Classroom Performance Research Articles

Performed poetry and all-round experience

Abstract The National Curriculum makes spoken poetry part of what children should know, but dramatically limits what it can do. Thinking of sound as a purely internal dimension of the poem, it ignores the way oral performance brings the context of the room, the person and the situation all into play with the meaning. Orality used to be much more important to English than it is now: Henry Newbolt put it at the centre of his 1921 English Report, arguing that sound and poetry are the primary medium in which children's loves might be formed. It is there for emotional aliveness, not cultural superiority, as Newbolt's critics have charged. But one of the missing contexts for Newbolt and for the curriculum itself is the twentieth-century change towards poets themselves reading. As Yeats, Pound, and Eliot met their audiences, they found that their poems were acquiring new meaning from the situations and places they were being read in. What we see with the oral turn is a space where aesthetic ‘form’, physical ‘context’, and social-cultural ‘occasion’ can briefly merge into one another, because the poem is being briefly inscribed, registered, or overlayed onto all of them. Oral delivery means the poem acquires some of the flavour of the place it is in – meaning that great care has to be taken to make classroom performance into real connection.

Based on big data analysis of the current situation of music teaching in China’s colleges and universities and the innovative development of exploration

Abstract This paper develops a cluster analysis model based on big data analytics, which first utilizes ETL tools to extract, clean, and standardize music teaching data from massive data. Then, the preprocessed music teaching data was analyzed using a big data technology platform. Finally, the clustering algorithm has been improved, and the K-means algorithm based on density optimization is designed to cluster the music teaching data. Using this model to analyze the learning behavior of college music classroom yields that the quantitative values of test activities and classroom performance in Classification 1 are only 11 and 14, the quantitative value of classroom performance in Classification 2 is only 9, and the quantitative value of homework group task in Classification 3 is only 9. The analysis shows that the quality of music teachers in colleges and universities is not uniform. The current state of music teaching in colleges and universities is poor, and it is imperative to create and improve music education.

The Effect of Emotional Intelligence and Self-Efficacy Awareness on EFL Teachers’ Pedagogical Practices: A Qualitative Study in the Saudi EFL Context

The study aims to explore the EFL Saudi teachers’ perceptions of awareness of emotional intelligence (EI) and self-efficacy. It aims to explore the EFL teachers’ awareness of EI and self-efficacy that might influence their performances in EFL classrooms. Moreover, the study examines EI and self-efficacy strategies used by EFL teachers to aid them in their classrooms. The study uses a qualitative paradigm by collecting data using two tools: a workshop and follow-up semi-structured interviews. The data were collected at a Saudi university’s English Language institute. The sample consisted of six Saudi EFL teachers. The findings reveal that teachers have positive perceptions of the awareness of EI and self-efficacy. In addition, teachers utilized their social surroundings in attempting to understand their students’ needs to facilitate the learning process. Despite being unfamiliar with technical terms, teachers’ responses were aligned with the cornerstones of EI and self-efficacy. Teachers emphasized the role of gaining knowledge through their experiences which thus helps them in their pedagogical practices. Based on the findings of the study, pedagogical implications and future research recommendations were suggested.

Reasons of Demotivation and Perception towards Mathematics

We have always been motivated as teachers to blame low-performing students by claiming that they have negative attitudes toward mathematics, but we are rarely interested in investigating the reasons for their negative attitudes toward mathematics. The goal of this case study was to look into the reasons why low-performing students have a demotivation attitude toward mathematics. The objective of this case study was to analyze the reasons for having demotivation of mathematics among the low-performing students. A low-performing student in mathematics was selected purposively based on her performance in mathematics as the key research participant from a higher secondary. Low-performing one student in mathematics with the help of her/her previous classroom performances was taken as the sample of the study. The information was gathered through a series of in-depth interviews conducted at various levels. The reasons for having demotivation attitudes of mathematics include: being repeatedly failed in exams, not teacher mediator/learning facilitator, lack of time given for practice, less confidence, and a lack of priori or conceptual knowledge.

