Active Participation In Class Research Articles

Exploring the Application Strategy of Situational Teaching Method in English Classroom

In the process of teaching English in junior high school, English teachers will apply a variety of teaching methods, among which the situational approach is a common one. Situational teaching is a method in which English teachers combine teaching contents with specific teaching situations by applying some teaching methods. Situational teaching method can effectively promote students' active participation in junior high school English class, which is conducive to students' deep understanding of English teaching content, enhance students' enthusiasm in learning junior high school English knowledge, and promote students' effective understanding of English teaching materials through familiar teaching situations, and improve the efficiency of junior high school English teaching and learning. The purpose of this article is to discuss how to apply contextual teaching method in English classroom to improve students' English learning efficiency.

Does lifelong learning matter for the subjective wellbeing of the elderly? A machine learning analysis on Singapore data.

Our study explores whether lifelong learning is associated with the subjective wellbeing among the elderly in Singapore. Through a primary survey of 300 individuals aged 65 and above, we develop a novel index to capture three different aspects of subjective wellbeing, which we term "Quality of Life", "Satisfaction with Life" and "Psychological Wellbeing". Utilizing both supervised and unsupervised machine learning techniques, our findings reveal that attitudes towards lifelong learning are positively associated with quality of life, while participation in class activities is positively associated with all three measures of wellbeing. Although the study does not establish causality, it highlights a connection between lifelong learning and the perceived wellbeing of the elderly, offering support for policies that encourage lifelong learning among this population.

Tantangan dan Strategi Pembelajaran Biologi di SMAN dalam Pelaksanaan Kurikulum Merdeka

The curriculum is a very important part in organizing learning. The curriculum in Indonesia itself has undergone many changes to adapt learning to current developments. The independent curriculum, as a new curriculum in education, focuses on increasing effectiveness and flexibility compared to the previous curriculum, which allows learning to be adjusted according to the interests, talents, potential and needs of each student. This research aims to identify challenges and useful strategies in teaching biology using the independent curriculum. The research method involves direct observation and interviews with biology teachers. The research results show that there are several challenges for biology teachers, such as differences in student abilities, lack of active participation in class, and too many students in one class. To overcome this, teachers can use strategies such as assessing students' abilities not only through tests, providing initial worksheets to assess students' abilities, presenting important material if class time is limited, and utilizing existing educational technology. Therefore, teachers have a very important role in achieving learning goals in the independent curriculum

An English Teacher's Perception Of The Implementation Of The Independent Curriculum In Every School

Curriculum is an important part of education systems around the world. The curriculum regulates learning process activities to maximize educational goals, functioning as a unit or guideline. Student learning outcomes in the daily learning process are one aspect that can have an impact on curriculum adjustments. Interviewing English teachers about the implementation of the Merdeka Curriculum in the classroom provided a number of insights. Educators share their thoughts on the difficulties in implementing an autonomous curriculum. because the facilities or different learning resources are not sufficient. They emphasize how the Merdeka Curriculum can help students learn English more effectively by encouraging active participation in class, fostering critical thinking, and increasing language proficiency. The student-centered curriculum philosophy was awarded

Exploring Learner Subpar Performance in Linear Programming at Munkuye Secondary School in Zambia: Hermeneutic Perspective: A Glance on Distance as a Promoter

This paper aims to investigate the impact of distance on learners; linear programming performance, employing a qualitative approach. The author argues that effective learning of linear programming requires an accommodation for tardy learners and consideration of their physical distance from school. To reduce absenteeism, math teachers should motivate tardy learners to put extra effort into their studies rather than penalizing them. Additionally, the school administration can arrange transportation for students who face difficulties commuting to class through providing a bus service. Such measures will encourage active participation in class activities and instill positive attitudes towards education among students. Furthermore, relevant parties need to work together to purchase a school bus that facilitates the transportation of learners efficiently. The study concludes by recommending the establishment of more residential schools near communities offering competitive bursaries as it inspires parents and students to support each other.

