Class Size Research Articles

The Landscape of Undergraduate Introductory Exercise Science Courses.

Introductory classes are often a student's first exposure to foundational knowledge, careers, and faculty in an academic major. The characteristics of introductory exercise science courses, as well as faculty impressions of course benefits and areas for improvement, were explored in this study. Electronic survey data from 181 universities around the United States were analyzed. A wide range of course content was reported. Institution type was related to the status of the faculty teaching the course, method of course delivery, class size, and class availability. The number of majors was related to faculty status, class availability, and class size. Specifically, private 4-year institutions were more likely to teach smaller, face-to-face classes. Introduction courses at R1, R2, Doctoral/Professional institutions, and programs with 300 or more majors were less likely to be taught by only tenured/tenure track faculty. Classes were more likely to be offered in various modalities as opposed to only face-to-face at community colleges, and programs with 300 or more majors were more likely to have classes with 50 or more students. Enrollment in the introductory course was more likely restricted to majors and minors at public 4-year schools and programs with 300 or more majors. Faculty perceived knowledge acquisition and relationship building as benefits of introductory classes for students and programs. The overarching themes for course improvement were modifying course content and characteristics of course delivery. Considering the varied course characteristics, we encourage faculty and administrators to be intentional when designing and implementing introductory exercise science courses.

Investigation of Differentiated Instruction Model ESP Based on Students’ Needs at Vocational High School in Palembang

This study investigates the application of differentiated instruction (DI) models in English for Specific Purposes (ESP) classrooms at vocational high schools in Palembang, focusing on students’ linguistic and vocational needs. Using a systematic literature review (SLR) following PRISMA guidelines, the research analysed 15 articles from Scopus, ERIC, Google Scholar, and Web of Science. The findings reveal that DI strategies are inconsistently applied, with teachers often facing challenges due to large class sizes, insufficient training, and resource limitations. However, when implemented effectively, DI has been shown to improve student engagement and learning outcomes. The study identifies best practices for enhancing DI in vocational ESP settings, emphasizing the need for curriculum alignment, task variety, and professional development to address the unique needs of vocational students. Recommendations include providing ongoing teacher training and better resources to optimize DI models in such contexts.

The Effect of Remedial Program Practices on the Academic Performance of Slow Learners in Mathematics Subject in Public Lower-Day Secondary School in Rwanda: A Case of Kirehe District

This study investigates the effects of remedial program practices on the academic performance of slow learners in mathematics in public lower-day secondary schools in Kirehe District, Rwanda. The research aimed to assess the effectiveness of these remedial practices in enhancing mathematical problem-solving abilities among slow learners, comparing academic performance before and after participation, and identifying factors that influence the success or failure of these interventions. The study emphasizes the importance of remedial programs in bridging the achievement gap in mathematics and promoting academic equality in Rwanda. A descriptive survey design with a mixed-methods approach was employed, targeting a population of 87,208 individuals, including students, teachers, and headteachers from 64 public secondary schools in Kirehe District. Participants were selected through random and purposive sampling techniques. Data were collected via questionnaires and interview guides, capturing both quantitative improvements in academic performance and qualitative feedback on the effectiveness of remedial strategies from educators and students. Instrument validity was confirmed using the Content Validity Index (CVI), and reliability was verified with Cronbach's Alpha values of 0.60 and 0.7, respectively. Statistical analyses using SPSS and Microsoft Excel revealed significant outcomes. The study found that 83.32% of respondents either strongly agreed or agreed that remedial teaching methods enhance the mathematical problem-solving skills of slow learners, with a mean score of 4.33 (SD = 1.10). A strong positive correlation of 0.701 (p = 0.002) was observed between remedial teaching methods and mathematics test scores, underscoring their substantial impact. Additionally, the frequency of remedial sessions was positively correlated with sustained academic improvement (r = 0.454, p = 0.002), while active student participation was identified as a critical factor for success (r = 0.623, p = 0.043). These findings support existing literature on the necessity of structured remedial programs that address the unique needs of slow learners. Effective teaching methods, sufficient session frequency, optimal teacher-student ratios, and active student engagement emerged as key components for improving mathematical problem-solving skills and academic performance. The study recommends the implementation of structured, needs-based remedial programs with increased session frequency to support continuous learning and retention among slow learners.

