Classroom Activities Research Articles

VIDEO BLOGGING: A PEDAGOGICAL MEDIA TO IMPROVE SPEAKING SKILL

Technology is considered as a learning assistant that can be used to improve speaking skills. In this paper, the researcher tried to enhance students’ speaking skills using English video blogging. The purposes of this research were to know how students’ perception of the use of English video blogging in speaking skills and to what extent video blogging improves students’ speaking skills. This study was done in one High school at Tangerang- Banten with 25 students in Grade XI. This study is a qualitative design with descriptive analysis in interpreting data, in data collection, the researcher used an observation (participatory observation) and depth interview with the participants. The result shows that students’ perceptions of the use of English video blogging to improve speaking skills are good and successful, and it can be seen about 80 % of the participant are having a good improvement in speaking ability. And the rest of them still feel lack confidence and fluency in speaking. Finally, the use of video blogging in classroom activities gives a good impact on students’ speaking skills.

Designer's log in planning the development of comics with socioscientific issues content: Case studies

The development of learning media research evolves rapidly in design-based research (DBR). However, most of the research in this area concentrated on media implementation and media format. In this paper, we explain one side rarely discussed: the process of designing media pre-implementation. This research uses the designer’s log as core data that notes the essential things during the discussion between media designers and practitioners. This study depicts two case studies when researchers (as media designers) and teachers (as practitiones) were developing comics with socioscientific issues (SSI) content. This research employed a case studies approach, using the designer’s log in three meetings with teachers. The data analysis of the designer’s log focused on three criteria: analysis, comics-building, and teaching activities development. The main themes identified as results in this study were the student experience in comics, previous content related to SSI, comics form, SSI content in comics, and classroom activities. This study also presented designer log examples highlighting our discussion with teachers to explain teachers’ consideration in designing comics with SSI content. From this study, we offer recommendations, especially regarding DBR. Firstly, future researchers need to be aware not only of the final DBR product but also of the product design process; secondly, in preparing media (in this paper, comics), determining content needs to be considered together between designers and teachers from student conditions, culture, and school background.

The Influence of Pre-school Literacy Preparation Studies on Primary School Literacy Instruction

The aim of this study is to determine the impact of literacy preparation activities conducted during the pre-school period on primary school literacy instruction from the perspective of classroom teachers. The design of the study was determined as a case study, which is one of the qualitative research types. The research group was determined through purposive sampling. In order to ensure maximum diversity, interviews were conducted with a total of 14 teachers, consisting of one male and one female from each of Türkiye seven regions. Considering the aim of the study, it was taken into account that teachers should have experience in literacy instruction. Therefore, teachers who had conducted teaching activities in first grade elementary school classrooms for at least three times were included in the study. A semi-structured interview form was used as the data collection tool in the research. The interviews were analyzed using a data analysis software. As a result of the analyses, 4 themes, 13 categories, and 58 codes were identified. According to the findings of the study, the teachers believe that literacy preparation activities conducted during the pre-school period have a positive impact on primary school. It is also among the general opinions of those teachers that literacy preparation activities are more effective and functional in pre-school compared to previous years. The classroom teachers expressed that pre-school teachers should not deviate from the curriculum, and teaching literacy in pre-school may lead to some difficulties in primary school. Finally, the classroom teachers believe that beyond academic skills, imparting social adjustment and self-regulation skills to children during pre-school is more crucial for readiness in primary school.

Extending Character Education (PPK) as the Basis for Curriculum Management to Improve the Quality of Learning at SDN 2 Rimo

Character is the "soul" of education as a whole, encompassing all phases of planning, carrying out, supervising, and evaluating instruction. In order to raise the standard of instruction at SDN 2 Rimo, this study tries to explain how curriculum management based on strengthening character education (PPK) is implemented. This study combines a case study methodology with a qualitative approach. While documentation studies were used to gather secondary data, interviews and observation were used to collect primary research data. The study's findings indicate that SD Negeri 2 Rimo's curriculum management program has a significant positive impact on character education that is delivered in the classroom, in the school's culture, and in the community. This is evident from the classroom activities, which include the students' behavior in adhering to the rules and the teacher's increased attention to detail when presenting the lesson plan. Additionally, children have demonstrated excellent attitudes and character in extracurricular activities and are able to interact cordially with peers and parents. Therefore, enhancing character education has a significant impact on raising learning standards.