Promoting Effective Second Language Acquisition: Exploring the Benefits and Practical Implementation of Student-centered Learning in China

This paper explores how student-centered learning can benefit second language acquisition (SLA) in China. By drawing on the expertise of scholars in the field, the study explores how student autonomy, motivation, collaboration, and communication opportunities can positively influence general language learning outcomes. Additionally, this paper emphasizes the significance of adopting student-centered approaches to enhance language teaching in second language acquisition (SLA) specifically in the context of Chinas unique educational environment. By benefiting from SLA and language education scholars, practical suggestions for student-centered learning in Chinese language classrooms are also provided. Furthermore, the writer believes that by adopting a student-centered approach, language teachers in China can intentionally create an environment that helps students acquire language more effectively and improve their overall language proficiency. Student-centered approach not only contributes to better language skills but also advance a more engaging and interactive learning environment, students can develop not only enhanced language skills but also acquire valuable life skills through active participation in class.

Experiences and Perspectives of College Students With Disabilities Toward Integrated Physical Education in South Korea

The purpose of the study was to analyze South Korean college students with disabilities’ recollections about their experiences in segregated (self-contained) special education classes and integrated physical education classes during elementary, middle, and/or high school in South Korea. The research design was retrospective multiple-case study. The participants were five South Korean college students matriculating at a university in South Korea. The primary data sources were semistructured interviews and researcher’s journal entries. The data were analyzed using thematic analysis and exposed four interrelated themes, which were (a) isolated, (b) felt not supported, (c) segregated from peers, and (d) felt relieved and safe. Overall, the findings exposed challenges the participants all had experienced in integrated physical education classes, including feeling isolated and excluded from meaningful participation in class activities. In contrast, they reflected on their experiences in the segregated (self-contained) special education classes with a sense of belonging and acceptance.

Exploring Communicative Language Teaching to Investigate English Communication Willingness in EFL Learners’ Classroom

Being Willing to Communicate (WTC) in English is significant since communicating in another language is considered to be a crucial part of learning a foreign language. Without it, the students only learn English in a passive way. This study, therefore, aims to explore the Communicative Language Teaching (CLT) to investigate the Willingness to Communicate (WTC) in English of EFL learners. This research uses mixed methods, especially Embedded Design, to explore CLT and investigate WTC in English of EFL learners. Qualitative analysis begins this research through observation and interviews. The results of both are then strengthened by the results of quantitative analysis through the questionnaire. It was found that there were various communicative activities implemented by the teacher. Those are effectively conducted by the teacher to promote communicative language teaching in the classroom. Another finding is that there are six WTC patterns, and the pattern of voluntary participation in class activities has the highest percentage of occurrences. The conclusion that can be drawn from this research is that the willingness to communicate (WTC) in English for EFL learners is regarded as high or very willing.

Socio-emotional support in Higher Education: Evidence from First Year Learning Communities

First-year learning communities (FLCs) are known to improve student integration during the first year at university. The FLC classroom social climate and its potential role in contributing to this positive effect of FLCs have not been studied. The current study wants to elucidate students’ perceptions of the social climate within the Utrecht Undergraduate Pharmacy FLCs by exploring students’ perceptions and perceived value of peer and student-teacher interactions within these FLCs, relate these perceptions to the dimensions of the classroom social climate and clarify which factors help or hinder a positive perceived value. Fourteen first-year students from the cohort 2020-2021 (n=208) participated in semi-structured individual interviews in the first, second, and fourth period of the first year. At year’s end, first year students completed an online questionnaire on the quality of peer and student-teacher interactions. Our results show that FLC interactions are positively valued when students experience academic support from peers and teacher, socio-emotional support from peers and teacher, and active participation in class activities which corresponds to the classroom social climate dimensions student cohesiveness, student involvement and personalisation. Students’ perceived value of interactions was influenced by a variety of factors of which online classes hampered all valued classroom social climate dimensions. Socio-emotional support from peers and teacher was not only one of the most valued classroom climate elements, it also indirectly promoted academic support and active participation. This highlights the importance of socio-emotional support in the classroom, which should receive an increased amount of attention in higher education.

