Classroom Activities Research Articles

Relevancia y etnomatemática en la educación de niños indígenas del Cauca, Colombia

(analytical)The low academic performance in mathematics of indigenous students is the focus of the study describedin this article. The authors examine the relevance of educational interactions between 11 ethno-educators and 249 primary school students in the indigenous community of Pueblo Nuevo (Cauca, Colombia). The goal of this research was to identify the relationship between classroom activities and students’ lives. The study used a mixed descriptive-exploratory approach that was mediated by observations and surveys, revealing that ethno-educational practices, to a small extent, draw on the interests of children and the cultural richness of the Nasa people. The authors conclude thattaking into account the voices of the children in curriculum planning, enhancing certain cultural practices and improving instructional design can improve the quality of mathematics education for children in rural and ethnic communities. Keywords: Rural education; indigenous peoples; mathematics education; educational relevance.

Variable Teaching of Artificial Intelligence and Data Analysis Basics in Computer Science General Education Course: Integrative Approach and Key Components of Methodology

The paper prepared in the context of mainstreaming artificial intelligence (AI) school teaching describes a model of AI and data analysis variant teaching of schoolchildren in computer science class and its components based on the integrative approach. The main aim of this study is to provide scientific and teaching community with the results of a methodological research that was carried out in Institute of Mathematics and Computer Science (Moscow Pedagogical State University) to develop methodological support for teaching schoolchildren topics related to AI technologies in both basic and secondary general education organizations and basic or advanced computer science classes. The paper summarizes current experience in AI and data analysis school teaching, with an integrative approach being the main methodological approach to designing a course for schoolchildren. The paper proposes the structure and the components of a methodology of variant teaching of AI and data analysis that considers project and extracurricular activities possibilities and the requirements of the Federal State Educational Standard of Basic General Education and the Federal State Educational Standard of Secondary General Education. The paper concludes that the model that is designed in accordance with the requirements of Federal State Educational Standard and which is in a sense an “ideal” model for teaching schoolchildren AI and data analysis basics can be interpreted by educational organizations, for example, to design various learning trajectories that meet the personal needs of schoolchildren, the technical and methodological capabilities of an educational organization, and the personal character of students. Moreover, the paper emphasizes that this model for variant teaching AI and data analysis basics centered on an integrative approach is already supported with practical educational learning materials for schoolchildren (Basic General Education and Secondary General Education level) and can be used by computer science teachers in their classroom, extracurricular, and project-research activities, as well as in preparing high school students for AI and data analysis Olympiads.

Every bit of language we accrue throughout life matters-Multilingual education

Monolingual ideologies remain alive in mainstream education, though the amount of evidence pointing to the benefits of multilingualism is increasing. Against this background, this paper aims to explore the importance of multilingual practices in multilingual classrooms, teacher input in enhancing multilingual practices in classrooms and assessment in multilingual classrooms. A systematic review of the literature was done to gather data. The findings revealed that the use of dominant national languages and/or colonial languages does not sufficiently account for the multilingual nature of the learners in the classrooms and their respective communities. Teachers need to allow any references to languages by their learners of which they have only basic knowledge or no knowledge at all. One way is to leave the role of expert to learners with home languages while taking on the role of learners of new languages. Also, in linguistically and culturally diverse classrooms, unintended bias in any assessment aspect can negatively affect learners whose home language is not the language of assessment. The study recommends that policymakers should establish official guidelines on interpreting competence aims for multilingual education, ensuring clarity and consistency across schools. Teachers should adopt collaborative teaching strategies that encourage learners to use their home languages in classroom activities. Partnerships between researchers and educators are essential for evaluating the effectiveness of multilingual pedagogies and refining teaching approaches. Assessment practices should be adapted to reflect learners’ diverse linguistic backgrounds, ensuring fair and valid evaluations of their competencies. Teacher training programmes should include modules on multilingual education, equipping educators with the necessary tools to manage linguistically diverse classrooms.

