Participation In Classroom Activities Research Articles

On the Use of an Online Polling Platform for Enhancing Student Engagement in an Engineering Module

Students’ engagement is a fundamental challenge in large classrooms in higher education. In recent years, innovative technologies such as electronic learning and online polling platforms have made learning more engaging, effective, and interactive. By using these platforms, educators can create more inclusive and enriching learning environments. This paper presents a novel approach in which an online technology is employed to enhance students’ learning experience. In this approach, features of an online polling platform, i.e., Slido, are employed to enhance students’ engagement in an engineering module, i.e., ‘Mechanics of Solids’, which is recognised as a fundamentally challenging module with difficult subjects. This study investigates how the interactive features of such technologies, such as real-time polls, question and answer (Q&A) sessions, and quizzes, can provide a more active and practical learning environment by improving student engagement in the classroom. In total, six online polls were designed: one for ice-breaking, two on the topics of shear forces and bending moment, two on stresses, and one on deflection. Each poll was presented to the students, and they participated in them by scanning a QR code or typing the poll’s code online. The rate of students’ participation in polls is extensively discussed to show the effectiveness of the proposed method. The findings of this study show a significant increase in student participation in classroom activities compared to traditional methods. Student feedback also indicates a positive learning experience with the use of the proposed approach. It is shown that the proposed approach has the potential to transform the way engineering students engage with challenging subjects, leading to enhanced learning outcomes and a more positive learning experience.

The Use of Artificial Intelligence Technology in Enhancing Student Participation in Classroom Activities at the English Subject Teacher’s Association

The development of various post-pandemic technologies has significantly changed teaching and learning activities. Through a brief interview between the head of the English Language Teachers’ Association in Banjar Regency and the head of the community service team, data was obtained that identified the issues faced by of the English Language Teachers’ Association members: 1) Teachers still lack information about various Artificial Intelligence (AI) technologies for English language teaching. 2) The teachers still lack information about free applications that can be used to support technology-based learning to increase student participation. Given the challenges faced by the partners, the goal of this community service was to provide secondary school teachers in South Kalimantan, especially in Banjar Regency, with insights into how AI plays a comprehensive role, as well as training in how to integrate various AI technologies to support the teaching and learning process. The implementation method offered for this activity included lectures, discussions, and collaborative learning with several stages, such as preparation, execution, and evaluation. The results of this training were as follows: 1) New experience for the teachers about AI-based support applications in the learning process. 2) How to integrate these applications into the classroom learning process. 3) Teachers successfully created their learning media using applications learned during the training. 4) Learning practices that integrated AI into the teaching process increased student motivation to learn English. The conclusion of this community service was that services could help the teacher in using technology, especially AI, to increase student participation in class.

A Digital Logic Flipped Classroom for Promoting Students’ Preclass Preparation and Participation in Classroom Activities Using a Guided Reflective Thinking Mechanism

A Digital Logic Flipped Classroom for Promoting Students’ Preclass Preparation and Participation in Classroom Activities Using a Guided Reflective Thinking Mechanism

Potentiality of Democratic Competencies for an Inclusive Classroom

This conceptual paper examines the democratic competencies embedded in student-centric classroom practices, argues for the potentiality of student-centric classroom activities in catering to an inclusive classroom environment, and concludes that students’ participation in classroom activities that facilitate democratic competencies may contribute to inclusive classroom practices. Literature suggests that democratic education upholds the principles of inclusion in classroom practices by addressing any means of oppression since democratic values ensure free and active participation of students. Bangladeshi classroom scenario demonstrates a disparate attitude on the part of the students where a significant portion of the students remain silent during classroom activities. For this research, data was retrieved from secondary school students to fathom whether student-centric classroom activities (that reflect democratic competencies) add value to the idea of inclusive classroom practices. The study found that democratic competencies are practiced in Bangladeshi classrooms and students hold a positive attitude, hence, there is a scope for promoting inclusion through such practices. One key implication of this study is that more research is needed to operationalize the democratic competencies for the Bangladeshi classroom context for an inclusive classroom.