A comprehensive survey of penicillin allergy education among United States Colleges and Schools of Pharmacy

AbstractBackgroundPharmacy students should be prepared to evaluate, manage, and de‐label penicillin allergies. It is unknown if, and to what extent, education about allergy management is included within the curriculum of United States Colleges and Schools of Pharmacy (USCSP). This study sought to evaluate if and how penicillin allergy education is delivered and assess faculty perceptions of student readiness.MethodsA cross‐sectional, multicenter, observational survey was developed by infectious diseases (ID) pharmacy faculty and sent to ID faculty or department chairs at 138 USCSP. The 39‐item questionnaire was divided into demographics, incorporation of targeted or aligned penicillin allergy education in the program, penicillin allergy topics delivered, and respondents' perceptions of penicillin allergy education.ResultsThe survey response rate was 53% (73/138). The USCSP demographics included established for >20 years (65.8%), curriculum length of 4 years (83.6%), semester format (74.0%), and class size of 51–100 students (42.5%). Respondents described the incorporation of targeted or aligned penicillin allergy delivery (47.9%). Targeted delivery occurred in either the required (57.5%) or elective curriculum (31.4%). Topics included definitions/epidemiology (92.8%), cross‐reactivity (92.8%), pathophysiology (88.1%), patient assessment (73.8%), skin testing (71.4%), and desensitization (71.4%). Delivery methods were lecture‐based (92.8%) and case‐based (66.7%). The median perception (scale of 1–10) of student preparedness for evaluating and managing penicillin allergies after completion of the required and elective curriculum was 5.0 (interquartile range [IQR] 3.7–7.0) and 5.0 (3.0–7.3), respectively. Most (52.1%) perceived that penicillin allergy education deserves more time. Faculty from 45% of responding USCSP perceived students to be prepared to evaluate and manage penicillin allergies. Prepared students were more likely to have received case‐based education (54.5% vs. 25.0%, p < 0.01).ConclusionPenicillin allergy education in USCSP varies considerably. Most ID pharmacist faculty perceived that many students were unprepared to evaluate and manage penicillin allergies, and that more time should be allocated to penicillin allergy education.

Communicative Language Teaching and Contextual Teaching and Learning: Challenges and Prospects in Chinese High-School English Education

This paper explores two widely employed language teaching methods in second and foreign language education: Communicative Language Teaching (CLT) and Contextual Teaching and Learning (CTL), and analyzes their applicability in Chinese high-school English curriculum. CLT primarily focuses on developing students' "communicative competence", which encompasses linguistic, sociolinguistic, textual, and strategic abilities. CTL, on the other hand, emphasizes connecting academic knowledge to students’ personal, social, and cultural contexts, helping them understand and apply what they learn in real-life situations. While the goals of both CLT and CTL align with the objectives of the Chinese high-school English curriculum, which aims to enhance students' ability to use language effectively in real-life contexts, there are significant challenges in implementing these approaches in practice. Major obstacles include an exam-oriented educational system, teacher-centered classroom models, large class sizes, and insufficient teacher training in both CLT and CTL methods. The paper concludes that although CLT and CTL have the potential to enhance students' language competence, their widespread and effective application in Chinese high-school English classrooms remains limited due to these barriers.

