School Classes Research Articles

How schoolchildren use digital media in class and outside of school over several weeks: a quantitative case study with media diaries

How schoolchildren use digital media in class and outside of school over several weeks: a quantitative case study with media diaries

Microlearning: Innovative Digital Learning for Various Educational Contexts and Groups

Microlearning brings a number of advantages that make it an attractive tool for education. Short and clear lessons minimize the risk of information overload, promote better understanding of the material, and enable quick and easy retention of information. The relevance of microlearning lies in its ability to respond to current educational needs and trends. Microlearning is considered to be a flexible, effective and innovative approach to learning that can be successfully applied in different learning environments, for different learning content and to different target groups. The aim of the research is to describe the impact of microlearning modules on the level of learning outcomes and perceived effectiveness in different target groups. Our research focuses on examining the effectiveness of microlearning on lower secondary school pupils, secondary school students and librarians. In the context of lower secondary schools, specific microlearning units thematically focused on programming and working in Scratch will be presented. This part of the research was carried out using an experiment and a questionnaire survey. In the experiment, the effectiveness of this type of teaching and digital learning materials was investigated. The experiment was conducted in parallel classes of a lower secondary school, and the participants were pupils aged 11 to 12 years old. The aim of the questionnaire survey was to find out the probands' opinions about microlearning. In the context of secondary schools and learning librarians, we conducted a survey of available materials and microlearning modules. In this paper we will introduce general concepts and strategies, with more detailed descriptions of specific modules to be published later. This paper aims to contribute to the growing awareness of the importance of microlearning as an effective educational tool and highlights its potential in different educational settings, especially lower secondary schools, thus providing useful material and inspiration for educators. The results suggest that the implementation of microlearning in lower secondary school settings has led to improved student learning outcomes.

The Effect Of Mindfulness Based Cognitive Therapy (MBCT) In Reducing Anxiety In Unemployed Pilot School Graduates

This study aims to determine the effect of Mindfulness Based Cognitive Therapy (MBCT) in reducing anxiety in unemployed pilot school graduates. The research method used in this study is to use an experimental research design. The research design that will be used in this study is a one-group pretest-posttest design. The population in this study were 9 graduates of the 2019 class of BIFA pilot school, while the sample was 3 graduates of the 2019 class of BIFA pilot school who were not yet working. And the results of this study state that there was a decrease in anxiety of 55% for the first subject, 32% for the second subject, and 51% for the third subject. This means that there is a change in reducing the level of anxiety in unemployed pilot school graduates after being given MBCT. Also MBCT is also able to reduce negative or dysfunctional thoughts. Aspects that decreased included aspects of labelling, catastrophizing, regret orientation, what if, mind reading, and should-must.

An ouroboros of oppression: The self-perpetuating, inequitable high school outcomes of middle school tracking

This study investigated the impact middle school tracking has on outcomes in high school and the factors associated with those outcomes. Utilizing data from a large, diverse school district, this quantitative study investigated the relationships between middle school and high school English course enrollment among 4,503 middle school students. The conceptual framework of the Ouroboros, combining the theories of Lucas’s effectively maintained inequality (EMI) and Merton’s self-fulfilling prophecy (SFP), was used to examine and challenge the status quo of educational tracking systems. We identified three major findings from the study. First, chi-square analysis indicated a statistically significant difference between enrollment rates in accelerated or AP English courses between students who came from tracked and detracked middle school English programs. Second, logistic regression models indicated socioeconomic status, race/ethnicity, GATE-identification, gender, and eighth-grade English course enrollment were significant predictors of student enrollment in an accelerated or AP English class in high school. Third, chi-square analysis indicated that there was a significant association between a student’s eighth-grade English course label and their high school English course enrollment choices. Findings of this study suggest that detracking English classes at the middle school level represents an important stride forward in closing gaps in education.