The co-design of support strategies for sustainable, healthy, and affordable food provision in Early Childhood Education settings.

To co-design support strategies to enable sustainable, healthy, affordable food provision, including waste mitigation practices, in Australian Early Childhood Education and Care (ECEC) settings. Based upon the co-design IDEAS framework (Ideate, DEsign, Assess & Share), this co-design process involved iterative interviews and focus groups with ECEC centre staff, and workshops with Nutrition Australia. Interview and workshop themes were coded to the Theoretical Domains Framework (TDF) to develop initial prototypes for support strategies that were further developed and refined in focus groups. ECEC with onsite food provision, in Victoria, Australia. ECEC staff and a Victorian Government funded program delivered through Nutrition Australia that provides nutrition support to ECEC services. ECEC staff interviews (n=17) suggested a lack of knowledge on the topic of sustainable healthy food provision and a need for resources and support for all staff and children. Workshops with Nutrition Australia built on interviews and suggested a focus on lower intensity strategies, and a suggestion to embed knowledge-related activities into the children's curriculum. Focus groups (n=8) further informed co-design of strategies, producing a visual representation of sustainable healthy food provision with supporting tips and a whole-of-centre approach that includes children through a classroom activity. The co-designed resources could provide feasible strategies for the adoption of sustainable, healthy and affordable provision practices in the ECEC setting. Involvement of a local government-funded health promotion service provides valuable research-to-practice contribution as well opportunity for scalable dissemination of resources through existing infrastructure.

Supporting children's wellbeing through outdoor time: opportunities to integrate consistent outdoor time into the elementary school day.

Time in nature supports cognitive, psychological, academic, and health benefits. Outdoor time during school can provide young people with equitable access to these benefits, however, there are within-school constraints. Understanding if and how teachers can frequently and consistently incorporate outdoor time in the schoolyard into their classroom activities can inform broader implementation. A mixed-methods observational study was conducted with 17 teachers from five elementary schools. Teachers reported on how they incorporated outdoor time into their classes over an eight-week period. Data on outdoor time, activities, locations, barriers, motivations, and facilitators were collected through surveys on 15 randomly pre-selected days, and through a post-survey. On the 15 randomly selected days surveyed, classes went outside 78% of the time, ranging from 6-15 outdoor days per class, and 0-285 min per day. Time, activities, locations, motivations, barriers, and facilitators varied across classes and days. The most common activities were free play (n = 138) and intentional engagement with nature (n = 57). Health benefits (n = 68) and having time (n = 58) were the most common motivations teachers reported for incorporating outdoor time. Consistent outdoor time in the school day can support students' wellbeing and academic success. Encouraging free play, highlighting the health benefits, using a systems approach, and flexible implementation may help teachers increase their use of outdoor time during the school day. Teachers consistently incorporated outdoor time, but implementation varied across classes and days. Implementation findings from this district could help inform practices at other schools.

Civic education, school climate, and gender in Latin American countries: A path analysis using ICCS 2016 data

This multilevel path analysis of data collected from the International Civic and Citizenship Study investigates how differing civic education experiences between girls and boys predict notions of citizenship across five Latin American countries. Findings show statistically significant differences by gender. Generally, classroom activities, including the value of civic learning in the classroom, willingness to participate in classroom activities, and an open classroom climate were positively related to engagement, while student experience with abuse had a negative relationship. Additionally, evidence suggests that civic learning at school had a stronger impact on male students. This finding varies between countries and notions of citizenship. Teachers can increase civic learning with participation opportunities and monitor their interactions with girls and boys to ensure equity.