Health Exercise and Class Performance as Determining Factors of Students' Mental Well-being

Objective: This research aimed to examine the impact of the mental wellbeing of students on their learning improvement, critical thinking, and active participation in classroom activities. Existing studies have only highlighted different aspects of student mental health and exercise, but the relationship between student health exercise with their mental well-being in the context of their classroom activities was not dealt with.Methods: The primary data collected from 457 respondents, who were teachers in the Jiangsu Province of China, was analyzed by SPSS statistical tool. The cross-sectional data and the scale items for this research were reflective in nature. Results: By analyzing the data, the research found that from the perspective of teachers, the impact of the mental well-being of students on their learning improvement, critical thinking, and active participation in classroom activities was positive and significant. Conclusions: These findings can be implemented all over the world for the improvement of students' mental well-being and standard learning. Health exercise would be accepted as a significant factor in influencing the mental well-being of students for improving their learning improving, critical thinking, and active participation in classroom activities.

FLIPPED CLASSROOM METHOD AND COLLABORATIVE WRITING VIA GOOGLE DOCUMENTS TO IMPROVE STUDENTS' PARTICIPATION AND WRITING PERFORMANCE IN HIGHER EDUCATION

Flipped classrooms have been commonly used in educational settings after the pandemic. Schools provide a learning management system (LMS) to enhance the effectiveness of the learning process. Also, online platforms become popular among students, including online collaboration platforms like the Google document. The teaching method now could be more varied and flexible. This research focused on finding the impact of the flipped classroom method and collaborative writing through Google documents on students' active classroom participation and writing quality. The quasi-experimental study was designed to discover the significance of the impact in this case. Fifteen participants were given an IELTS writing pre-test and post-test at the beginning and the last meeting, and through the implementation of the method, the students were divided into five groups to write an essay collaboratively. The discussion and group work were applied during the classroom to observe active learning. The finding shows a significant impact on students' writing quality, especially the writing structure and coherence, and a positive impact on students' active learning concerning the students' initiative to contribute to the group work.

Analisis Pengaruh Lingkungan Belajar Fisik terhadap Perilaku Belajar Siswa

This study aims to explore the influence of the physical learning environment on student learning behavior at SDN Parakanmuncang II. Employing a quantitative approach with an observational research design, data were collected from 200 students ranging from grades 1 to 6 through direct observation and questionnaire completion. The results of data analysis indicate that the physical learning environment at the school significantly impacts student learning behavior. The research findings reveal that comfortable, clean classrooms equipped with adequate learning facilities contribute positively to students' learning motivation. Sufficient lighting and comfortable room temperature also play a role in enhancing student concentration during learning. The cleanliness of the learning environment also affects student participation in classroom activities. However, there are several aspects of the physical learning environment that need further attention, such as improving lighting and classroom cleanliness. In the context of educational policy development, the research findings provide a strong foundation for increasing attention to the physical learning environment in school planning and management. Thus, this study makes a significant contribution to enriching our understanding of the importance of the physical learning environment in shaping student learning behavior and underscores the need for investment in improving physical facilities in schools to create a more conducive and supportive learning environment for students.

The Research on Middle School Mathematics Teaching Based on BOPPPS Model -- Taking the Teaching Design of "Determination of Congruent Triangles" as an Example