Concept mapping in an Online Undergraduate Pathology Course: Integrating etiology, pathophysiology, and clinical aspects of disease

Concept mapping has proven to be a useful tool in science education by helping students make connections between facts thereby establishing hierarchies of knowledge. These hierarchies enable students to assimilate information into meaningful reference memories. During the COVID pandemic, classroom activities were severely limited, creating a lack of classroom engagement. Online classes replaced in-class lectures, decreasing opportunities for student contact. To address this pedological shortcoming, concept maps were utilized in an asynchronous online pathology course for pre-health profession undergraduate students. Students asked to create a concept map for a disease, connecting the disease’s pathophysiology, etiology, and clinical considerations. Rough drafts of maps were given feedback to improve connections and flow of the maps. Maps were graded using a rubric modified from several sources, and points were awarded when connections were made within and between the three main pillars of pathology. There were many types of creative maps. Course evaluations indicated that students enjoyed concept mapping as a learning alternative to standard class assignments. The overall goal was to provide a precursor activity that would enhance students’ abilities to utilize algorithms in clinical settings. No support was required. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Preparing Early Elementary Preservice Teachers to Positively Support Students with Challenging Behavior

This article describes the significance of equipping preservice teachers with the knowledge and skills necessary to effectively approach behavioral challenges with early elementary students (i.e., kindergarten to third grade). Early elementary years are crucial for a child’s academic and social development, and students who exhibit challenging behaviors early often face academic struggles and potential long-term negative effects. When educators are prepared to effectively manage challenging behaviors, they provide students with the support needed to succeed. This article also highlights the need for teacher preparation programs to include coursework and practical training emphasizing evidence-based practices in behavior management, effective communication, and behavioral supports. By doing so, teachers can create inclusive and supportive classrooms, reduce disruptive, unexpected behaviors, and improve students’ overall well-being by intervening early and providing a foundation for positive behaviors in school. Early intervention and skill development in K-3 preservice teachers can lead to better academic outcomes, enhanced classroom dynamics, and a brighter future for students with challenging behavior. The authors share recommendations for classroom activities, learning materials, and applications for teacher educators.

유아·놀이 중심 교육과정에서 유아의 물감 놀이 다시 보기

The purpose of this research is to rethink children's play with paint. In order to create a curriculum that centers children and play, it is necessary to move away from traditional instrumental and developmental perspectives and look at the encounter between children and materials as it is. Therefore, this study aims to think about play by focusing on all the processes and experiences that are created when children and paint meet. This study collected and analyzed data on moments of spontaneous paint play by participant observation of a 4-year-old class at D Daycare Center for five months. The results showed that children encountered, felt, repeated, made a difference, controlled, communicated, and empathized with paint by focusing on the materiality and mobility of paint itself. Paint was not a tool for a specific purpose or activity, but an active and powerful presence. The playfulness of the children, the materials, and the teacher intertwined to create play that was renewed in every moment. The findings suggest a rethinking of play that focuses on the free exchange of children and materials rather than the adult constraints of the traditional classroom, traditional and structured activities, developmental or learning outcomes, and human-centered thinking. We hope that many children and teachers will find endless possibilities for creation and affection in a reconceptualized world of play.

PENGEMBANGAN MEDIA PEMBELAJARAN MONOPOLI PENJAJAHAN PADA PEMBELAJARAN IPS KELAS V SEKOLAH DASAR

This developmental research aims to develop colonial monopoly media in social studies learning material about the arrival of western nations at class V elementary school that is valid, practical and effective. Researchers used research methods, namely Research and Development (R&D), and used the ADDIE (Analysis, Design, Development, Implementation and Evaluation) development model. Data collection techniques in this research are questionnaires, documentation and learning outcomes tests. The results of the validity research were obtained with an average score of media experts of 88% with very valid criteria, and an average score of material experts of 79% with very valid criteria, and an average score of linguists of 81% with very valid criteria. The results of product practicality research conducted using one to one student response questionnaires (4 students), Small Group (11 students) and teacher response questionnaires obtained average scores of 92%, 92% and 90%. Furthermore, with a product effectiveness test carried out by 15 class V students, they got an average score of 93% in the very effective category. It can be concluded that monopoly media on social studies learning for class V elementary school is very valid, practical and effective to be used and developed during teaching and learning activities in classroom activities for class V students at SD Negeri 96 Palembang.