School staff perspectives on using augmentative and alternative communication with students with severe or profound intellectual and multiple disabilities

AbstractThis mixed methods survey study aims to investigate school staff's perspectives on using augmentative and alternative communication (AAC) with students with the most severe disabilities in Swedish school settings. The study employed a convergent mixed methods design, where both quantitative and qualitative data were collected and analysed in parallel and then integrated and compared in the discussion and conclusion section of the paper. The study's respondents consisted of school staff who worked with students with severe or profound intellectual and multiple disabilities (S/PIMD) in Swedish schools. Results showed that almost all staff reported using AAC with students at least half of the time. The frequency of AAC use did not seem to differ between staff with different educational backgrounds, apart from teachers/special educators appearing slightly more inclined to use AAC in planned classroom activities when compared to staff with other educational backgrounds. The results also corroborate previous research stating that collaboration between stakeholders (such as school, family and the habilitation services) is fundamental to successful AAC implementation but that there are challenges when establishing efficient collaborations between stakeholders.

Teaching strategies used by English First Additional Language teachers in teaching reading for comprehension

Reading is a fundamental skill essential for deep understanding and engagement across all subjects. This study explores Grade 6 teachers’ perspectives on strategies for teaching reading comprehension in the Intermediate Phase of English First Additional Language (EFAL). Using a multiple-case study design, it provides an in-depth exploration from various participants’ perspectives. The target population comprised Grade 6 EFAL teachers, with a purposeful sample of ten teachers from ten primary schools in the Nquthu circuit, uMzinyathi district, KwaZulu Natal, South Africa. Data collection methods included individual face-to-face semi-structured in-depth interviews and classroom observations, offering a comprehensive understanding of teachers’ classroom practices and strategies. The study reveals a significant gap between teachers’ reported strategies and their actual classroom practices. While teachers are aware of effective strategies such as guided reading, skimming and scanning, and the top-down approach, their implementation often reverts to traditional methods, highlighting the need for professional development. The findings emphasize the importance of aligning teaching practices with theoretical frameworks like Vygotsky’s Zone of Proximal Development to support learners effectively. Integrating assessments into the reading process is crucial for activating prior knowledge and confirming comprehension. Additionally, the study identifies a gap between teachers’ theoretical understanding and practical application of the Directed Reading Thinking Activity strategy. The study recommends bridging the gap between theory and practice through continuous professional development, practical training, and the availability of relevant resources to strengthen practices. Addressing these gaps can better foster reading comprehension skills, ultimately enhancing learners’ academic performance.

Creation and Administration of a Chiropractic Program Practical Classroom Preparticipation Screening Aimed to Prevent Student Injuries: A Descriptive Report

ObjectiveThe purpose of this descriptive report is to describe the development of a preparticipation risk assessment screening process for incoming students prior to participation in practical labs. MethodsA committee at the Palmer College of Chiropractic, Florida met to discuss a health history questionnaire, physical examination process, and course of action to have second-year students use their current knowledge to screen incoming students for possible clinical considerations of practice lab participation. The aim was to identify potential risk factors that may require application modification associated with performing and receiving adjustments and other hands-on lab activities within the curriculum. The preparticipation screening process, focused on general health and curriculum referenced chiropractic clinical considerations, and was created as an expansion of the existing informed consent procedures to screen incoming students prior to participating in palpation, technique, physical examination, and open adjusting labs in the chiropractic program. Any clinical considerations identified during the screening were referred to be fully evaluated by a third-year clinic intern and faculty-licensed chiropractor to maintain classroom safety standards for the students. Referred students were restricted from full classroom lab participation until recommendations from the clinic or outside licensed healthcare providers managing their concerns were received. ResultsThe program was implemented in April 2022. Eight out of the 48 students evaluated in the first group and 12 of the 81 in the second group had possible clinical considerations to participation and were referred appropriately for a full evaluation. In the third group, 35 out of 146 students with suspected clinical considerations to participation were identified. Of the 55 students referred out, all students are now actively participating in classroom activities. Fifteen have been cleared to return to classroom participation with no restrictions and the remaining 40 students have been released for participation with patient-specific restrictions as directed by their managing health care providers. ConclusionThe preparticipation screening process was implemented as all incoming students since the inception of the process have been screened, referred for evaluation when deemed appropriate, and cleared to participate in labs either with or without restrictions. This process has also demonstrated the possibility of identifying multiple clinical considerations for safe curricular participation while participating in doctor-patient simulated classroom activities. This process may be helpful for new students to recognize the patient history and examination procedures as an important aspect of a patient encounter prior to receiving treatment.