The Influence of Environmental Quality in Classrooms on Internal Response and Academic Performance in Conventional and Energy-Efficient Buildings

Humans spend a lot of time indoors, and this cannot be separated from teaching and learning activities. Teaching and learning activities must be conditioned so that the best academic performance can be achieved through adequate aspects of indoor environmental quality. The purpose of this study is to analyze the relationship between Indoor Environmental Quality (IEQ) on internal responses and academic performance in classrooms in two different building types. Where one building is a conventional building and the other building is a building that applies the concept of energy saving. A qualitative method was used in this research by conducting interviews with a purposive sampling technique then the results of the interviews were analyzed using a thematic analysis approach. The results of this study reveal that perceived comfort conditions are stated to positively affect the physiological, cognitive, and emotional status as well as the academic performance of students and lecturers, and high-efficiency buildings are more satisfying than conventional buildings.

YOUNG ENGLISH LEARNERS’ ANXIETY: THE CASE IN INDONESIAN ELEMENTARY CLASSROOM

It is a common phenomenon that English language learners suffer from anxiety when they step into a language class, especially in the oral-focused lesson. This situation is experienced not only by adult English learners but also by the young ones who are learning in English-speaking classes at the elementary school level. Language anxiety they have is triggered by or originated from numerous factors, including the teacher’s identity factor. A teacher who is a ‘native’ speaker of the language is believed to gear greater anxiety among English as a foreign language learners resulted in passiveness and withdrawal from oral activities in the class. Referring to the circumstance, this study, was conducted to see the level of anxiety in English speaking classes which were taught by a native English speaker teacher (NEST) as well as to see the possible aspects evoking foreign language anxiety among young English learners. This present research, particularly, involved 69 active students of Tarakanita 1 elementary school in Jakarta. The research data was collected using a qualitative method with a set of questionnaires as a major data collection instrument, embracing three key indicators namely fear of communicating, fear of negative evaluations, and testing anxiety. To identify similarities and differences among students of differing anxiety levels, five categories: very low, low, moderate, high, and very high anxiety are applied. Quantitative analysis of the data revealed that the participants exhibit different levels of anxiousness in speaking English with a native English speaker. The highest percentage fell at high level category which was applied for the three aforementioned indicators. Pertaining to the factors influence might arouse anxiety in speaking class fear of communicating, contribute as much as the other two: fear of negative evaluations, and testing anxiety. The findings of this study are expected to benefit both teachers and students. It is hoped that students will develop more awareness towards factors, as anxiety, that may hinder them from mastering English-speaking skill and find solutions to overcome anxiety in speaking. Moreover, teachers are hoped to be more understanding and concerned with the anxiety young English learners experience and help them reduce their anxiety during the classroom performance through implementing various strategies.

EVALUATING THE EFFECTIVENESS OF ANIMAKER AS A PEDAGOGICAL TOOL IN TEACHING RECOUNT TEXTS: STUDENTS’ INSIGHTS

This qualitative research delves into the perspectives of English as a Foreign Language (EFL) students regarding the utilization of Animaker as an educational tool for recount text materials. The study involved interviews with three EFL students hailing from an Indonesian private junior high school. The findings of this investigation unveiled six significant advantages associated with using Animaker in the learning process. Firstly, it simplified subject matter comprehension for students. Secondly, it facilitated the retention of lesson details. Thirdly, it contributed to improved classroom performance, ultimately resulting in higher grades. Fourthly, it rendered the learning process enjoyable, fostering a sense of motivation among students. Lastly, it streamlined vocabulary acquisition, making it more accessible. However, despite these advantages, students encountered challenges, particularly in dealing with complex vocabulary found within the recount text materials. To overcome these hurdles, they devised four strategies. These strategies encompassed seeking clarifications from teachers and peers, consulting bilingual and monolingual dictionaries, and deducing word meanings from contextual clues. Furthermore, the research revealed that Animaker effectively enhanced 21st-century literacy skills by combining digital literacy, global literacy, technological literacy, visual literacy, and information literacy. This, in turn, equipped students with valuable skills for thriving in today's technologically advanced society. In conclusion, the study highlighted the overwhelmingly positive perception of EFL students towards the use of Animaker as an educational medium for recount text materials. While students did encounter vocabulary challenges, they were proactive in employing various strategies to overcome these obstacles. This research holds implications for the development of technological resources in English language learning, benefiting both EFL students and educators.