Game changer: Cloud‐based classroom interactions powered by Google Sheets

AbstractThe COVID‐19 pandemic forced instruction into remote formats, rendering active learning efforts in business classrooms infeasible. In response, we adopt a novel model for interactive classroom activities by hosting classroom games on Google Sheets, the free and widely used cloud‐based spreadsheet application. First developed for a synchronous Zoom class during the COVID‐19 pandemic, this approach was integrated into face‐to‐face courses in two countries. Due to its instructional flexibility, minimal need for resources, and tendency for student acceptance, using Google Sheets for classroom interaction has far‐reaching educational applications beyond the pandemic era. To illustrate this approach, we introduce three operations and supply chain management activities created on Google Sheets: the Virtual Assembly Line (VAL) activity, the Just‐in‐time Game, and the Dice Game. An in‐depth examination of implementing these activities in the classroom offers practical insights into the benefits of utilizing cloud‐based classroom games in teaching. Furthermore, a comparison of test results between students who played the game and a control group showed significantly improved learning outcomes. We also discuss how this approach could foster active learning adoption in environments traditionally less conducive to such practices, such as remote instruction and large enrollment classes.

Connecting Mental Health Clinical to Classroom Activities

The student said, “Oh, that is why we learned that!”. The student that sparked this research admitted that as she went through the program she often thought, “why are we learning this? I cannot see utilizing this in my everyday job.”

The Influence Of Fear And Motivation Towards The Learning Of Mandarin As A Foreign Language

This study examines Mandarin learners' views on how anxiety and motivation affect language acquisition and answers three research questions: i. What is the perception of learners regarding their fear of acquiring proficiency in a foreign language? ii. How do learners perceive their level of motivation to acquire proficiency in a foreign language? iii. Does a correlation exist between the fear of acquiring knowledge and the level of motivation to acquire proficiency in a foreign language? This quantitative study used purposive sampling to survey 141 UiTM Mandarin students. The 5-point Likert scale used in the survey is based on Gardner (2002) and Horwitz et al. (1986). The survey has three parts. Section A covers demographics. Section B covers motivation. Section C covers anxiety about learning a foreign language. Research shows language acquisition issues and negative evaluations contribute to student learning anxiety. Mandarin exams may cause learning anxiety, but they don't affect language acquisition. Students learn Chinese independently for three main reasons: Mandarin's popularity, job prospects, and the desire to travel and experience Chinese culture. Another factor is student enjoyment of classroom activities. However, current empirical research cannot definitively link Mandarin language anxiety and language learning motivation.

IMPACT OF CLASSROOM OBSERVATION TOOL AND RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM ON ELEMENTARY SCHOOL TEACHER PERFORMANCE

This literature review explores the implications of utilizing the Classroom Observation Tool (COT) and Results-Based Performance Management System (RPMS) on teaching performance among educators in public elementary schools. The COT serves as a structured instrument for assessing classroom activities, while the RPMS provides a framework for evaluating teacher performance based on professional standards. Through a comprehensive analysis of existing research and policy documents, this review examines the impact of these systems on teaching effectiveness and student outcomes. Research indicates that the systematic use of the COT allows educators to identify areas of strength and growth in their teaching practice, leading to targeted professional development interventions. Additionally, the integration of the RPMS ensures alignment between teacher assessments and professional standards, promoting accountability and continuous improvement in teaching practice. Studies have shown that educators who participate in regular classroom observations and performance evaluations experience enhanced job satisfaction and morale, leading to greater retention and commitment to their profession. Moreover, the implementation of these systems has been associated with improvements in student learning outcomes, as teachers are better equipped to meet the diverse needs of their students. However, challenges such as resource constraints and resistance to change may hinder the effective implementation of these systems. Moving forward, further research is needed to explore the long-term impact of the COT and RPMS on teaching performance and student achievement. Overall, this literature review highlights the importance of incorporating systematic observation and performance evaluation mechanisms into teacher professional development initiatives to promote continuous improvement in teaching practice and enhance student learning outcomes in public elementary schools.