Chinese EFL Learners’ Emotional Intelligence, Academic Boredom and Class Participation

This study investigates the relationship among emotional intelligence, academic boredom, and classroom participation of Chinese non-English major college students in English learning. Utilizing a quantitative and descriptive design, data was gathered from freshmen and sophomores majoring in economics, management, and fine arts at a regional university in Yuncheng, China through a questionnaire survey. The questionnaire comprised sections on emotional intelligence, academic boredom, and class participation, aligning with emotional intelligence theory, academic boredom theory, and class participation theory, respectively. The findings reveal significant correlations: emotional intelligence is inversely related to academic boredom, indicating higher emotional intelligence corresponds to lower academic boredom levels. Affective intelligence positively correlates with class participation, suggesting higher affective intelligence is linked to increased participation. Conversely, academic boredom negatively impacts class participation, as greater boredom is associated with reduced engagement. These results hold vital implications for enhancing English learning effectiveness and student well-being, offering valuable insights for educators. The study proposes a language-learning program focused on enhancing emotional intelligence and engagement to alleviate academic boredom. Recommendations include incorporating emotional intelligence training in universities, diversifying classroom activities, fostering cross-cultural communication opportunities, and leveraging technology for emotional intelligence and engagement promotion. Future research should expand sample sizes and school majors to deepen understanding and integrate technology tools into teaching practices and curriculum design.

Unlocking the Secrets of Effective Teaching: An Exploration of Positive Emotions During Telecollaboration

In recent years, the recognition of teachers’ well-being has gained worldwide attention. Language teacher well-being has a significant contribution to classroom activity. This study explores a pre-service English teacher’s positive emotions of well-being based on PERMA and its impact on future careers. Positive emotions are the presence of positive emotions, lack of negative emotions, and life satisfaction. Telecollaboration provides a beneficial space to get the chance to expand content knowledge, increase techno-pedagogical abilities, improve the methodology of teaching, and achieve a sense of well-being. This study used autobiographical narratives to capture the researcher’s positive well-being experiences. Data were gathered through diaries and artifacts in the form of photos and screenshots during telecollaboration. The researcher used a thematic analysis technique to analyze the data. The findings underscore the presence of positive emotions that influence the outcomes of pre-service teachers, while negative emotions shift into positive feelings, thus contributing to personal development. These experiences lead the pre-service English teacher into an effective prospective educator for the future.

The Application of “Problem-Based Learning + Flipped Classroom” Teaching Model in Bilingual Education

This study focuses on the application of the “PBL (problem-based learning) + Flipped Classroom” teaching model in bilingual education, aiming to explore its potential to enhance the quality and effectiveness of bilingual teaching. PBL emphasizes learning through the resolution of real-world problems, while the Flipped Classroom advocates that students acquire basic knowledge through self-study before class, dedicating class time to in-depth discussions and practical activities. The integration of these two teaching models in bilingual education aims to stimulate students’ interest in learning, improve their autonomous learning abilities, enhance critical thinking, and foster cross-cultural communication skills. Through literature review, case analysis, and empirical research, this study first examines the current applications and challenges of PBL and the Flipped Classroom in bilingual education. Subsequently, it elaborates on the specific implementation steps of the “PBL + Flipped Classroom” teaching model in bilingual education, including problem design, preview material provision, cooperative learning, classroom activities, and language support. A comparative experiment is then conducted to analyze the impact of this teaching model on students’ learning motivation, academic performance, and cross-cultural communication skills. The results indicate that the “PBL + Flipped Classroom” teaching model significantly improves students’ learning motivation and participation, enhances academic performance, and effectively boosts their cross-cultural communication skills. Furthermore, this model aids in cultivating students’ autonomous learning abilities and critical thinking, providing an innovative and effective approach to bilingual education. This study offers new ideas and insights for the field of bilingual education, which is of great significance for promoting the innovation and development of bilingual teaching models.