Children’s self-reported exposure to sugary beverage advertisements and association with intake across six countries before and during the COVID-19 pandemic: a repeat cross-sectional study

BackgroundChildren’s exposure to sugary beverage advertising may have changed during the COVID-19 pandemic due to shifts in media habits, which could subsequently have influenced intake. This study aimed to examine: 1) children’s frequency and setting of exposure to advertisements of sugary beverages in six countries before and during the COVID-19 pandemic; 2) the association between exposure to sugary beverage advertisements and intake.MethodsChildren aged 10–17 years (n = 28,908) in Australia, Canada, Chile, Mexico, the United Kingdom (UK) and the United States (US) completed online surveys in 2019, 2020 and 2021 as part of the International Food Policy Study using a repeat cross-sectional study design. Respondents self-reported frequency and setting of exposure to sugary beverage advertisements, location of school classes (in-person/online, 2020–2021 only), screen time, and sugary beverage intake. Adjusted weighted logistic and negative binomial regression models stratified by country examined associations between year and reported sugary beverage advertising exposure, and associations between sugary beverage advertising exposure and intake. Differences in reported advertising exposure between students taking online or in-person school classes were explored.ResultsSelf-reported exposure to advertisements for sugary beverages at least weekly was relatively stable across years within countries, with differences in settings of exposure. Exposure to sugary beverage advertisements increased on digital media independently of screen time from 2019 to 2021 in Australia, Canada, the UK and US, with a concomitant decrease in exposure in retail settings in all countries except the UK. In Australia and the UK, children attending all classes online were more likely to report at least weekly (vs less than once a week) exposure to sugary beverage advertisements, and children attending all classes online were more likely to report exposure to advertisements on digital media and in other settings (e.g., billboard, magazines) compared to children attending in-person classes in Australia, Canada and the UK. Exposure to sugary beverage advertisements at least weekly (IRR = 1.12,99%CI:1.09–1.15) and in each of the settings was associated with sugary beverage intake.ConclusionsExposure to digital advertisements for sugary beverages increased from 2019 to 2021 in most countries, and exposure was associated with sugary beverage intake. Reducing children’s exposure to advertising of less healthy foods, including on digital media, may reduce sugary beverage intake.

What uses of digital technology support and enhance the learning and the engagement of diverse learners in high school classes?

Digital technologies may play an important role in helping students from all walks of life to overcome barriers and benefit from teaching and learning. However, due to a lack of knowledge or skills related to educational technologies, K-12 teachers struggle to harness the full potential of digitalisation to support student learning and engagement, causing further marginalization and exclusion that put diverse group of learners at risk of being left behind in education (Chevalère et al., 2021). In response to these research gaps, the aim of this paper is to explore which high school uses of digital technology cater for learners’ needs and preferences for the sake of a more digitally inclusive environment that supports engagement and equitable learning opportunities for all students (Stenman & Pettersson, 2020). We adopted a qualitative approach to attend to the richness and depth in various contexts. We have conducted individual semi-structured interviews with 17 high school teachers, aiming to obtain in-depth qualitative data through open-ended questions. Then, a general inductive data analysis approach was followed to generate preliminary results on the research objectives, which are presented in this study.

Educação para uma Cidadania Democrática: da formação inicial de professores às práticas de sala de aula em Portugal

Teacher training, at Escola Superior de Educação de Lisboa, has since 2020 included a curricular unit in the master's degree in Teaching in the 1st cycle and Portuguese and History and Geography of Portugal in the 2nd cycle, which aims to develop Competences for Democratic Culture (CDC). Taking as a reference the 20 CDC (Council of Europe, 2017), the training component in the field of Didactics of ​​Social Sciences (DSS) was reformulated, introducing changes in the curricular unit Society, Culture and Territory. These changes have produced visible results in supervised teaching practices (6-12 years old). This article focuses on critical reflection on the teaching and learning strategies experienced in initial training, within the scope of DSS, mobilized in the practices with students aged 6 to 12. The objectives are: (1) to recognize the effects of the strategies implemented in initial training in the field of CDC; (2) analyse the skills developed by elementary school students and reflect on the practices for the development of these skills; (3) analyse the CDC valued in students' practices and the results of their pedagogical-didactic projects. Methodologically, a documentary analysis is carried out that frames the CCD in initial teacher training and a content analysis of the twelve final master's reports (2021 to 2023), which focus on a pedagogical-didactic intervention and research on development of CDC (strategies, activities and evaluation indicators). The first result points to the recognition of the role of DSS in initial training within the scope of CDC: through content and training methodologies, SS facilitate practices aimed at building critical and democratic citizenship. Secondly, the impact of projects implemented in elementary school classes is highlighted, with the purpose of promoting CDC: evidence of the relevance in guiding future teaching practice towards training children and young people to read, interpret critically and intervene in the social reality in which they are inserted.