Inverse design from the catenary problem

Inverse problems in science normally involve the challenge of obtaining from a set of observations the causal factors that generated them in the first place. However, physics students are seldom exposed to such problems as part of their training. Here we revisit the mechanics problem of finding the shape of a hanging cable, but this time in reverse, i.e. by asking what mass density a cable must have to follow a specific shape. This concept is then generalised into the possibility of identifying a cable whose hanging shape follows any form we wish to design. This inverted design strategy is experimentally verified with an inexpensive setup that is suitable for classroom activities.

Compliments in Turn Taking: Analysis During Foreign L2 Speakers Class Session

This study aimed on elaborating the rules of turn taking and the primary intentions of turn taking containing compliments done by the Foreign L2 Speakers and the students at De Access Hotel and Culinary Training Centre. The writer applied descriptive research design which applied the participant observation method with passive observer. The data of the research is the conversations spoken by the foreign L2 speakers and the EFL learners in the teaching learning process and the data source was the teaching learning process done by the foreign L2 speakers in teaching the EFL Learners in De Access Hotel and Culinary Training Centre. In collecting the data, the writer as a passive observer attended the class and without disturbing the teaching learning process, the writer observed while recorded the classroom activity then the writer transcribed the conversation between the foreign L2 speakers and the EFL learners. The result of the study showed that the rules of turn taking are; (1) turn-taking 1A {S (who is talking) chooses NP (next Speaker) in the speech}; (2) Turn-taking 1B {NP (next Speaker) is not chosen by S (speaker)}; and Turn-taking 1C {S can stop or continue speaking} and the rule 1B is dominant and often used in turn-taking in classroom session. And also there are four primary intentions of speech in classroom that are; to express an opinion, to elicit a reaction, to encourage specific behavior and to express satisfaction.

Observation of Equipment and Personal Protective Equipment in The Biology Laboratory

This observation aimed to understand the laboratory regulations, assess the availability of Personal Protective Equipment (PPE) in the laboratory, evaluate management practices, examine the completeness of laboratory equipment and materials, and observe the arrangement of laboratory space, equipment, and materials. This research was conducted in the basic biology laboratory at a university in East Kalimantan. The method employed in this research involved interviewing laboratory assistants and observing the laboratory conditions. The observations indicated that Laboratory A and B had complete personal protective equipment. However, there were some differences. For instance, the equipment and materials were complete in Laboratory A, whereas in Laboratory B, they were incomplete because the laboratory was newly built. Another difference was in the usage of the laboratories; Laboratory A was used for practical sessions, seminars, and classroom activities, while Laboratory B was solely utilized for practical exams. For future researchers, it is suggested that laboratories be explored for both practical sessions and classroom activities, rather than just classroom spaces.

Engaging students via interactive lecture activities inspired by common classroom practice

This article summarises the author’s experience transitioning from Further Education (FE) to Higher Education (HE) teaching in 2022-23. It identifies areas for concern in the author’s setting and outlines the author’s strategies for overcoming these obstacles, utilising their background in FE. In particular, this article explores common, engaging classroom activities and outlines why these activities require adapting for use in HE. Inspired by these classroom activities, this article presents a selection of interactive lecture activities promoting student engagement via formative assessment, adaptive teaching, and student ownership. It summarises how the activities have evolved over time and reflects on their use. Finally, the author reviews the success of the activities, discusses students’ reactions to them, and outlines future plans.

Classroom Activities In Communicative Language Teaching

Teachers and materials writers have sought to find ways of developing classroom activities that reflect the principles of a communicative methodology since the advent of CLT. This quest has continued to the present, as we shall see later in the booklet. The principles on which the first generation of CLT materials are still relevant to language teaching today, so in this article we will briefly review the main activity types that were one of the outcomes of CLT.