First and second language use in an early total one‐way Chinese immersion classroom

AbstractChinese immersion programs have been increasingly popular in US schools. However, we have insufficient data on young English‐speaking children's acquisition of Chinese as a second language in these programs, and specifically on social contextual variables systematically promoting or hindering Chinese language use. Taking a variationist sociolinguistic approach, this mixed‐methods case study identifies interlocutor and task as central social variables that most significantly condition the use, and therefore the acquisition, of Chinese by second graders attending an early total one‐way Chinese immersion program in the United States. The idiosyncratic social roles learners played with different interlocutors in carrying out classroom tasks and activities help account for their use of Chinese or English, with implications for future research on second language acquisition and pedagogy in one‐way language immersion education.

Частнодидактическо контекстно обучение на студенти педагози

Teacher education demands a change in the teaching system that leads to contemporary advances in the theory and practice of education. This study aims to summarize research in theoretical and practical experience on the subject of contextual learning – a modern educational approach. It is the process of learning the teaching profession in real contexts that makes it relevant to the profession itself with effective, engaging, and motivating students in classroom and extracurricular learning activities. A generalized model of application of contextual learning in private didactic training in primary technology and entrepreneurship education of student teachers is proposed.

Classroom Activities for Enhancing Pupils’ Competence in Spoken English in Kiswahili Medium Primary Schools in Tanzania

This study intended to explore how classroom activities are being used by teachers in order to enhance primary school pupils’ spoken competence in Kiswahili Medium Primary Schools in Tanzania. A case study design was employed to obtain diverse and depth of information in natural settings. Data was collected from Singida and Mtwara Districts as well as from Dar es Salaam City through non-participant observation and teacher interviews. Some schools were conveniently sampled and purposive sampling obtained teachers to be involved in the study. Data was analysed thematically. Findings indicated that question and answer, read aloud and discussion were the most frequently used activities across the schools. Planning and teachers’ presentation of the activities resulted in minimum interaction of learners in class. The study recommends that teachers who teach English should carefully plan and employ activities which will engage learners in meaningful interactions.

Efektivitas Kegiatan Ecoprint pada Anak Usia 5-6 Tahun: Stimulasi Peningkatkan Kreativitas Anak

The low creativity of early childhood children at TK Negeri Pembina Bangkalan is caused by teacher-dominated learning, monotonous learning materials, and the use of tools and equipment that are less engaging. Additionally, classroom activities are not interesting and do not involve environmental resources. The purpose of this study was to improve the creativity of children aged 5-6 years through ecoprint activities at TK Negeri Pembina Bangkalan. This study employed an experimental method with a Pre-Experimental Design (Non-Designs), specifically using the One Group Pretest-Posttest Design. The population of this study consisted of all children in Group B at TK Negeri Pembina Bangkalan, totaling 33 children, with the sample also consisting of 33 children. Data collection methods included observation, interviews, and documentation. Based on the results of the analysis conducted through the pre-test, treatment, and post-test stages, the findings on the effectiveness of ecoprint techniques in developing creativity in children aged 5-6 years at TK Negeri Pembina Bangkalan showed that in the pre-test, 100% of children were categorized as "beginning to develop". In contrast, the post-test results showed that 48% of children were categorized as "developing as expected" and 52% were categorized as "developing very well". The N-Gain Score was 0.7368, which reflects the difference between the pre-test and post-test results. This indicates that the effectiveness of ecoprint activities in increasing the creativity of children aged 5-6 years at TK Negeri Pembina Bangkalan is 73%, which falls under the category of "moderately effective." The findings of this study contribute to offering an alternative activity to foster creativity in early childhood