Can windcatcher's natural ventilation beat the chill? A view from heat loss and thermal discomfort

Windcatchers provide effective low-energy ventilation and summer passive cooling in temperate climates. However, their use in winter is limited due to significant ventilation heat loss and potential discomfort. Limited research has been conducted on quantifying windcatcher heat loss in cold climates, particularly through field studies. This study aims to evaluate the applicability of windcatchers in low-temperature conditions, with a focus on ventilation heat loss and thermal discomfort. Field experiments were conducted in Nottingham, UK, during an icy period. A 3D-printed prototype windcatcher and a test room were built and tested in such weather conditions. A Computational Fluid Dynamics (CFD) model validated against the field experimental data was employed to investigate the windcatcher's performance in a typical UK primary school classroom. The field experimental results indicate that the indoor airflow patterns are dynamic and continuously change with varying external wind conditions. Using static boundary conditions for ventilation analysis is inadequate, as it may lead to inaccurate predictions due to observed fluctuations and irregular airflow patterns. CFD modelling revealed significant over-ventilation in the classroom at external wind speeds of 3 m/s, despite being previously deemed as “satisfactory”, “adequate”, or “sufficient” ventilation. At wind speeds of 3 m/s or higher, the over-ventilation can cause a minimum 941.4 W heat loss, adding 4.7 kWh heating load and £1.6 electricity cost for a typical-sized single classroom during a 5-h occupied period. The research findings highlighted that control strategies should be introduced to reduce over-ventilation. Integrating heat recovery or thermal storage can enhance winter thermal conditions.

Student Behavior Detection in the Classroom Based on Improved YOLOv8.

Accurately detecting student classroom behaviors in classroom videos is beneficial for analyzing students' classroom performance and consequently enhancing teaching effectiveness. To address challenges such as object density, occlusion, and multi-scale scenarios in classroom video images, this paper introduces an improved YOLOv8 classroom detection model. Firstly, by combining modules from the Res2Net and YOLOv8 network models, a novel C2f_Res2block module is proposed. This module, along with MHSA and EMA, is integrated into the YOLOv8 model. Experimental results on a classroom detection dataset demonstrate that the improved model in this paper exhibits better detection performance compared to the original YOLOv8, with an average precision (mAP@0.5) increase of 4.2%.

B - 06 Exploring Educator Readiness to Identify, Interpret, and Support Memory Functioning in Youth with Neurodevelopmental Disabilities.

Though over 3 million students receive special education services under eligibility categories related to neuropsychological functioning, educators report feeling unprepared to identify student needs or interpret assessment data related to specific neurocognitive functions including memory (Barrio & Combes, 2015; Vollmer, Gettinger & Begeny, 2019). To best support students, it is critical for educators working with students with neurodevelopmental disabilities to understand the underlying neurocognitive functions that contribute to academic skills (Pohlman, 2008). The present study examined how educators define, identify, and support students' working memory, short term memory, and long-term memory using a semi-structured qualitative approach guided by the Consolidated Framework for Implementation Research (CFIR). Interviews were conducted with educators (N = 16; 93.75% Female; 100% White; 1-23years of experience) and focused on interpretation of memory-related constructs, how deficits impact classroom performance, and specific strategies related to memory needs. An inductive approach to coding and constant comparative analysis allowed themes to emerge and reduce potential confirmatory bias (Strauss & Corbin, 1998; Maxwell, 2013). All educators recognized the terms working memory, short-term memory, and long-term memory. Long-term memory was correctly defined by all educators, with fewer accurate definitions related to critical temporal aspects of short-term memory (50%) and working memory (37.5%). Relatedly, educators reported fewer specific, evidence-based strategies for aiding short-term and working memory than long-term memory. Despite wanting to differentiate instruction for students, educators were unclear on critical aspects of short-term and working memory functioning, leading to less confidence in identifying and supporting students with neurodevelopmental disabilities in need.