Inequalities in adolescent mental health and allocation of students to selective classes in comprehensive schools in Finland: a longitudinal study

BackgroundLower socioeconomic positions (SEP) and poor academic achievement increase children’s risk for mental health problems. The Finnish education system is officially non-selective and unified, but a part of children can...

Engaging culturally and linguistically diverse youth in semiotic analysis for community‐based inquiry

AbstractThis manuscript examines multimodal storytelling as community inquiry for an urban high school class of 30 first‐ and second‐generation bi/multilingual immigrant students, most of whom maintained transnational connections. We share how these students, in an A.P. Research class, engaged in community‐based inquiry and utilized various multimodal artifacts from a university cultural heritage collection, including a field trip to the cultural heritage archives, to analyze signs and symbols. We asked: How did students engage with semiotic resources and approaches to support inquiry about their school and neighborhood communities? Findings showed that students drew upon their linguistic and cultural experiences to analyze signs and symbols, yet in their digital storytelling presentations some student groups chose signs and symbols that reified stereotypical views of their neighborhood despite their insider status in the local community. We offer recommendations for using cultural heritage artifacts to advance multimodal meaning‐making in teaching and research.

The Influence of Social Competition and Maths Anxiety on Game Performance

Digital Game-Based Learning (DGBL) uses serious games to deliver educational content. DGBL has the potential to aid children’s development of maths skills, providing educators with alternatives to traditional mathematics teaching. However, the efficacy of serious games can be affected by their attributes, including whether they are single or multi-player. While competition in a multi-player environment may enhance players’ interest and motivation, potential social pressure may lead to anxiety and affect performance. In maths education, there are additional challenges. Mathematics Anxiety (MA), the negative emotional response to mathematics, may interact with game features and impact players’ experience. This study assesses players' performance in a digital maths game called ’Seven Spells’ across two different game modes (vs. Human and vs. CPU), and it also investigates whether MA levels impacted players’ performance. 43 children from two classes in an Irish primary school participated in thisstudy. Each class played a different game mode of the ‘Seven Spells’ game, one group playing against computer-controlled characters (vs. CPU) and the other playing against their classmates (vs. Human). The game mechanics were identical between the two competition game modes. The children completed the modified Abbreviated Mathematics Anxiety Scale (mAMAS) and a mathematics questionnaire before participating in the intervention, which included 4 sessions. They also participated in a focus group session at the end of the intervention. Data on their gameplay were collected throughout the first three sessions and analysed through multiple linear regression models to investigate possible connections between MA, maths knowledge, game modes and game performance. The results of the multiple linear regressions indicate that game performance was positively influenced by the duration of gameplay and the complexity of moves — measured by the number of moves and cards used — while being negatively affected by MA. However, a significant interaction between MA and the competition game mode was observed, suggesting that MA had a more pronounced negative impact on players in the vs. Human game mode compared to the vs. CPU game mode.

The role of person-related factors and acoustic parameters on students' perception: a pilot study

Classrooms are dynamic spaces where the sound environment not only influences the comprehension of the teacher's message but also shapes the social and emotional atmosphere within the class. This pilot study investigates the sound perception of students within classrooms, considering both person-related and acoustic objective factors as predictors. Thirty-four students from two grade-four classes of a primary school in Pavia, Italy, participated in this study, completing a questionnaire assessing the perceived pleasantness, arousal and loudness within the classroom. Person-related factors such as noise sensitivity, working memory, theory of mind, and language skills were also evaluated separately. Sound levels in occupied conditions were monitored and processed using Gaussian Mixture Models to separate teacher speech levels from students' activity. Additionally, acoustic parameters including reverberation time and clarity were measured in unoccupied conditions. Person-related factors were analysed in relation to subjective evaluations, considering the potential mediating effect of the classroom sound environment. The results of this study will offer insights into the complex interplay between person-related characteristics and the sound environment, shedding light on factors beyond noise interferences that impact students' subjective perception in educational settings.

