Academic Lessons Research Articles

Verbal triggers of positive emotions as a tool for forming the emotional component of schoolchildren’s value attitude towards other people

Importance. Building students’ value-based attitudes towards other people is an important goal of the modern educational process. This kind of attitude includes three aspects (cognitive, emotional and behavioural). The research focuses on the development of the emotional aspect of the valuebased attitude towards other people. The author analyses how verbal means affect people’s emotions and how these means can be used to create positive emotions in the process of building the emotional aspect of the value-based attitude towards other people in schoolchildren.Research Methods. The study uses an analytical review of the scientific and methodological literature on pedagogy; lexical, morphological and stylistic analyses of verbal structures are used.Results and Discussion. Verbal triggers are designed by the author in order to evoke positive emotions in schoolchildren towards the people around them. The examples of exercises with verbal triggers of tenderness and admiration for extra-curricular classes, or course on emotional intelligence, or as part of academic lessons, are also designed by the author.Conclusion. The research results can be used in the process of organising complex work on the formation of the emotional component of the value attitude towards people, as well as for further theoretical research on the issues of emotional learning and moral education in general.

Children’s rights in action: involving care-experienced individuals in academic lessons

ABSTRACT Focusing on children’s right to participate, as outlined in Article 12 of the 1989 Children’s Rights Convention, there is a growing body of research on involving children and young people in participatory practices in institutional meetings, everyday life, and peer research. However, fewer are the initiatives involving care-experienced young people in social work and educational professional training, as well as in academic education. Building on these considerations, this article describes the involvement of two care experienced young women coming from alternative care experiences within the Course of Work and Organizational Psychology, Social Work BA, Sapienza, University of Rome, Italy. Drawing on ethnographic notes taken during co-planning, co-delivering, and receiving feedback, I critically reflect on the methodological challenges and necessary psychological considerations of such initiatives, paving the way for future participatory training and academic opportunities for social workers.

Integrating a Self-Regulation Intervention Within a Tier-2 Academic Intervention

Behavior and academic outcomes in school are interrelated; students who struggle with academics are likelier to exhibit troublesome behavior and students who struggle with behavior tend to fall behind academically. Multitiered systems of support (MTSS) offer frameworks for providing increasingly intensive support for students with academic and behavioral difficulties, but it can be challenging to efficiently integrate academic and behavioral supports rather than implementing separate resource-intensive systems. This article describes how behavior support can be integrated within Tier-2 interventions for reading and mathematics. A strategy that included four evidence-based elements—teaching expectations, self-monitoring, self-evaluation, and mystery match—was embedded within academic intervention lessons to target students’ academic engagement, respectful behavior, and effort. In this article, we describe our approach as one way that academic and behavioral supports might be integrated within a tiered intervention system.

The Use of Physically Active Academic Lessons During the Transition to Face-to-Face Classes

Schools are pivotal stakeholders in increasing the amount of student physical activity, an attribution especially relevant while the COVID-19 pandemic is not overcome. This article evaluates how the use of physically active academic lessons impacted mathematics learning and the amount of physical activity during the transition to face-to-face classes. The objective was also to analyze students, parents, and teachers’ perceptions of this experience. Therefore, for at least 6 weeks in mid-2021, 290 Chilean elementary school students from different schools, together with their 11 teachers, learned and practiced a choreography on geometry during the school routine. Both quantitative and qualitative instruments were used to evaluate this experience. The results from the pre- and post-test showed that students increased their geometry scores significantly ( Z = 13.116, p < .001) by an average of 24.28 percentage points with an increase of 7.33 percentage points if the student attended face-to-face classes. Moreover, the results of the focus groups revealed a positive perception of the experience and increased physical activity. Overall, the study suggests that incorporating physically active academic lessons positively affect both academic performance and students’ physical activity levels during the transition to face-to-face classes.

What is it like to be a sport school student-athlete? A mixed method evaluation of holistic impacts and experiences.