Performance and orientation in the media higher education classroom

ABSTRACT This article proposes additional critical media literacy principles regarding bodies and performance to be implemented in the media higher education classroom, based on the findings of an interpretive action-research based study. The study took place in a media literacy classroom taught at a northeastern university. The goal was to develop methods to further decolonise the classroom and make it more equitable. Prefacing the study with theoretical perspectives of performance studies, queer theories, critical race theories, and education theories, I further used Potter’s stages of media literacy development to assess student understandings of media literacy concepts. I further examined student’s understanding of bodies and performance as the focus of decentring normative perspectives was consistent throughout the course. With the use of monster films, I explored how unconventional narratives could be used to decentre norms of whiteness and heteronormativity in classroom conversations. Results concluded that using monster films in the classroom did aid students in participating in conversations that decentred heteronormativity and whiteness, and in doing so created a more inclusive environment where students felt comfortable and willing to engage in critical conversations.

Improved acoustics puts students on the autism spectrum in a better position to learn, but they still have to learn

Over the past decade, researchers have increasingly argued that improved acoustics can lead to improved classroom performance for students on the autism spectrum. This paper reviews these arguments to find stronger evidence of proximate benefits for acquiring skills lower on the listening hierarchy (such as sound detection and phonemic awareness) and weaker evidence of distant benefits for acquiring skills higher on the listening hierarchy (such as language and learning). These findings suggest that improved acoustics can put students on the spectrum in a better position to learn, but learning must still take place over time. These findings warrant case-by-case consideration for improving acoustics to benefit students on the spectrum, with realistic expectations of the benefits that can be expected from improved acoustics alone.

Teaching Mathematics in Kindergarten: How Does Instruction Differ by Classroom Ability?

Background/Context: Kindergarten mathematics instruction is critical for students’ future academic success. The nature and quality of this instruction may vary depending on classroom characteristics. However, little empirical work has examined how mathematics instruction in kindergarten might differ based on classroom performance levels. Purpose, Objective, Research Question, or Focus of Study: This study focuses on whether kindergarten teachers’ mathematics instructional practices differ based on reported performance levels of students in the classroom. In particular, we focused on whether mathematics instructional time, as well as the extent to which teachers use traditional versus ambitious mathematics practices, differed based on teaching a higher proportion of children performing below grade level. Research Design: This study used a nationally representative dataset of approximately 2,900 kindergarten teachers from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11. With these data, the study utilized a model that compared teachers to each other within the same school (i.e., school fixed effects). Conclusions or Recommendations: This study found that mathematics instructional time did not differ based on the proportion of children reported to be below grade level in the classroom. However, how teachers taught mathematics differed: teachers who reported having a greater percentage of students performing below grade level used ambitious practices less frequently. These findings were not moderated by measures of teacher background or teachers’ reported expectations of their students.

Training Teachers by the Distance Mode: Implications for Quality Teacher Performance in Pre-Tertiary Schools

This research examined the influence of the distance mode of teacher training on quality teacher performance at the pre-tertiary level of education in Ghana. The study used the quantitative approach involving 304 participants who completed teacher training through the distance education mode and taught at the Kindergarten, Primary School, Junior High School, and Senior High School. Data were sourced via a survey questionnaire and follow-up in-class observations. Analyses were made analyzed using descriptive statistics and ANOVA. The survey results revealed that, generally, the teachers engaged in quality classroom performance. Data from the in-class follow-up observations largely confirmed the teachers’ performance self-assessment as measured by the survey. It is hoped that the discussion stimulated by the findings will affect the general discourse on the impact of performance assessments on teacher learning and teaching practices at the pre-tertiary level in Ghana and beyond. Although this research is limited in generalizability because of its focus on only a Ghanaian context, it has some significant implications for teaching practices and the quality of teacher performance assessments across the globe.