Exploratory evaluation of the pilot programme of Round Midnight Virtual Decisions: KNIVES Workshops, a VR-Based Violence Prevention Programme

Round Midnight is a creative arts company that specialises in the use of drama and technology in education. They piloted a series of Virtual Reality (VR) based workshops for children and young people across Birmingham, focusing on issues within communities such as knife crime and gang violence. An exploratory evaluation of the initial impact of the workshops was carried out in two Year Five and Year Six classes in a primary school in Birmingham. Quantitative and Qualitative pre- and post-survey data from children, and a teacher focus group, were used to assess the influence of the programme on the following: (1) Understanding knife crime, the misconceptions and why people may carry knives; (2) Understanding the dangers, consequences and implications of carrying knives; (3) Recognising loyal and trustworthy friendships; (4) Recognising how to resolve conflict safely.Survey data suggested a decrease in children’s self-reported likelihood of carrying a knife after they had participated in the workshops. The data suggested children had more in-depth knowledge of knife crime, including the misconceptions, consequences and impacts of carrying a knife after participating in the workshops. Children also showed an understanding of safe conflict resolution after the workshops. Overall, the data suggests that the pilot of the Round Midnight Virtual Decisions: KNIVES curriculum had a positive impact on children’s knowledge, understanding and attitudes toward knife crime. Practical applications are discussed.

Examining the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach

This case study examines the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach. The study was conducted during the second semester of the 2017-2018 academic year with 33 students in one of the 10th grade classes of a high school in the Yüreğir district of the Adana province. A criterion sampling method of purposive sampling methods was employed in selecting the school and the class. In the intervention, the researchers used the physics curriculum they developed based on an interdisciplinary context-based learning approach. The plans and activities prepared according to the context-based REACT model were implemented for eight weeks and the data were collected using both quantitative and qualitative methods. At the end of the intervention, significant changes were observed in the students’ ability to relate their knowledge to daily life, interdisciplinary problem-solving skills, attitudes towards problem-solving in physics, and affective characteristics. During the process, students who encountered challenges in problem-solving, focusing on the lesson, working in groups, and relating information to real-life and different disciplines managed to overcome these challenges by increasing their individual efforts and communicating with their peers and the teacher. Because of students who remained passive, made noise, and frequently changed their seats during group work, the researchers encountered some challenges in instruction and time management. To increase classroom participation, they opted for updating the lesson plan, preparing additional examples, and increasing the number of visual materials. In this respect, teachers and other researchers are recommended to allocate more time to interdisciplinary context-based teaching activities, provide students with more real-life problem situations, diversify group work, and conduct group activities more frequently.

The Learning Process of Small Ball Games in Upper Elementary School Classes in the Bangkunat District

The aim of this study is to understand how the learning process of small ball games is conducted in upper elementary school classes in the Bangkunat District, from the pre-learning stage to the evaluation stage. The design of this research is quantitative descriptive. The subjects of this research are physical education teachers in elementary schools across the Bangkunat District. The data collection technique used in this research is a questionnaire. The questionnaire used is a closed-ended one, where respondents only select answers provided, consisting of 50 items. The data analysis used is descriptive statistics in the form of percentages. The results of the research show that physical education teachers in elementary schools across the Bangkunat District have a “very high” score (57.10%) in program planning. In lesson preparation, they have a “very high” score (71.40%). The implementation of materials has a “very high” score (42.85%). Mastery of materials has a “high” score (71.40%). The teaching methods have a “very high” score (28.60%). The use of facilities and infrastructure has a “very high” score (42.85%). Teaching creativity has a “very high” score (100.00%). The practice of skills has a “very high” score (57.10%). The evaluation of the process and results has a “high” score (42.85%).