Assessing the holistic impact of student-athletes within sport schools is important due to the increasing popularity of sport school programmes, the likelihood that most youth athletes do not ultimately succeed in their sport and the multiple and wide ranging positive and negative impacts associated with intensified youth sport. Therefore, this study, using a mixed method design, aimed to evaluate the 'in-time' holistic impacts and experiences of being a sport school student-athlete. Five data collection methods (i.e., online questionnaire, physical fitness testing battery, academic assessments grades, injury data and log diaries) were used to assess athletic, academic, psychological and psychosocial holistic impacts and experiences of 83 student-athletes from one sport school in the United Kingdom (UK). Due to the mixed method approach, a triangulation design was used whereby quantitative and qualitative data were firstly analysed separately and then integrated and presented together. Overall, the findings demonstrated there were a multitude of positive impacts and experiences associated with being a sport school student-athlete. These included: high average academic attainment, satisfaction with academic support, sport competence, all-round sport development, higher general and sport specific recovery than stress, inter- and intra-personal development, social support, positive peer and parent relationships and dual career motivation. However, impacts and experiences of concern were also apparent including: participation in sport external to the school context, difficulty balancing education and sport, academic lessons missed, injury, fatigue, lack of free time, extra-curricular and social sacrifice, social intensity and body image concerns. Large inter-individual variability was demonstrated across all data analyses highlighting the variable nature of the impacts and experiences of being a sports school student-athlete. Overall, sport schools have the potential to promote many positive holistic impacts, however stakeholders need to be aware, monitor and mitigate the potential negative impacts. Flexible development programmes, individualised support and student-athlete monitoring are essential features required of sport schools to ensure healthy and holistic development for all sport school student-athletes.

The effect of active brain-breaks on fundamental movement skills and executive functioning of Grade one children in Cape Town, South Africa

ABSTRACT Developing children’s FMS and executive function is a critical aspect of early childhood. The aim was to evaluate the fundamental movement skills (FMS) and executive function. The objectives were to investigate the locomotor and object control skills as well as inhibitory control and working memory of the selected children. Grade 1 (6–8-years-old) learners (N = 157) in Cape Town, South Africa were assessed with the Test for Gross Motor Development (TGMD-2) and Head Toes Knees and Shoulder task, before and after a 6-week active brain-break intervention. Participants were divided into a control (n = 53) and an experimental (n = 104) group. The results indicated an overall statistically significant difference (p < 0.05) for pre- and post-testing in both groups for FMS executive functioning (p < 0.01).The results highlight the importance of exposing Grade 1 learners to FMS and physical activity bouts during academic lessons to create opportunities for movement, development of FMS and enhancement of executive functioning.

Literasi Matematika sebagai Kompetensi Utama di Abad 21 dan Implikasinya pada Pendidikan di Sekolah Dasar

Students will not master mathematics material if they have difficulty in understanding concepts. To understand concepts, literacy skills are needed. Someone who can understand concepts well and is also skilled in mathematics should be sensitive to mathematical concepts related to problems. From this awareness then comes the strategy to formulate the problem in mathematical form and then solve it. Formulating, applying and interpreting are all part of this process. The purpose of this research is to explore the concept of mathematical literacy and analyse the role of mathematical literacy in the 21st century, examining some of the factors that are thought to influence mathematical literacy achievement and mathematical connection skills. The results showed that mathematical literacy can be realised through contextualised learning in achieving the goal of mathematical literacy, teachers must engage students in important activities that help them relate academic lessons to the real-world contexts they face. Mathematical literacy can be realised in learning that is concrete and teachers should teach by linking learning with students’ daily lives by doing contextual learning or doing the Realistic Mathematics Learning movement, both of which are considered good in improving the mathematical literacy skills of elementary school student.

The Effect of a Physically Active Academic Intervention on the Physical Fitness and Mathematical Performance of Grade 1 Learners in Cape Town, South Africa

AbstractCombining physical fitness (PF) and academic content can be a beneficial way to improve PF and mathematics performance of learners. The purpose of the current study was to establish whether a physically active academic intervention had an effect on the PF and mathematics performance of Grade 1 learners over 16 weeks. This intervention is based on an educational approach that combines physical activity into the academic environment. The goal is to enhance learning by learning through movement. Grade 1 learners [N = 119] from two schools in the southern suburbs of Cape Town, South Africa, volunteered to participate in this study. They were assigned randomly to an attentional control [n = 51] and an experimental group [n = 68]. Pre- and post-test data were collected with the Fitnessgram which measured their PF and the VASSI Mathematics Proficiency Test which measured their mathematical performance. The intervention included age-appropriate PF components that were incorporated into learners’ academic lessons. The results indicated that the experimental group performed significantly better (p &lt; 0.01) in mathematics and upper body strength after the intervention. It could be assumed that these improvements can be attributed to the physically active academic intervention programme. These findings suggest that these types of interventions could encourage physical activity (PA) and enhance the PF and mathematical performance of young learners. The current study adds to South African Sport Science literature because it is one of few studies performed in this field that have produced significant results.