Obstacles in Instructing English at Village Elementary Schools in Bangladesh: A Study and Proposals

Elementary education serves as the foundation for students' future endeavors. Each year, many students in rural Bangladesh fail public examinations, and those who pass often do so by rote memorization, lacking proficiency in the four key language skills required for competence in English. Primary education was chosen for this study as it is a crucial stage where teachers bear full responsibility for student learning. The primary objective of this research was to identify the obstacles in teaching and learning English at the elementary level in rural areas of Bangladesh. Data were gathered using two sets of questionnaires administered to both students and teachers to assess the state of English language education in these primary schools. Additionally, teacher interviews and classroom observations, guided by an observation checklist, were conducted to gain a comprehensive understanding of the current teaching practices. The findings reveal that the majority of rural students struggle with English due to several factors, including a shortage of skilled and trained teachers, inadequate teacher training, inappropriate teaching methods and materials, limited contact hours, large class sizes, and insufficient pedagogical knowledge. This paper also includes several recommendations based on the research findings to address these challenges effectively.

Influence of Teaching and Learning Resources Provided by BOM on Students’ Academic Performance in Public Secondary Schools of Kisii Central Sub County, Kenya

Despite interventions by policymakers and implementers in instituting BOM so as to ensure the delivery of quality education in Kenya, performance in some schools has remained poor. According to the Sub County director of education, Kisii has witnessed very poor performance in the Kenya Certificate of Secondary Education (KCSE) examination over the years. To address the situation, the Kisii Central County Education office conducted workshops to capacity-build the BOM members from the entire County in relation to their roles in schools. It was for this reason that the study was to establish the influence of board of management practices on students’ academic performance in public secondary schools of Kisii Sub County. The study adopted a descriptive survey design. The target population consisted of 53 public secondary schools in Kisii Central Sub County with 53 principals, 391 teachers, 689 members of the Board of Management, and 14,776 students. The sample size comprised 44 secondary school principals, 44 assistant teachers, 42 students and 248 members of the Board of Management. This constituted a total sample size of 378 respondents. Data was collected through self-administered questionnaires as well as through interview schedules for the BOM members. A pre-test of the instruments was conducted in three schools using 38 respondents constituting 10% of the study sample. Quantitative data was analyzed using descriptive statistics (frequency counts, the mean, and standard deviation) and inferential statistics (correlation) by employing SPSS version 21.0 and excel computer packages. Qualitative data was organized into themes, and categories as they emerged from the field and presented in narrative form. The analysis of results revealed that teaching and learning resources, staff recruitment and incentives positively and significantly influence the academic performance of students in secondary school. The study recommended that in order to improve the academic performance of students in secondary schools, the BOM should ensure that they provide enough teaching and learning materials to schools to guarantee the performance of students in their academics, recruit competent teachers to improve the teacher-student ratio which is a necessary measure in improving the performance of students in academics, establish the most appropriate method of appreciating teachers and students so as to motivate them to work positively toward improving the academic performance of students

Effect of Institutional Resources on Student Academic Achievement in Kakamega County, Kenya

The school environment has a substantial impact on the quality of education. A well-resourced, supportive, and positive environment can result in enhanced student outcomes, both academically and personally. This study sought to investigate the effect of institutional resources on student academic achievement Kakamega County, Kenya. The research employed the production function theory. The study was conducted using a descriptive correlational research design. This study took place in Kakamega County, which has thirteen sub-counties. The study focused on 423 secondary schools, which included 2 national schools, 2 national special schools, 28 extra county schools, 45 county schools, and 346 sub county schools. The target population included 423 Principals, 5514 teachers, and 182,893 learners, for a total of 188,830 respondents in Kakamega County secondary schools. Purposive sampling was used to choose special and national schools. The Yamane formula was used to determine a sample of 440 respondents. The study gathered data through interviews and questionnaires. A pilot study was conducted in Bungoma County to test the instruments' validity and reliability. Cronbach's alpha was employed as a statistical tool to assess reliability. The study analyzed quantitative data using Regression analysis. Qualitative data was analysed thematically. The results indicated that most of the institutions have resources that included classrooms, laboratories, libraries and others however they were not adequate. The results further revealed that most of the schools have adequate number of teachers while a sizeable were still struggling with fewer teachers. On the study’s hypothesis, H01 that states that there is no statistically significant effect of institutional resources on student academic achievement in Kakamega County, Kenya was rejected at p=0.003. The study concluded that there is a significant positive relationship between institutional resources and student academic achievement in Kakamega County, Kenya. The study thus recommends that the Ministry of Education and other stakeholders to enhance funding for school infrastructure, learning materials, and teacher training to improve student achievement. Implement strategies to boost student achievement and optimize teacher-student ratios like recruiting more teachers and teacher interns to fill the gaps.