Implementation of STEAM and Thematic Learning Models Assisted by STEMATIK Learning Media in Elementary School

Learning is not only about giving theories, but instilling concepts is more important to teach to students. One of the concepts instilled in mathematics, namely the arithmetic material of addition and subtraction for elementary school. STEMATIK learning media supports students' understanding in introducing the arithmetic concepts of addition and subtraction for lower elementary school classes. This research aimed to explain the component analysis of integrating STEAM and thematic learning using STEMATIK learning media, to describe the importance of using learning media in enhancing students’ independence and motivation to learn, and to present the results of using STEMATIK learning media as a tool for learning mathematics. The research method employed was a quasi-experiment. Quantitative data analysis was conducted to analyze the data collected from the research instrument, including validation instruments by two experts in the form of learning media feasibility instruments and pretest and posttest assessment results on 31 elementary school students on the control group and the experimental group. The validity test used T-test by SPSS application. The product development process was based on the ADDIE model, a systematic approach that includes five stages: analysis, design, development, implementation, and evaluation. The method used in this research was the descriptive, qualitative and quantitative method. The research results show that for the validity test the increase in knowledge scores significantly using the T test with the SPSS application produces two sides of less than 0.001. The level of student learning independence is good, achieving a score of 68,14, which according to the category is considered good. The percentage for the student learning motivation category falls into the high criterion. The result of these indicators shows a score of 83, which is categorized as high.

PRÁTICA PEDAGÓGICA PARA O ENSINO DO ATLETISMO: INCLUSÃO DE ESTUDANTES COM DEFICIÊNCIA NAS AULAS DE EDUCAÇÃO FÍSICA À LUZ DO DESENHO UNIVERSAL PARA A APRENDIZAGEM

Universal Design for Learning is a theoretical approach that considers school diversity and seeks to eliminate learning barriers, promoting accessible and consistent teaching for all. This approach can overcome traditional, teacher-centered pedagogical practices, which hinder the implementation of inclusive and teaching-learning processes for students with disabilities in Physical Education classes. Therefore, this research aimed to analyze the inclusive process of students with disabilities in Physical Education classes, using the pedagogical approach based on the Universal Design for Learning in teaching athletics. This research has a qualitative approach and action research design and was developed with a 6th-year elementary school class that included four students with intellectual disabilities. Twenty classes were taught to teach athletics using the principles of Universal Design for Learning. These classes were recorded in a field diary and analyzed using Qualitative Descriptive Analysis. Regarding the results, the students with disabilities were included in Physical Education classes, able to access the curriculum in a diversified way, remained in courses due to variations on the paths relating to bodily practices, and had the teaching-learning process carried out through variant ways to demonstrate appropriate knowledge. Concerning the students without disabilities, the Universal Design for Learning contributed to the teaching-learning process, providing autonomy in the engagement and development of activities. Received: 2024/07/12 Reformulated: 2024/9/27 Accepted: 2024/09/28

Promoting breast health among female adolescents: a comparative analysis of the effects of two didactic tools on knowledge and practice regarding breast self-examination in Southwest Nigeria