The Mathematics Curriculum Standards for Compulsory Education (2022 Edition) places higher demands on junior high school mathematics teaching, emphasizing students' active participation in classroom activities and the development of core literacies, mobilizing students' interest in learning as much as possible, fostering students' initiative and enthusiasm for learning, and making students the masters of the classroom, with the teacher merely a "guide" of knowledge, returning the classroom to the students. The BOPPPS model is a teaching model in which students participate in all aspects as well as play an important role in teaching objectives. Applying this model in middle school mathematics teaching can help teachers improve teaching efficiency and also increase the proportion of students' participation in the classroom. In this study, this model is applied to the design of middle school mathematics teaching, and the first lesson of "Determination of congruent triangles" is used as a case study for analysis. Through the introduction of real-life scenarios, specific and testable classroom objectives, review of old knowledge as a pre-assessment, active and participatory learning of students, post-test of the content in the classroom, and summary and self-evaluation of students, students can experience the process of knowledge occurrence and development, establish a systematic knowledge system of the content, develop students' core literacy, improve the teaching efficiency of the classroom, and provide a new direction for teachers to think about their teaching.

The Effect of Augmented Reality Technology on Primary School Students’ Achievement, Attitudes Towards the Course, Attitudes Towards Technology, and Participation in Classroom Activities

The research aims to investigate the impact of augmented reality (AR) technologies developed within the framework of primary school students’ on student achievement, attitudes towards the course, attitudes towards technology, and participation in classroom activities. The contents of AR-based learning materials have been developed by 4th-grade teachers and writers within the context of the existing curriculum. The study process was carried out based on the instructional design model. The research was performed in conjunction with the quasi-experimental design among the experimental designs of quantitative research methods. Using the cluster random sampling method, students in the experimental and control groups were selected among 11 primary schools. The findings indicate that contrary to the students in the control group, the students in the experimental group had higher academic achievement and participation in classroom activities, and also their attitudes to the course and applied technology were more positive. Moreover, concerning the experimental group students, a positive and significant correlation between their academic achievements, attitudes towards the course, attitudes towards technology, and their participation and participation in classroom activities have been observed.

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.

The role of English language teacher toward enhancing Students' participation in Classroom activities

students' participation in classroom activities. The sample of the study has consisted of 80 teachers of ninth grade teachers of public schools from Sana'a city out of which 40 males and 40 females. Twenty schools out of 100 were chosen randomly from the public education. The study has focused on five dominos of activities, which are practiced in classroom. The dominos are teaching style, quality of teaching, kinds of decisions based on homework performance, classroom assessment and kinds of feedback based on assessment outcomes. The variables of the study were gender, age, educational qualifications and residence place (city and rural). The results of the study have indicated that the teachers play significant role towards enhancing students' participation in classroom activities due to teachers' gender in favors of females.

Identifying and Building Strengths: An Experiential Exercise in Developing Classroom Contributions

This experiential exercise uses feedback from peers to develop students’ classroom contributions and build a classroom climate that encourages active engaging and learning. It is best suited for courses that require active classroom participation, but works well in any format, traditional and online, and with any level of students. The activity takes a strengths-based approach, anchored in positive psychology, appreciative inquiry, and positive organizational scholarship, to guide peer feedback about classroom contributions. It asks students to provide appreciative and evaluative feedback to their teammates and discuss ways they can be more effective contributors in the classroom. This activity has several important learning objectives for students: (1) describe specific behaviors associated with effective contributions in the classroom, (2) gain awareness of how others view their classroom contributions, and (3) use appreciative and evaluative feedback to improve their contributions in the future.

Teacher Agency in Creating a Translingual Space in Nepal’s Multilingual English-Medium Schools

This paper focuses on teacher agency in creating a ‘translanguaging space’ in Nepal’s multilingual public schools. Drawing on the ethnographic data from two public schools, we discuss how teachers can resist a monolingual ideology of an English as a medium of instruction policy to ensure students’ participation in classroom activities. The findings of the study reveal that teachers create a translanguaging space to counter the official English-only monolingual ideology and draw on students’ home languages to address their learning needs and their own pedagogic challenges. By using students’ home languages in teaching both the content and English language subjects, the teachers in this study demonstrate a transformative agency to create a multilingual classroom space where students feel safe to use their existing language abilities and epistemologies in learning process. The findings of the study imply that policymakers need to build on teachers’ multilingual agency and their critical ideological awareness to develop pedagogical approaches that recognize students’ diverse linguistic identities and learning needs.