Effectiveness of a universal, school-based, online programme for the prevention of anxiety, depression, and substance misuse among adolescents in Australia: 72-month outcomes from a cluster-randomised controlled trial

The CSC study found that the universal delivery of a school-based, online programme for the prevention of mental health and substance use disorders among adolescents resulted in improvements in mental health and substance use outcomes at 30-month follow-up. We aimed to compare the long-term effects of four interventions-Climate Schools Combined (CSC) mental health and substance use, Climate Schools Substance Use (CSSU) alone, Climate Schools Mental Health (CSMH) alone, and standard health education-on mental health and substance use outcomes among adolescents at 72-month follow-up into early adulthood. This long-term study followed up adolescents from a multicentre, cluster-randomised trial conducted across three states in Australia (New South Wales, Queensland, and Western Australia) enrolled between Sept 1, 2013, and Feb 28, 2014, for up to 72 months after baseline assessment. Adolescents (aged 18-20 years) from the original CSC study who accepted contact at 30-month follow-up and provided informed consent at 60-month follow-up were eligible. The interventions were delivered in school classrooms through an online delivery format and used a mixture of peer cartoon storyboards and classroom activities that were focused on alcohol, cannabis, anxiety, and depression. Participants took part in two web-based assessments at 60-month and 72-month follow-up. Primary outcomes were alcohol use, cannabis use, anxiety, and depression, measured by self-reported surveys and analysed by intention to treat (ie, in all students who were eligible at baseline). This trial is registered with the Australian New Zealand Clinical Trials Registry (ACTRN12613000723785), including the extended follow-up study. Of 6386 students enrolled from 71 schools, 1556 (24·4%) were randomly assigned to education as usual, 1739 (27·2%) to CSSU, 1594 (25·0%) to CSMH, and 1497 (23·4%) to CSC. 311 (22·2%) of 1401 participants in the control group, 394 (26·4%) of 1495 in the CSSU group, 477 (37·%) of 1289 in the CSMH group, and 400 (32·5%) of 1232 in the CSC group completed follow-up at 72 months. Adolescents in the CSC group reported slower year-by-year increases in weekly alcohol use (odds ratio 0·78 [95% CI 0·66-0·92]; p=0·0028) and heavy episodic drinking (0·69 [0·58-0·81]; p<0·0001) than did the control group. However, significant baseline differences between groups for drinking outcomes, and no difference in the predicted probability of weekly or heavy episodic drinking between groups were observed at 72 months. Sensitivity analyses increased uncertainty around estimates. No significant long-term differences were observed in relation to alcohol use disorder, cannabis use, cannabis use disorder, anxiety, or depression. No adverse events were reported during the trial. We found some evidence that a universal online programme for the prevention of anxiety, depression, and substance use delivered in early adolescence is effective in reducing the use and harmful use of alcohol into early adulthood. However, confidence in these findings is reduced due to baseline differences, and we did not see a difference in the predicted probability of drinking between groups at 72-month follow-up. These findings suggest that a universal prevention programme in adolescence is not sufficient to have lasting effects on mental health and substance use disorders in the long term. In addition to baseline differences, substantial attrition warrants caution in interpretation and the latter factor highlights the need for future long-term follow-up studies to invest in strategies to increase engagement. Australian National Health and Medical Research Council.

The digital technologies in the development of spoken english among students in grades 10-11 classes

Today it can be argued that information and communication technologies (ICT) have taken a strong place among the mandatory means of organizing and implementing the educational process. Federal state educational standards target educational participants’ process for the widespread use of electronic (computer) technologies, allowing for classroom and extracurricular activities to obtain, assimilate knowledge, to form skills and develop abilities in the learning process various academic disciplines, including foreign languages.

Beyond the hype: exploring faculty perceptions and acceptability of AI in teaching practices

Limited studies exist on faculty members or lecturers’ perception and behavioural acceptance of artificial intelligence (AI) (e.g. ChatGPT) for their students' benefit. Teachers are the decision-makers for students' teaching and classroom activities. In this regard, the study examined lecturers’ use of AI-powered tools and the factors that influence the acceptance of AI in teaching and learning in universities. An online survey was conducted using a cross-sectional design, and the results were analysed using SPSS and SmartPLS. The study findings revealed that more than two-thirds (84%) of lecturers are willing to accept AI for their students, while 16% stated non-acceptance of AI for students. Factors such as years of teaching experience, institutional support for AI use, and attitude towards AI proved to be significant predictors of AI acceptance in education. Key factors influencing lecturers' acceptance of AI for their students include perceived pedagogical affordances, organisational policies and incentives, perceived complexity and usability and socio-cultural context. By addressing teacher concerns through supportive policies, user-friendly interfaces, and alignment with pedagogical goals, higher education institutions can create a more fertile ground for AI adoption.