Improving Teachers’ Attitudes Toward the Teaching of Intellectually Disabled Students through Training in Evidence-Based Practices

Evidence-based practices (EBPs) implemented by qualified teachers are witnessing remarkable success in the education of students with intellectual disability (ID) and may hold promise for improving teachers’ attitudes toward their profession. To test this idea, the current research prepared a training program based on EBPs. The research sample consisted of 72 teachers in intellectual education programs attached to general education schools in Al-Ahsa, Saudi Arabia. A quasi-experimental approach was adopted. The sample was divided into two groups: an experimental group (n = 34) and a control group (n = 38). Two instruments were utilized in this research: (a) the Attitudes toward the Profession Scale (ATPS) prepared by Al-Ajmi (2015), and (b) a training program based on EBPs developed by us. The results of the study show that there was a difference between the experimental and control groups in the post-test of the ATPS in favor of the experimental group. In addition, there was a difference between the mean scores of the experimental group in the pre- and post-tests of the ATPS in favor of the post-test. The findings suggest that intellectual education teachers’ (IETs) professional development programs should focus on improving evidence-based training and continuously evaluate their impact on students with ID’s classroom performance for long-term effectiveness. Finally, the research could be expanded to examine the impact of EBP training on IETs’ attitudes toward their students in a larger sample representative of the community.

Pedagogical Accountability of Teachers in Community Schools of Nepal: Lessons from a Case Study

The teacher's instructional guideline provided by the National Curriculum Framework of Nepal for pedagogical accountability is insufficient to enhance the student's classroom performance. The main objective of this study is to assess science teachers' efficiency in enhancing students' learning with a focus on the basic pedagogical accountability in community schools of Tikapur Municipality. A qualitative study among two groups of stakeholders:, science teachers and principals of three different institutions, was conducted by including a three-phase conceptual model: the pre-active phase, the interactive phase, and the post-active phase. Based on the interpretive philosophical research paradigm, information was gathered through in-depth semi-structured interviews and observation of science classroom activities. The operationalization of accountability assessment was further done by observing the methods of classroom teaching, goal management, and choice of teaching methodology by the teachers, and the use of different techniques by the teachers to motivate students and create an effective teaching environment. We found that intervention in all three phases of science teaching brought positive and effective changes among science teachers when they were committed to students and adopted innovative teaching with clear planning. The study also showed that teachers' accountability can be measured through teacher skills, techniques, and strategies reflecting innovation and inquisitiveness in and out of the classroom. Overall, especially in science subjects, practical sessions were found highly impactful on students’ learning and understanding of basic knowledge of science particularly when they were associated with daily activities and were taught with necessary scaffolding.

Executive perceptions of course and educator performance on flipped classroom

PurposeThis article aims to examine the related effects between out-of-class activities, mediated by in-class activities, on the perception of course and teacher performance in a flipped classroom institutionalized setting.Design/methodology/approachThe authors argue that institutionalized out-of-class (content) and in-class (learning) activities positively impact course and teaching quality perception. This study used a sample of 978 responses from MBA students to conduct a path model analysis to test four hypotheses developed from literature from flipped classroom proposing the positive relationship of out-of-class activities in in-class activities and its influence on the course and teaching performance.FindingsThe findings reported that out-class and in-class activities and educator performance influenced course performance perception. In-class activities mediated the out-of-class activities’ impact and directly impacted educator’s and course performance. Educator performance is positively correlated with course performance. Overall, executives have a positive perception on institutionalized flipped classroom for MBA courses as an effective provision form. The flipped classroom is able to mobilize their experiences and enrich learners’ educational experience.Research limitations/implicationsOnly one unit of the higher education organization was studied, and the authors do not consider indirect effects of the environment on variable’s relationships nor the indirect effects whose would be a suggested for future studies.Originality/valueThe present study provides new insights on flipped classroom. This study evidenced that flipped classroom planned and standardized in an institutional level positively impacts the outcome within the context of executive education.