Beyond reading together: Facilitating knowledge construction through participation roles and social annotation in college classrooms

Social reading is a common practice in higher education to engage students in critical reading and classroom dialogues around course materials. This paper introduces a study that integrated a social annotation technology and a scaffolding framework to support social reading in undergraduate classrooms. The framework, grounded in the computer-supported collaborative learning literature, specifies three participation roles—namely, facilitator, synthesizer, and summarizer—that have distinct responsibilities in each week's social reading activities. Using Hypothesis, the social annotation technology, we piloted the framework in a fully online undergraduate course. To examine how the framework facilitated social interaction and knowledge construction, we applied social network analysis and content analysis to a rich dataset. Results revealed that the framework fostered active participation in class with students followed the assigned roles properly. This study has practical implications for online teaching and collaborative learning in higher education.

Assessment of the Implementation of Mother Tongue Based-Multilingual Education in the Province of Benguet

The Mother Tongue Based- Multilingual Education (MTB-MLE) Program has been in operation for over ten years. While the program has had positive effects, perceived negative impacts have also been noted. The study focused on predicting the implementation of MTB-MLE in the Province of Benguet. It aimed to determine the positive and the negative effects of the program and the challenges currently encountered by teachers providing base data on the areas of the program needing improvement. The qualitative approach to research has been employed engaging the elementary school teacher participants in interviews. The responses eventually went through the three coding levels. Results revealed that the use of the mother tongue as medium of instruction helps the learners understand the lesson easily, encourages active participation in class, and assists learners better in reading. Contrastingly, the perceived negative effects include hindering the learning and use of two languages, impeding the grasp of the concepts in the next grade level, and reduction of learners’ confidence in using the second/target language. Meanwhile, the challenges teachers encounter cover lack of teaching materials and heterogeneity of their and the learners’ first language (L1). With the program’s implementation through time, while implementers wish to invest on the program strengths, challenges still post limits and pressures. It is therefore suggested that attention is paid to addressing the weaknesses striking a balance with the strengths by providing teacher trainings towards addressing the linguistic considerations and developing instructional materials that suit the teaching-learning needs.

The role of live transcripts in synchronous online L2 classrooms: Learning outcomes and learner perceptions

This study explored the role of live transcripts in online synchronous academic English classrooms by focusing on how automatically generated live transcripts influence the learning outcomes of lower-proficiency and higher-proficiency learners and on their perceptions towards live transcripts. The study adop ted a 2 × 2 factorial design, with the two factors being learner proficiency (high vs. low) and availability of live transcription (presence and absence). The participants were 129 second-year Japanese university students from four synchronous classes taught on Zoom by the same teacher under an academic English reading course. Learning outcomes in this study were evaluated according to the course syllabus through grades and participation in class activities. A questionnaire consisting of nine Likert-scale questions and a comment box was administered to explore participants’ perceived usefulness of, perceived ease of use of, and perceived reliance on live transcripts. Results showed that contrary to previous studies reporting the effectiveness of captioned audiovisual materials in L2 learning, live transcripts as a special type of captions were not effective in promoting the grades of learners of either proficiency. However, it significantly improved the activity participation of lower-proficiency learners, but not that of higher-proficiency learners. Questionnaire results showed that there were no significant differences between learners of two proficiencies in their perceptions towards live transcription, which contradicts previous findings that lower-proficiency learners tend to rely more on captions. Besides enhancement of lecture comprehension, participants reported innovative uses of live transcripts such as screenshots with transcripts for notetaking purposes and transcripts downloaded for later review.