Understanding the impact of COVID-19 on yoga instruction: Examining teaching methodology, class components, and injury patterns in the Northeastern US

ObjectivesThis study aimed to examine the impact of COVID-19 on the perspectives of yoga instructors (YIs) regarding teaching methodology, class components, and yoga-related injuries among their clients DesignA cross-sectional design in this study. SettingA total of 407 YIs from Northeastern United States completed a customized, web-based survey. Main outcome measuresChi-square tests were carried out to determine changes in yoga teaching format before and during the pandemic, as well as the counts of yoga related injuries between face-to-face (FtoF) and online teaching format. Independent t tests were used to compare the characteristics of yoga teaching elements. ResultsDuring the pandemic, 47 % of YIs adopted online teaching, followed by a mixed (45.9 %) format and FtoF (7.1 %) instruction. Both online and FtoF classes showed similar trends, with most reporting class sizes of 4–6, followed by 7–9 and then 1–3 students. Regardless of the teaching format, most YIs performed sun salutations and practiced mixed yoga styles. Among the YIs teaching yoga online, 84.6 % expressed their willingness to continue offering online classes post-pandemic and perceived the quality of online yoga teaching as high. Importantly, the number of injuries was low, and there were no significant differences in injury counts between FtoF (3.6 %) and online (4.2 %) teaching formats (p > 0.05). The most common injury in all forms of teaching yoga was a sprain/strain (42.9 %). ConclusionsThese findings could inform the development of research studies to examine the long-term feasibility and effectiveness of delivering online yoga since short-term benefits, safety, and YI acceptance appear favorable.

Selection of a classroom observation tool for disability inclusion in Uganda.

Obuntu Bulamu is a Ugandan intervention promoting inclusive education for children with disabilities. This culturally appropriate approach, based on the Ubuntu philosophy, utilises peer-to-peer support activities for children, parents and teachers. To effectively measure the intervention's impact on disability inclusion, the study aimed to select, adapt and test classroom observation instruments suitable for the Ugandan context. Three structured classroom observation tools were selected and piloted in 10 primary schools in Wakiso District: The Classroom Observation Checklist (CoC), the Teacher-Pupil Observation Tool (T-POT) and the Interaction Engagement Scale (IES). These tools were adapted to ensure cultural relevance and applicability within Ugandan school settings. Factors like class size, teaching methods, cultural relevance, language and ease of use influenced the suitability of the selected tool. The CoC emerged as a more effective tool with a strong internal consistency (Cronbach's alpha of 0.80) for capturing inclusiveness and peer-to-peer support in the classroom compared to the T-POT and IES. The study findings emphasise the significance of adapting and testing tools in specific cultural contexts and low-income country settings and considering culturally contextual factors like class size, teaching methods, language complexity and ease of use when measuring disability inclusion in primary schools. The selection of a classroom observation tool for the Obuntu Bulamu randomised control trial contributed to African disability knowledge and practices designed on and for the continent.

Challenges experienced by remedial education program in peri-urban primary schools in Zimbabwe. Case study of Riki Primary School in Mashonaland Province, Seke District.