Development Perspectives of German Language Teaching for Special Purposes: Exemplary Teaching Practices in Academic Lessons in Greece

The development of German language teaching for special purposes has seen several advancements in recent years, with the incorporation of innovative teaching practices to enhance the learning experience for students. Here are a few exemplary teaching practices in this field. The aim of the paper was to present basic aspects of teaching German language for special purposes. The methodology of the paper was a case-study in undergraduate courses for German, technical terminology at the University of Ioannina, (Greece), as well as in National and Kapodistrian University of Athens (Greece) that resulted in that though the empirical approach of teaching German, the understanding of technical terminology in academic undergraduate courses arose. The findings could suggest that a better understanding of technical terminology can improve students' language proficiency and communication skills, making them more competitive in their academic and professional pursuits. This can lead to improved academic performance, better job opportunities, and increased success in their chosen fields. The necessity to enrich and redesign the curriculum to meet new professional and academic requirements indicates that the current curriculum is lacking in terms of addressing the needs of students in the modern world. This point could be expanded upon by discussing specific ways in which the curriculum can be updated, such as the inclusion of more technology-related content, project-based assignments, and collaboration with industry professionals. Changes in the curriculum and teaching practices can impact the future of education by better preparing students for the evolving demands of their respective fields. By integrating innovative teaching practices, educators can create more engaging and dynamic learning environments, which can foster creativity, critical thinking, and problem-solving skills in students. This can ultimately lead to a more skilled and adaptable workforce that is better equipped to succeed in a rapidly changing world.

Investigating Writer's Stance in University Academic Group Discussions

Online group discussion is a typical learning activity in academic English lessons at universities. Students exchange research ideas and evaluate each other's work. However, many non-English major undergraduates experience challenges in expressing their opinions and developing arguments during this discussion process. Stance analysis is a crucial linguistic tool for obtaining an understanding of how participants express their ideas. Using the stance framework proposed by Biber (2006), the aim of this study was to examine the main grammatical markers and relevant semantic categories found in written online group discussions. We intended to investigate the expressions of the writer's stance (such as stance adverbials, stance nouns, stance adjectives, and stance verbs) in academic group discussions by analyzing a corpus of texts from an online discussion within a university setting from a forum. A total of 34 online group discussions with a combined word count of 199,559 contributed by 187 Hong Kong Chinese undergraduate students comprised the dataset. To pinpoint stance lexical items that appeared in particular grammatical frames, the frequencies and roles of stance expressions were calculated and thoroughly examined. The results demonstrated that the most widely used grammatical stance expressions in these academic discourses to convey attitudes and opinions were stance adverbials and stance verbs. By examining the linguistic resources used by non-English major students to express their perspectives and attitudes, as well as how stance is manifested in the context of academic online discussions, this study provides insights for both linguistics and education.

Дослідження мотиваційної сфери спортсменів різної кваліфікації, які займаються веслуванням академічним

The peculiarities of the formation of motivation in athletes of various qualifications engaged in academic rowing are considered. Relevance of research of the athlete’s motivational sphere is due to the growing interest in the psychology of the individual, and the motivational sphere is its core. The athlete’s personality, his inner world, is often overlooked by sports specialists and therefore remains poorly studied. It is important to understand what motivates a person to take up such a sport as academic rowing. It is important to determine what needs to be done so that the athlete does not lose the need to engage in this particular sport for a long time. The purpose of the work is to investigate the motivational sphere of athletes of various qualifications, namely to determine the dominant motives for academic rowing, to identify factors that influence the motivation for sports and the reasons for choosing academic rowing. Research methods: theoretical analysis and generalization of the literature, survey according to the methodology of V. I. Tropnikova, interactive method of researching information sources, method of mathematical statistics. Results. It was found that the motivations of sportsmen for academic rowing are very dynamic in terms of their content. In the process of sports improvement, they change and transform under the influence of various circumstances and relationships with other athletes, evaluation of their own actions and deeds, and most importantly – purposeful educational work of the coach. The dominant motives of athletes involved in academic rowing were determined, the main motives of athletes coming to academic rowing were established. Factors that influenced the motivation of academic rowing lessons were also identified. Conclusions. Specific age characteristics and differences in motives among those who practice rowing are studied. The main motives are determined, who form a steady interest in academic rowing. The main factors that encourage young people to engage in this particular sport have been identified. Key factors that the coach should pay close attention to when training young athletes, as well as highly qualified rowers, are also identified.