O.5.1-2 Associations of active school transport and leisure-time physical activity with educational and school-related mental health outcomes among Finnish adolescents: a nationwide cross-sectional study

Abstract Purpose Physically active pupils may be better and more resilient learners. However, it is unknown whether active school transport (walking or cycling to school) could affect educational and school-related mental health outcomes. We examined the associations of active school transport and leisure-time moderate-to-vigorous physical activity with perceived academic performance, self-reported competency in academic skills (concentration in classroom, writing, reading, and calculation), school burnout, and school enjoyment among Finnish adolescents. Methods We included 34103 eighth and ninth graders (mean age 15.4 years; 53% girls) from the nationwide School Health Promotion study cohort of 2015. We used logistic regression, adjusting for major sociodemographic, lifestyle, and physical activity covariates, to estimate the associations. Results We observed small but positive associations between active school transport and educational outcomes. For example, compared with non-active transport, 10-30 minutes of active school transport a day was associated with 30% higher odds of high perceived academic performance (OR 1.30, 95% CI 1.21-1.40) and 16% higher odds of high competency in reading (OR 1.16, 95% CI 1.07-1.26). Any dose of active school transport was also associated with higher school enjoyment, but no relationship with school burnout was observed. Compared with inactivity, higher doses of leisure-time physical activity were robustly associated with better educational outcomes. For example, the most physically active adolescents had 85% higher odds of high perceived academic performance (OR 1.85, 95% CI 1.65-2.08). Regarding competency in academic skills, the strongest association was observed for calculation (OR 1.57, 95% CI 1.39-1.77). Engaging in leisure-time physical activity, at any dose, was also associated with lower odds of school burnout, and higher odds of school enjoyment. Conclusions Compared with active school transport, engaging in leisure-time moderate-to-vigorous physical activity seems to be more strongly associated with high perceived academic performance, high competency in academic skills, and less school burnout among youth. Despite this, walking and cycling to school might lead to minor improvements in classroom performance and school enjoyment. Funding Source Juuso J. Jussila was supported by the Academy of Finland, Strategic Research Council (#336003).

The Effect of Speaking Anxiety on EFL Saudi Learners' Performance

Anxiety plays a significant role in students' oral performance and achievement in EFL speaking classes. This study applied a mixed-method approach using a questionnaire and semi-structured interviews in order to investigate tertiary level students' English language anxiety at Najran University. It also examines its main causes. In addition, it explores the effects of anxiety on students' performance in EFL classrooms and the role of gender differences on the level anxiety. The study reveals that the main factors that contribute to EFL speaking anxiety among Saudi EFL students are fear of negative evaluation, fear of interaction, fear of perception of others and lack of confidence, respectively. The study also found that female students were more anxious compared to male students in EFL speaking classrooms. In addition, it showed a negative connection between FLA and students' performance in speaking classes in that high-level anxiety students experience poor speaking performance. The study implicates the role of speaking teachers in reducing the anxiety among students.

The Influence of AI-Powered Adaptive Learning Platforms on Student Performance in Chinese Classrooms

This study delved into the impact of AI-powered adaptive learning platforms on student performance within the context of Chinese classrooms. Utilizing a comprehensive retrospective approach, the research examined the effects of these innovative platforms on academic achievements, engagement levels, and overall learning outcomes. In the past decade, the integration of artificial intelligence (AI) into educational technology has revolutionized traditional teaching methods. Adaptive learning platforms, driven by AI algorithms, customize learning experiences to cater to individual student needs and learning paces. This study examined a diverse range of Chinese classrooms, encompassing various grade levels and subjects, to ascertain the widespread influence of such platforms. Data collection involved the analysis of historical student performance data from multiple academic years. The study assessed both quantitative metrics, such as test scores and grade improvements, and qualitative indicators, including student feedback and engagement patterns. Through rigorous statistical analyses, the study established correlations between the utilization of AI-powered adaptive learning platforms and enhanced student performance. The findings revealed a significant positive association between the integration of AI-powered platforms and student outcomes. Students exposed to personalized learning experiences exhibited improved academic achievements compared to those in traditional classrooms. Furthermore, the study identified heightened levels of engagement and motivation, as the adaptability of these platforms catered to individual learning preferences. In conclusion, this research underscores the transformative role of AI-powered adaptive learning platforms in Chinese classrooms, highlighting their ability to elevate student performance and engagement. As China continues to embrace technological advancements in education, this study offers valuable insights into the evolution of pedagogical approaches and their positive outcomes on student learning in the past. Keywords: AI-powered, Adaptive learning platforms, Student performance, Chinese classrooms, Influence