Teachers’ and Students’ Perceptions of Kahoot as an Assessment Tool at a School

This study aims to explore the perceptions of teachers and students regarding the use of Kahoot as an evaluation tool in class VII-B. Employing a quantitative descriptive research design, the study systematically examines the attitudes, opinions, and experiences of participants toward the effectiveness of Kahoot in classroom assessment. Data were collected through structured questionnaires distributed to teachers and students, focusing on their perspectives about the platform’s utility in the evaluation process. The findings reveal that Kahoot is positively perceived by both teachers and students as an effective tool for assessment. Respondents highlighted that the use of Kahoot significantly enhanced student participation and engagement during classroom activities. These results underscore the potential of technology-based assessment tools like Kahoot in fostering interactive and dynamic learning environments. The study offers valuable insights for educators and policymakers on leveraging gamification in educational settings to improve learning outcomes, enhance student motivation, and create more engaging assessment practices.

A Study on the Factors Influencing the Formation of Representational Marginal People in University Classrooms

Representational marginal people are a unique group among the marginal people in the classroom. They show characteristics that are completely different from most students in the classroom. Although they hardly participate in classroom activities, do not actively interact with classmates, and fail to get the attention of teachers, these students often have very strong autonomous learning ability. This study focuses on this special group. Based on the grounded theory method and through in-depth analysis of the data, the study found that the formation of representational marginal people is affected by multiple factors. These factors include the course teaching methods in the classroom, students' learning attitudes and methods, individual emotions and personal values, and social interactions with classmates. These factors interact with each other and jointly shape the unique learning experience of representational marginal people and their marginalized status in the classroom.

Teachers' Perceptions of Influence of Daily School Feeding Programs on Student Participation and Dropout Rates

This qualitative study explored teachers' perceptions of how daily school feeding programs influence student participation and dropout rates in selected public day secondary schools. Using semi-structured interviews with twenty purposively selected teachers, the research highlighted the positive effects of school feeding programs on various aspects of student engagement. Teachers reported that these programs improved student attendance and punctuality, enhanced participation in classroom activities, and improved academic performance. Additionally, the guaranteed provision of meals alleviated stress and anxiety, enabling students to focus more on their education. Teachers also noted that school feeding programs raised a sense of community and belonging, further motivating students to engage actively in school. The study found consistent improvements in student attendance, concentration, and overall participation while also noting a reduction in dropout rates. These findings emphasize the crucial role of nutrition in supporting student engagement, particularly in public day secondary schools. Based on these insights, the study proposed several recommendations for policymakers, including enhancing support and resources for school feeding programs to ensure their sustainability and effectiveness and implementing continuous monitoring and evaluation to identify areas for improvement. Addressing these recommendations could strengthen the impact of school feeding initiatives, ultimately improving student participation and reducing dropout rates.

Oral Communication Skills of the Students of Osias Colleges, Inc.

The study employed a descriptive design to gather baseline data on respondents' oral communication skills in English. The results revealed that the majority of respondents were female, aged 19-24, who primarily spoke Tagalog and Ilokano at home, and were mainly in their second and third years of study. Utilizing a 5-point Likert scale for assessment, the findings indicated that respondents were rated as "good" across various dimensions of oral communication, including audience engagement, context, transactional and interper-sonal skills, medium of exchange, and paralinguistics. This overall rating suggests that while their skills are adequate, there is consid-erable potential for improvement to enhance their competitiveness in the job market.As a result, the study underscored the need for a program aimed at strengthening students' oral communication skills in English, with an intervention proposed for review and implementation in the upcoming academic year. Recommendations for program heads and school administrators included incorporating these findings into curriculum evaluations and policy development. Regular curriculum mapping is essential to ensure that course objectives align with the enhancement of students' English oral communication skills. Addi-tionally, it is recommended that training programs focused on im-proving these skills be made available, and that language teachers engage in professional development seminars to refine their in-structional techniques. Furthermore, increasing the number of in-teractive classroom activities is advised to further cultivate stu-dents' oral communication abilities in English.