inquiry was launched to map the situation and identify the causation. Within the case study, two research methods were used – statistical analysis of the test results and questionnaire survey for involved students. The students finishing their studies in 2022 attended many important courses during the period of Covid-19 pandemic. With regard to this fact, some of the queries in the questionnaire were related to evaluation of distance learning. Based on obtained results, modifications of setup and content of the final state exam in chemistry were proposed for following year in order to help students. Several adjustments of test construction and exams organisation were implemented in 2023. Simultaneously, the noticeable increase in success rate of Chemistry Teaching students was observed in that year.