Correlation of Interactive Learning and Student's Intellectual Emotion

This research aims to explore the correlation between interactive learning methods and students’ intellectual emotions conducted on the subject VCS 105 (An appreciation of art and design history), a compulsory subject for the first-semester Diploma of Creative art. This subject requires deep understanding, memorizing art history, facts, and characters of art globally throughout the ages. The biggest problem in teaching and learning in the new norm is attracting attention from students along with the rapid development of technology. As an educator, we need to creatively change the teaching method from traditional method to Online based education. The interactive learning method is proposed as an effective approach to gain a short-term attention span among students. Finally, the researcher can evaluate students' perceptions of learning in class as well as their level of acceptance of the knowledge that has been delivered. In this study, online game-based interactive learning has been specially designed creatively to obtain the extent of the effectiveness of teaching and learning. The researcher used the Quiz Whizzer online application as a main pillar of this study. Quiz Whizzer is a website-based application as an online educational game that provides easy means in the learning process. Furthermore, Quiz Whizzer is a game-based learning platform, used as educational technology in educational institutions. The focus of this activity is the use of making interactive games, developing social skills, and relationships among group members. This gamification creatively combines the technology of QR codes to solve the puzzle online. The implementation of interactive learning, not only develops the interpersonal relations between students but also demonstrates their active participation in class. The findings of this study demonstrated that these students have a positive attitude toward learning. For instance, they believe that applying interactive learning such as online games in a subject will improve their knowledge. Most importantly, the result of this study revealed the effectiveness of interactive learning in relation to the intellectual emotion of students.

A Reflective Study of Educational Practice in Special Education Colleges

This study investigated the educational practices of 100 students enrolled in special education colleges. The objective of this study was to identify the practices and strategies that have been successful in improving the educational outcomes of special education students. The results of the study revealed that students who have had successful educational experiences in special education colleges often participated in a variety of practices and strategies such as regular communication with instructors, active participation in class activities, and a focus on individualized learning plans. Additionally, the study revealed that providing tailored support and resources to students was an important factor in improving educational outcomes. The study also found that successful educational outcomes were associated with regular collaboration between teachers and students.

Factors Influencing Classroom Participation: A Case Study of Undergraduate Students at Education Faculty, Paktia University

There was a lack of students’ participation in classroom activities. Student participation varied according to gender, education level, housing area, and employment, language proficiency and cultural restrictions. It was needed to discover factors that influence students’ participation in classroom activities, to address the current situation and key challenges of classroom participation. Therefore, the objectives of the study were to distinguish the factors that increase and decrease student classroom participation and to investigate the most influential factors that affect classroom participation. In addition, the research recommends sustainable resolutions. The methodology adopted includes the use of questionnaires, two classes of observation in the English department, and a review of relevant documents. The size of the class, a lack of time, and the course policies that were observed in class were major barriers to student participation in class activities. Teachers did not give students enough time to consider the question before responding. The current survey found that the personalities of the instructor and students, the size of the classroom, and the perception of peers influenced students' willingness to speak up in class. It is pointed out that both active and passive students agree that instructors are the main characters in classrooms. The method or style of teaching and positive traits of instructors play an important role in motivating and stimulating verbal engagement among students in the classroom. Students actively participated when they received an equal chance to participate in the classroom. When there was respect, small classes, student support, constructive feedback, and the application of theory to a real-life situation, participation levels in classes were higher. Moreover, teachers must consider and overcome those factors to give students a chance to communicate effectively in classroom participation.

Students' Mathematic Problem Solving Ability with Problem Solving Learning Model in Class VII SMP Negeri 2 Singkawang

Students still need to improve their capacity for solving mathematical puzzles. The study aimed to evaluate how well the Problem-Solving learning model helped students become more adept at solving algebra-related mathematical problems. This study is an illustration of hybrid research (Mixed Methods). Class VIIA served as the experimental class, and Class VIID served as the control class for the study. Test forms, observation forms, and interviews served as instruments. Statistics are used in quantitative data analysis, whereas in qualitative data analysis, data is reduced, presented, and conclusions are drawn. The findings revealed that: (1) Mathematical problem-solving skills were improved in Problem-Solving Learning Model classes compared to classes using the Discovery Learning Model; (2) The Problem-Solving Learning Model defined what was meant by active student participation in class, with the percentage of student activity obtained being 41.12% at the first meeting with the quite active category and 89.74% at the second meeting with the very active category.