ASSESSMENT AND RECOMMENDATIONS ON THE IMPLEMENTATION OF TAHFIZ INTEGRATED CURRICULUM (KBT)

Tahfiz Integrated Curriculum (KBT) is one of the tahfiz education approaches applied in Malaysia. Tahfiz education now emphasizes learning that integrates tahfiz and academic lessons into one curriculum. The combination of Quranic, Ijtihadik and Encyclopaedic elements is the central core of Tahfiz Model Ulul Albab (TMUA), which was implemented as early as 2014 until now. Thus, the question arises regarding how effective and successful this curriculum produces Huffaz as planned. Accordingly, this paper will cover the Tahfiz Integrated Curriculum (KBT) and curriculum evaluation as well as curriculum evaluation models. Finally, some methods of integration and evaluation of the tahfiz integrated curriculum are also proposed to ensure tahfiz learning is effective. The implications of this study guide the authorities to formulate strategies to maximize the excellence of the huffaz.

EFL English Student’s Ability and Difficulties in Dealing with Academic Phrases

The high quality of academic writing is highly influenced by the sufficient use of academic phrases. This research examined the students with English major backgrounds in both English education and English literature and found their difficult recourses. This research developed an academic phrase test and adopted a questionnaire on students’ perception on the source of academic phrase difficulties. There were 58 respondents from English majors with 49 from English education and 9 from English literature. The result of the test indicated that the student’s ability in academic phrases needs to be improved. The students perceived those unfamiliar words usage, the absence of the syllabi, insufficient teaching, and less experience in using them are the source of difficulties. Therefore, it can be said that academic phraseology should be included in the English student’s curriculum to solve the student’s issues. By doing this students’ exposure to academic phrases can be also increased so they will have more experience dealing with the phrases and can resolve their unfamiliarity with the words used in academic phrases. The findings of this study suggest that students in the English background majors should be assisted with academic phrases lessons to improve their academic writing in general and academic phrase usage in particular.

IMPROVING INDONESIAN LEARNING OUTCOMES USING THE AUDIOLINGUA METHOD IN ELEMENTARY SCHOOL STUDENTS

Learning outcomes can be interpreted as learning consequences in the form of information, mastery, or skills, and attitudes acquired by students during academic lessons and expressed in numbers. The purpose of this study was to find out how the Application of Fun Learning Methods in Improving Student Learning Outcomes in Class IV Indonesian Language at Wameo 2 Public Elementary School. This research was conducted through the process of planning, implementing, observing and evaluating. The subjects in this study were 15 grade 3 students of School Students Country 2 Wameo The results of this study indicate that the pre-cycle has not shown learning outcomes, after using the Audiolingua method in Cycle I and Cycle II there is an increase in Indonesian learning outcomes using the Audiolingua method

How does action learning and manufacturing intersect? Lessons learned from designing and implementing work-Based learning courses

ABSTRACT This article walks through the experience of two instructors from Northeastern State University who helped the College of Business and Technology implement work-based learning. Work-based learning was implemented in response to the changing needs of businesses, however, there were some struggles that had to be worked through in order to make this a successful endeavor. In addition to the instructor’s expterience, this article highlights some academic and administrative lessons learned during this process. These lessons learned can be helpful to other universities who might want to implement a similar program.

The 2018 Revised Nigerian Code of Corporate Governance: An Academic Response and Lessons for Africa

The 2018 Revised Nigerian Code of Corporate Governance: An Academic Response and Lessons for Africa

Assessing the Impacts of Creating Active Schools on Organisational Culture for Physical Activity.

National and international guidance recommends whole-school approaches to physical activity, but there are few studies assessing their effectiveness, especially at an organisational level. This study assesses the impact of the Creating Active School's (CAS) programme on organisational changes to physical activity provision. In-school CAS leads completed a 77-item questionnaire assessing school-level organisational change. The questionnaire comprised 19 domains aligned with the CAS framework and COM-B model of behaviour change. Wilcoxon Signed Rank Tests assessed the pre-to-nine-month change. >70% of schools (n = 53) pre-CAS had inadequate whole-school physical activity provision. After nine months (n = 32), CAS had a significant positive effect on organisational physical activity. The positive change was observed for: whole-school culture and ethos, teachers and wider school staff, academic lessons, physical education (PE) lessons, commute to/from school and stakeholder behaviour. This study provides preliminary evidence that CAS is a viable model to facilitate system-level change for physical activity in schools located within deprived areas of a multi-ethnic city. To confirm the results, future studies are required which adopt controlled designs combined with a holistic understanding of implementation determinants and underlying mechanisms.