STORYTELLING OF SPOOF TEXT FOR THE ELEVENTH GRADERS: ADVANCING THE BEGINNER SPEAKER

Speaking is one of the problematic aspects of language learning for the teacher to help them more actively engaged during the teaching-learning process. However, studies show that choosing the right teaching strategy and media can overcome student’s speaking difficulties. One of the strategies chosen in this research is teaching spoof text storytelling. This study aims to describe how the storytelling of spoof text can improve students’ achievement in speaking skill for eleventh-graders. The method used is classroom action research following Kemmis & Taggart’s model with the procedures of planning, acting, observing, and reflecting. The study was carried out in two cycles. Each cycle consisted of two meetings, and the result of the study showed significant improvement of students’ active participation in classroom and fluency in speech. Most of the students obtained higher scores at the end of the research cycle. It proves that the use of storytelling of spoof text can improve students’s speaking skill. The finding of this study implies the need of English teacher's creativity to support the student's speaking skill by using interesting learning materials and strategies

Promoting Quality, Equality and Inclusion through Rethinking Mediums of Instruction in Moroccan Public Schools

The multi-linguistic nature of Moroccan society entails the existence of different languages such as Moroccan Arabic, Amazigh Language with its varieties, Standard Arabic, French, and English. From this group, the Moroccan education system opts for two main languages as official mediums of instruction: standard Arabic and French; Arabic starting from the first level in primary school and French beginning from the first year in secondary school. This state of fact challenges the notions of inclusion and equality in the Moroccan education system. Students are being taught in languages different from their mother tongues. The focal objective of this paper is to prove that the gap between the languages used at school and students’ home languages harms the students’ learning outcomes, integration, self-esteem, and self-confidence. To test the validity of this claim, the paper uses a mixed-method approach; a questionnaire is addressed to 200 high school science students to investigate how the absence of their home languages affects their learning outcomes, participation in classroom activities, self-esteem, and self-confidence. In addition, 20 high school teachers are interviewed to detect the negative impact of the mediums of instruction on the students’ learning outcomes, participation in the classroom activities, self-esteem, and self-confidence. Findings reveal that languages of instruction form a real hindrance to guaranteeing quality education for students. All the teachers’ interviewed confirmed that using the official mediums of instruction in the classroom hampers students’ performances and affects their results.

EFL STUDENTS’ PEDAGOGY FOR SOCIAL CONSTRUCTIVISM IN SPEAKING BLENDED MODE ACTIVITIES: A CASE STUDY

This article reports on a learning method using social constructivism on blended learning efl pedagogy in speaking class. This research investigated the activeness of twelfth grade students from six science classes, in learning English speaking applying both face to face and online classes. A case study research design was used in the present study, and the observation and interview data were collected transcribed, coded, and analyzed with triangulation, The findings revealed that learning using social constructivism is very important in students’ activities. So that students must be better in their preparation, and comprehend the teaching materials before attending the class for their readliness, activeness, and fully participation in classroom activities, It can be said that social constructivism is beneficially needed for students for equipping themselves to follow learning process both face to face and online learning. The present study calls for other researchers to do other issues in the same fied for responding the research gap: How a teacher can motivate students who are not ready in the teaching and learning process to be active in speaking in class despite their lack of understanding in learning, and how much time should be used for the teaching and learning process with the social constructivism method so that students can really master class learning in the classroom. appeal to teachers who only act as facilitators. Keywords: Social Constructivism, Blended Learning, EFL Pedagogy, andSpeaking.