Quizizz as Technology to Enhance EFL Students' Active Participation in the Classroom

It is essential that English be taught in schools and universities as a foreign language. However, many English learners do not devote themselves totally to acquiring the language. Additionally, teaching and learning (T&L) activities might occasionally become boring. Due to this matter, EFL students struggle to demonstrate active participation in class. This article intends to highlight how teachers can use Quizizz, a learning application, to enhance their students’ active involvement in studying English.

The Effects of Nearpod-Incorporated English Classes on Korean University Students’ Speaking Performance and A ffective A spects

Nearpod, an online teaching cloud-based platform, offers great potential to generate pedagogical tasks and yield better results in teaching communication skills. This study thus examined the effects of Nearpod-based English-speaking classes. To this end, one-on-one speaking tests were conducted twice in a semester, and a questionnaire was administered to assess university students’ perceptions of the usefulness of Nearpod in offline classroom. The participants comprised 39 university students who took a mandatory English class titled Communication in English. The paired samples t-test results indicated that the students’ overall speaking performance has improved over time. Specifically, compared to the high-level students, the low-level students showed a significant increase in speaking performance. The questionnaire analysis demonstrated that most students were satisfied with Nearpod-based English speaking classes because of enhanced interest, active participation in class, and increased interaction with class content and peers. The pedagogical implications are suggested and the limitations of the study are further discussed.

Bahasa Indonesia bagi Penutur Asing (BIPA): Masalah Kefasihan, Kebakuan, Rujukan Belajar, dan Kesusastraan

Bahasa Indonesia is one of the languages with the most speakers in the world. However, Bahasa Indonesia still needs to be campaigned to become one of the most important languages in the international arena. This is the context of why the BIPA or Indonesian Language for Foreign Speakers program was born. It has been going on for a long time, the BIPA program continues to experience improvements. This article aims to provide some input in to improving Indonesian language learning through the BIPA program. Observation, survey, and interview through informal conversations were used in conducting qualitative investigations to describe BIPA learning related to fluency, standard language, learning tool or reference, and literature . These were conducted from around February to early August 2022. Th is research show s that active class participation and learning consistency of BIPA students have a major impact on the progression speed of Indonesian language mastery. This study also shows that the misuse of Google Translate has caused a negative impact on BIPA students and the urgency of using local folklore materials in BIPA learning in Indonesia.

An Examination of the Factors and Challenges to Adopting Gamification in English Foreign Language Teaching

The purpose of this study is to identify key factors and barriers to implementing gamification in English Foreign language teaching. In alignment with the purpose of the study, the perspectives of English teachers (which grades) were obtained. This study was designed as a qualitative study. A total of 16 teachers participated in the study. Structured interview questions were used as the data collection instrument. The data obtained from the interviews were analyzed using content analysis. The result of the study demonstrated that most teachers use gamification in their English Foreign Language teaching. Some teachers who participated in the study indicated that gamification is very effective and important for their teaching and that they use gamification frequently in their teaching. Teachers emphasized that games facilitate language learning, ensure active class participation, make learning more enjoyable, and make the learning process effective and efficient. In addition, games facilitate the development of student language skills and make learning more enjoyable by making lessons interesting. Factors such as the occurrence of problems like irregularities, objections, and challenges during the game, the creation of a negative competitive environment, the extension of the time allotted for the game, and the creation of a noisy environment were found to be barriers to the use of gamification in the classroom. In addition, technical difficulties and problems with digital games, lack of technology and internet, technology, screen, and game addiction, and health/psychological issues are some of the main reasons why teachers do not use gamification in their EFL teaching.