Development of Specific Learning Disability Screening Scale

It is known that students with Specific Learning Disability (SLD) are noticed because of the difficulties they experience in academic lessons, especially in primary school years. Especially the difficulties they experience in reading, spelling mistakes, problems in arithmetic skills, attention problems, inability in taking responsibility and communication skills attract attention. The scale, which was developed in Turkey in order to identify students suspected of having SLD during the primary school years and between the ages of 8-11, by their teachers, is a five-points Likert type, 7-factors and 39-items measurement tool. The study was carried out with teachers working with students with Special Learning Disability in Ministry of Education and Special Education and Rehabilitation Centers in the 2019-2020 academic year. A total of 401 classroom teachers and special education teachers from Adana, Ankara, Antalya, Bursa, Çorum, Erzurum, Gaziantep, Isparta, İzmir, İstanbul, Kayseri, Konya, Sivas and Trabzon provinces participated in the study. In data analysis, Exploratory Factor Analysis and Confirmatory Factor Analysis were performed and a seven-factors structure was found. It was determined that seven-factors explained 73,224% of the total variance. The factors were as follows: writing process, communication skills, literacy skill, taking responsibility, attention skills, arithmetic skills and skill of recognition the numbers. The Cronbach Alpha coefficient of the scale was 0.963 and the RMSEA value was 0,063.

Transformative Learning Emerging From Challenges First-Year Students Experienced.

Doctor of physical therapy (PT) (DPT) programs are rigorous, and students report facing overwhelming challenges. Faculty may not be cognizant of the extent of these challenges and miss opportunities to support student learning. The purpose of this article is to describe factors affecting student coping abilities and the lessons they learned from managing their self-identified challenges. Given the growing body of evidence surrounding mental health issues in DPT students, educators are exploring ways to support student well-being and promote their professional development. This study is a component of a larger multisite study of first-year DPT students from 3 private universities. Participants submitted written narratives in response to a critical incident questionnaire designed to better understand first-year challenges. Responses were deidentified, researchers were blinded to participation, and confidentiality was maintained throughout. A consensus-driven interpretivist approach to qualitative data analysis was used. Strategies to ensure trustworthiness included triangulation of researchers, peer review, prolonged engagement, and use of thick rich descriptions. Seventy responses were analyzed. Two major themes are presented: (1) students described factors internal and external to the learning environment that inhibited and facilitated their ability to cope with challenges and (2) students shared academic successes and lessons learned from overcoming challenges, including the development of new behaviors, enhanced self-awareness, and personal and professional growth. Building on previous work, analysis of the lived experiences of first-year DPT students revealed a process of transformational learning through challenge. This process highlights the importance of recognizing and supporting the significant incidental learning that occurs in our students during their journey through PT school. Faculty focusing solely on content knowledge, skills, and even critical thinking may not recognize and support the incidental learning occurring and may be missing significant transformational learning opportunities.

O8-3 A school-based quasi-experimental intervention to improve students' motor competence and physical fitness

BackgroundPrevious research has shown that school can be an influential context to promote students' physical activity engagement, physical fitness, and motor competence. The purpose of this study was to investigate the effectiveness of a 5-month-long intervention program that aimed to increase students' motor competence and physical fitness during school days.MethodsA quasi-experimental intervention design with pre- and post-tests was implemented. Altogether 325 Finnish Grade 5 (Mage = 11.26, SD = .33) students from five schools participated in the study. At the beginning of the study, students were divided into experimental and control groups on purpose. The intervention consisted of three components: a) weekly 20 minutes sessions of guided training during a regular PE lesson, b) weekly 20 minutes sessions of guided training during recess and c) daily 5 minutes long activity breaks during academic lessons. Intervention activities aimed to increase different elements of physical fitness and motor competence. One week before and one week after the intervention period students' physical fitness levels were measured by 20-meter shuttle run (cardiorespiratory fitness), curl-up and push-up (muscular fitness) tests, and motor competence by 5-leaps (locomotor skills) and throwing-catching-combination (object control skills) tests.ResultsRepeated measures MANOVA indicated that there was a multivariate interaction effect between experimental and control groups over time (F [5, 222] = 7.52, p=.000, partial η2=.145). Moreover, univariate analysis revealed that students in the experimental group performed significantly better in 20-meter shuttle run test (F [1, 226] = 21,9, p=.000, partial η2=.088), curl-up (F [1, 226] = 4,9, p=.028, partial η2=.021), push-up (F [1, 226] = 15,5, p=.000, partial η2=.064) and throwing-catching-combination (F [1, 226] = 4,0, p=.046, partial η2=.017). There were no differences between experimental and control groups in 5-leaps test (F [1, 226] = 0.003 p=.958, partial η2=.000).ConclusionsThe intervention program appeared to be effective in increasing students' cardiorespiratory fitness, muscular fitness, and object control skills. This indicates that guided school-based physical activity programs can be influential in promoting physical fitness and motor competence among school children.