The major concern of the study was that despite having remedial education programs in Zimbabwe schools, the performance in peri-urban primary schools is not below expectation. The purpose was to examine the challenges experienced by remedial education programs in peri-urban primary schools as perceived by remedial teachers, and school administrators. The study used document analysis as the foundation of data collection. Interview questions were used to collect data from teachers and school administrators. Focus group discussions was used to collect data from teachers through using ZOOM online meeting. Qualitative thematic analysis was used to analyze the collected data. The collected data was clustered into themes in line with the study objectives. The findings identified challenges such as lack of remedial learning resources, stigma and discrimination, class size, facilitator expertise, and high teacher-learner ratio. Therefore, the study concluded that remedial education in Zimbabwe's peri-urban primary schools was ineffective. The study recommended that there is need for the government through the Ministry of Education to revise and review the Zimbabwe school remediation policy, train teachers on how to administer remedial lessons, and provide adequate support to promote effective remedial education.

Video chat exams in an online general education linguistics course

Video chat exams are a potential solution in online, general education introductory linguistics courses that seek to promote academic integrity, differentiate instruction, center student language and rhetorical practices, and offer multiple assessment modalities. Instructors who try video chat exams will want to clearly communicate expectations, offer practice exams, take steps to mitigate bias, and be sure this strategy aligns with their student learning outcomes as well as logistical concerns, like class size.

Bridging the Disparity: An Optimization Model for Equitable Allocation of Urban and Rural Educational Resources in Western China

The persistent disparity in educational resources between urban and rural areas in western China remains a critical barrier to achieving educational equity. This study addresses the critical issue by developing an innovative optimization model. The model aims to allocate financial, human, and physical resources effectively to minimize the educational quality gap between these regions. Using information from the China Education Panel Survey (CEPS) and concentrating on Xinjiang as a representative instance, our design integrates budget constraints, minimum resource requirements, and a unique regional prioritization factor. The goal of the objective function is to reduce the squared disparity in educational quality between city and rural regions. It thinks about variables such as Teacher-Student Ratio (TSR), Per Capita Investment (PCI), and Teaching Equipment Perfection (TEP). Our searchings for show that strategic resource distribution can considerably lessen educational inequalities in between metropolitan and country setups, especially by focusing on underdeveloped rural regions. Sensitivity analysis shows that customizing the local prioritization specification makes it possible for versatile policy strategies, ranging from equitable distribution to plainly sustaining rural regions. This study presents a pragmatic structure for boosting resource allotment in education. It supplies vital understandings for policymakers aiming to promote an extra equitable educational environment in Western China.

School-level competition for US high school extracurricular resources

ABSTRACT In the United States, families know that extracurricular activities serve as a qualitative distinction in postsecondary admissions and merit-based aid awards, leading to competition in their participation and leadership positions. Despite the extensive literature supporting extracurricular activities, there is an incomplete picture of how school characteristics influence high school students’ participation and holding of leadership positions within extracurricular activities. Using the US Education Longitudinal Study of 2002, our study explores how the school characteristics of socioeconomic status, test scores, class size, school urbanicity, and school control shape twelfth-grade participation and holding leadership positions in ten school-sponsored extracurricular areas. From our results, we offer recommendations on how schools can create equitable participation levels and discuss the ever-expanding role of extracurricular activities in defining merit.

Wearable smart glasses for first‐person video analysis to evaluate nursing skills: A pilot study with a mixed method design

AbstractBackgroundComprehensive assessment of skills and performance are necessary to improve the quality of care in nursing education. Various factors pose challenges to accurate assessments, including high student–teacher ratio and observer bias.ObjectivesTo establish an assessment system based on first‐person video of smart glasses and validate its usability and feasibility.MethodsWe used two cameras (smart glasses for first‐person perspective and a web cam) to perform video analysis for skill and performance assessments. Usability tests were conducted using quantitative and qualitative questionnaires for the usefulness and acceptability of the current assessment system. Data from standardised checklists for three clinical nursing skills (intramuscular injection, endotracheal suction, and Levin tube feeding) were used to analyse the inter‐rater reliability in addition to Fleiss' Kappa coefficient analysis. A total of 22 participants (18 students and 4 reviewers) were recruited. They completed the study. Apart from physical discomfort component, the proposed smart glasses‐based first‐person video assessment system achieved good usability scores from both students and reviewers.Results and ConclusionsFleiss' Kappa values for individual items ranged from 0.450 to 0.808, with an overall average value of 0.592. Results of this study validated the potential of smart glasses‐based assessment system where a set of beneficial mechanisms may meaningfully support the formative learning process. However, issues regarding upgrading the device and need for guidelines for roles of raters and students still remain.