BackgroundTeaching effective methods for breast self-examination (BSE) to adolescent females is essential for promoting early detection and improving outcomes in breast cancer management. This study therefore aimed to compare two pedagogical tools for teaching BSE among adolescent females.MethodsA quasi-experimental design with a group for pre- and post-intervention tests was adopted. The sample included 970 female senior secondary school class I-III students. The Yamane formula was used to determine a sample size of 276. Pre- and post-intervention data were collected using an observation checklist for practice and a validated questionnaire with a Cronbach’s alpha coefficient of 0.76 for knowledge of BSE. A proportionate stratified random sampling technique was used to determine the number of participants for each group. Among the 276 participants, 161 were taught the traditional method (TM), i.e., a lecture, and 115 were taught using the modern method (MM) by watching a podcast that contained BSE lessons. Post-intervention data were collected after six weeks. The data were analysed using descriptive and inferential statistics at a 5% level of significance to compare the effectiveness of the methods.ResultsThe findings of this study showed that the participants’ mean ages across the two methods were 15.49 ± 1.65 and 15.43 ± 1.40 years for the traditional method (TM) and modern method (MM), respectively. Pre-intervention mean BSE knowledge scores in both the TM and MM groups were 8.19 ± 3.17 and 8.31 ± 2.39, respectively, and BSE practice scores were 7.17 ± 2.48 and 6.44 ± 2.75, respectively. Post-intervention knowledge mean scores in both the TM and MM groups increased to 13.75 ± 4.09 and 16.92 ± 2.91, respectively, and post-intervention practice scores increased to 13.06 ± 2.74 and 15.68 ± 3.12, respectively.ConclusionThis study revealed that both teaching methods were effective at teaching breast self-examination among female adolescents; nevertheless, modern methods are more effective at teaching breast self-examination among female adolescents.

Google Sites as an Educational Tool in the Context of Traditional and Project-based Education

The article presents various opportunities for the integration of the Google sites as an educational tool, as well as methodological directions for pedagogical specialists who implement them in their work practice. What has been stressed upon is the use of the Google sites in traditional and project-based education, and the results of the efficiency of the electronic tool have been presented in the survey process. The aim of the survey includes verification of the applicability of the Google sites in the contemporary Bulgarian school by means of didactic experiment, monitoring and survey, conducted in two primary school classes and one secondary school class, total number of students 77, in 2024.

Unidade temática de lutas e esportes de combate na educação física escolar do ensino fundamental no Norte do Brasil

The objective of this study was to analyze the understanding of school physical education (SPE) students and teachers about the causes and restrictions that imply the content of fights in 6th and 7th-year elementary school classes in public schools in Tucuruí-PA-Brazil. 40 6th and 7th-grade students from two public schools and two teachers participated in the research. A descriptive-cross-sectional study was carried out on the content of fights at school. The results showed that teachers teach fight content and preferably use playful activities; they believe that it should be included in early childhood education and that it does not generate violence. As for the students, although they participate in the classes, they do not seem to be attractive; many consider that the way the content is taught can generate violence. In conclusion, fighting content can positively influence student performance and learning when taught at EFE. However, the teacher must understand and face this content's difficulties and controversies to teach classes theoretically and practically with creativity because there are still gaps between what teachers do and what students expect from the content.

Students’ Knowledge of Integration of GeoGebra in Mathematics Classes in Uganda

GeoGebra, an open-source Dynamic Mathematics Software (DMS), has emerged as a transformative tool in mathematics education, allowing students and teachers to visualize, explore, and manipulate geometric concepts in dynamic virtual environments. This study investigated the students’ knowledge of integration of GeoGebra in mathematics classes in lower secondary schools in Rwampara District, Southwestern Uganda. The objectives of this study were to identify the most abstract geometrical concepts posing challenges to students, examine the impact of GeoGebra training on the identified abstract concepts, and assess the relationship between students' attitudes and the integration of GeoGebra. This study utilized a quantitative approach, employing quasi-experimental and cross-sectional survey designs. Data were collected from 103 students using questionnaires and pre-and post-tests to evaluate the impact of GeoGebra software intervention. Independent samples t-test, Pearson's linear correlation, and descriptive statistics such as means, standard deviations, and frequencies were employed as data analysis methods. The study found that the students identified rotational transformation as the most abstract geometrical concept. The pre-test results indicated that respondents had similar baseline knowledge of rotational transformation. However, after the GeoGebra intervention, the post-test results showed that the difference in mean scores between the experimental and control groups was statistically significant. Additionally, the experimental group demonstrated a positive attitude towards the software. The study concluded that while rotational transformation posed a significant challenge for students, GeoGebra significantly improved their conceptual understanding and performance in this geometry concept. The study recommended that teachers should strongly consider integrating GeoGebra into their ICT-based teaching and learning resources to help improve students' conceptual understanding, motivation, attitude, and achievement in rotational transformations and other geometric concepts