ENGLISH LANGUAGE LEARNING MOTIVATION OF THAI STUDENTS OF LANTARATPRACHAUTIT SCHOOL

Various factors influence students' motivation to learn a foreign language. As a country that has never been invaded by other countries and in which Thai is the official language and English is the only foreign language taught in schools, the study of students' motivation to learn English is worthwhile researching. The goal of this study was to find out what motivated students to learn English and how that desire manifested in classroom activities. Qualitative case study was employed in this study. Three data gathering procedures were used to acquire data i.e. questionnaire, observation, and semi-structured interview. To determine their motivation, 17 fifth-grade pupils at Lantaratprachautit School in Thailand were recruited to fill out a closed-ended questionnaire which was adapted from Gardner's Attitude/Motivation Test Battery (AMTB). Three students with varying levels of motivation were observed in order to determine how motivation was reflected in the English classroom. In addition, to triangulate the data in this study, a semi-structured interview was undertaken. The majority of the participants were assessed as having poor motivation, which was consistent with their classroom engagement. Finally, students' interest and participation in classroom activities in the English teaching-learning process represented their motivation in English language learning.

The Benefits of using Collaborative Learning Strategy in Higher Education

This paper seeks to quantify the value of group work in the classroom. The benefits of group study on academic achievement are investigated here. To study together is to embrace a way of life and an approach to education. As the theory goes, when individuals get together in groups, they are better off working together to achieve their objectives rather than engaging in unhealthy intragroup rivalries to figure out how to handle sticky situations. The principles of the online learning community were included. However, today's schools encourage rivalry among students as they compete for higher test scores, better scholarships, and more prestigious college admissions. To shift this paradigm, it is necessarily important to include collaborative learning into every stage of a child's education, from pre-K to college. Teachers need to take on an innovative role if they want to influence their students' conduct. They have to give up lecturing in favor of active classroom participation. The research indicates that when students work together to learn, their knowledge and classroom involvement improved. It suggests that universities should promote collaborative learning spaces because of the positive energy they may bring to the classroom. Teachers and students alike may gain from the cooperative learning approach by sharing and discussing ideas and analyzing challenges as a group.

An Analysis of Islamic Senior High School English Teacher�s Perception of Using Code Switching in the Classsroom English Teaching

Although the teachers commonly used many languages in the classroom, but that doesn't guarantee avoiding code switching. This research explores the perceptions and beliefs of teachers regarding the use of code switching in Islamic Senior High School classrooms. It also examines the roles and functions of code switching in the classroom. The sample of this research was twenty two Islamic Senior High School English Teacher in Bengkulu were involved in this research. Data were collected through questionnaires and semi-structured interviews. The result from this research were, 1) Islamic Senior High School English teachers generally have positive and negative views about the practice of code switching in the classroom. 2) There were 25 reasons why do the teacher use code switching in the classroom, 3) The major function of teachers� code switching mainly for curriculum access and for maintaining interpersonal relations. Furthermore, Teachers also would be well advised to have strategies for effectively managing code switching in the English Teaching classroom to avoid its negative implications on the language learning process. It can be concluded that teachers also used code switching to maintain interpersonal relations, specifically to encourage students� participation in classroom activities, to increase students� motivation in and confidence in learning the target language.

Implementation of cloud-based biometric attendance system for educators in a developing country

The rising demand for data and its machine-aided dynamics calls for more deliberate effort on standardized collection, especially in formats suitable for identifying relationships between its features. This paper reports the implementation of cloud-based biometric attendance system to address the limitations associated with the traditional attendance system, which is still predominantly in use across institutions in developing countries. The cloud-based attendance uses a fingerprint recognition system for authenticating attendance, displays user identity via Organic Light Emitting Diode (OLED) display and uploads the processed attendance data into cloud with the aid of the ESP32 microcontroller and its development board. At the point of taking the attendance, the system exclusively authenticates and processes the attendance of the pre-registered candidates whose fingerprints matches those pre-stored and uploads the result into the cloud for access by the administrator remotely. The system is simple and modular with an impressive performance, recording authentication and loading to cloud at an average of 2-5 seconds per candidate. With this system in place, it would be easier to get the required data to enforce the eligibility criteria for assessment and this invariably would also encourage punctuality and students’ participation in classroom activities.