Utilising Blended Learning for Large Classes to Deliver an Introductory Programming Course

Higher education institutions are constantly pushed to increase the student intake and produce industry-ready graduates. The pressure generally arises from the governing bodies, originating from socio-political factors. It is particularly evident in the field of Information Communication Technology (ICT) where there is a growing need for quality graduates. Undergraduate programmes in the field of ICT generally offer introductory computer programming courses that are mandatory at early stages of the degree programme. Consequently, the number of students registering for such courses can increase drastically. The students are coming from diversified backgrounds. While some students may have prior experience in computer programming, a larger majority may not have any prior knowledge or experience. Increased class size meets the constraint of the limited availability of physical classroom space and would require the class to be separated into smaller groups for face-to-face activities. Large classes are also challenged with the increased man-power requirement in terms of lecturers, instructors, and teaching assistants. Maintaining student engagement and interactivity becomes increasingly difficult in a large class. Grading of assessments becomes time-consuming and needs and requires increased manpower. Based on the observations and learning from an ongoing introductory programming course, this study evaluates the procedure for overcoming the challenges faced by the teaching staff, especially with a class size exceeding 1000. To cover the theoretical components, recorded video lectures are provided. The class is divided into groups consisting of approximately 100 students and live, online, interactive group discussions are conducted. The live, online smaller group discussions allow students to clarify doubts regarding the content. This also allows the distribution of the limited teaching and assistant staff. Students who need further assistance are encouraged to meet the teaching assistants physically. Thus, the workload is distributed effectively, and it helps ensure the dedicated support and attention is provided to the students. Auto graded programming assignments are effectively employed for formative and summative assessments, which reduces the grading workload significantly. The findings of this study provide insights on course design to effectively deliver the content and conduct assessments overcoming the challenges presented by increased class size.

The use of dance to improve the health and wellbeing of older adults: A global scoping review of research trials.

Dance is a promising health resource for older adults, but empirical evidence remains inconsistent. The lack of synthesised evidence regarding program design, dose, and delivery limits understanding of factors influencing participation and health outcomes. This scoping review aimed to map the scope, range, and effectiveness of dance programs for older people, and identify gaps and opportunities for future research and practice. Searches across five databases (September 2023) identified 148 studies evaluating 116 dance programs (≥4 weeks) for older adults (≥55 years, N = 8060), Dance interventions delivered to clinical groups were excluded. Intervention design and delivery were charted against the TIDieR reporting checklist. Program outcomes including adherence, safety, and positive tests were charted into established taxonomies. Demographic information, program details, and implementation were often insufficiently reported. Participant groups differed by age range, with underserved communities underrepresented. Programs varied extensively in key factors including dose, prospective 'active ingredients', delivery approach, facilitator expertise, and class size. While dance was physically safe, adherence rates in older adults are comparable to other community exercise programs. Less than 40% of health assessments showed positive change, with more consistent benefits to physical endurance, strength, and function, moderate impacts on psychosocial health, and limited benefits to cognitive and brain health, and falls and falls risk. Dance is a meaningful, safe, adaptable, and low-cost health resource for older adults. Key opportunities for advancing research include improved access for underserved groups, program suitability assessments, strategies to support adherence and engagement including theory-informed approaches, and incorporation of participant and practitioner insights. Identification of key 'active ingredients' and dance program factors may improve understanding of causal pathways and mechanisms to optimise engagement and health impacts. Stronger reporting practices will facilitate comparisons across studies and more robust evidence synthesis. This review provides a critical knowledge foundation to guide future approaches in dance for health and offers reporting recommendations.

Discovery of Truncated Cyclic Peptides Targeting an Induced-Fit Pocket on PCSK9.

Proprotein convertase subtilisin/kexin type 9 (PCSK9) regulates plasma low-density lipoprotein cholesterol (LDL-C) levels by promoting hepatic LDL receptor (LDL-R) degradation. We previously identified and optimized 13-mer cyclic peptides that bind to a novel, induced-fit pocket adjacent to the binding interface of PCSK9 and LDL-R and effectively disrupted the PCSK9/LDL-R protein-protein interaction (PPI) both in vitro and in vivo. However this series of large cyclic peptides required charged groups for function and lacked oral bioavailability in rodents. We describe herein multiple structure-based modifications to these original peptides to yield truncated, neutral molecules with full PPI function in both biochemical and cellular assays. In parallel, new mRNA-peptide display screens identified non-functional 8- and 9-mer compounds which ligand the induced-fit pocket in a distinct manner. Taken together, these studies indicate multiple directions to reduce the size and complexity of this peptide class toward a true small molecule oral agent.

Analysis of Effectiveness of Collaborative Pedagogy Practices

This study analyzes the effectiveness of collaborative teaching and learning strategies to enhance student's educational experience and learning results. Collaborative pedagogy converts the traditional teacher-centered paradigm into a more participatory, student-centered approach, promoting active participation via group work, debates, and collective problem-solving. This study examines existing literature, case studies, and empirical evidence to evaluate the impact of collaborative approaches on student accomplishment, motivation, and the development of fundamental abilities such as critical thinking, communication, and cooperation. The study found that collaborative teaching and learning approaches are essential for strengthening comprehension, increasing information retention, and cultivating superior social skills. The benefits of peer learning, active engagement, and instructor facilitation are highlighted in cultivating a dynamic classroom atmosphere. The study underscores other problems linked to implementing collaborative pedagogy, including resource constraints, dominant teacher-centered cultural norms, and substantial class sizes, especially in poor countries such as Nepal. The acceptance of collaborative pedagogy in Nepal is increasing owing to continuing educational reforms and curricular modifications; nonetheless, many obstacles hinder its extensive implementation. The document emphasizes the need for augmented teacher training, greater infrastructural support, and customized teaching methodologies to use the benefits of collaborative learning properly. The results demonstrate that, when properly implemented, collaborative teaching-learning methodology may substantially improve educational quality and prepare students to confront real-world difficulties.

Examining the Role of Self-Determination Theory in AI-Enhanced Personalized Blended Learning Environments for Primary School Chinese EFL Learners

It is pertinent to mention here that EFL education in Chinese primary schools has emerged as an important focus of the last few decades due to rising globalization and development of economosaic(Cosmopolitic)eti fluence of China (Wang & Kirkpatrick, 2022; Li et al. , 2023). Today, Ministry of Education, China has laid policies to begin English learning from the third grade; this is an indication that learning should begin early in a childhood so as to learn the language and have the ability to communicate through it (Zhang & Liu 2024). However, many concerns still exist in EFL educational environment such as great class size, less opportunity to interact with real contexts, and curriculum stress on examinations (Chen et al. , 2023; Wu & Johnson, 2024). The literature review of the present study has also stressed on the fact that new strategies are being called for to tackle these issues. For example, Yang et al., (2023) stated that conventional paradigm C loses the interest of young readers and Zhao and Smith (2024) noted that more entertaining and user-centred learning approaches have to be established. In addition, Liu and Wang (2023) pointed out that the present EFL curriculum implemented in Chinese primary schools does not incorporate the sociocultural context and fails to provide authentic language practice to the learners which is essential for second language acquisition.