Conducive Learning Environment Research Articles

Optimization of Teachers' Verbal Communication Rhetoric in Improving the Quality of Education Services

Objective: This study aims to explore the important role of teachers' verbal communication in improving the quality of educational services and creating a conducive learning environment. Methods: Using a blended research design with a sequential exploratory approach, this study investigates how effective verbal communication from teachers can create interactive and motivating learning environments. Qualitative data from interviews and quantitative data from observations were analyzed to assess the impact of teachers' communication practices. Research Findings and Discussion: This research reveals that effective verbal communication, including stylistic variations and constructive feedback, significantly contributes to student engagement, understanding, and academic achievement. These findings underscore the importance of refining teachers' communication skills to improve the overall quality of education services in the secondary school context. Research Implications: The implication of this research is the need for further attention to teacher verbal communication skills training and development to improve student learning experience and overall quality of educational services. Originality/Value: This study contributes by highlighting the important role of teachers' verbal communication in the context of secondary education, as well as emphasizing the need for attention to the development of teachers' communication skills in order to improve the effectiveness of educational services.

Comparative Analysis of Indoor Air Quality and Thermal Comfort Standards in School Buildings across New Zealand with Other OECD Countries

COVID-19 has improved awareness of the importance of appropriate indoor air quality (IAQ) in indoor spaces, particularly in classrooms where children are expected to learn. Research has shown that poor IAQ and temperature levels affect the cognitive performance of children. In this paper, we critically compare IAQ standards for New Zealand’s Designing Quality Learning Spaces (DQLS Document) against international benchmarks from the Organization for Economic Co-operation and Development (OECD) countries, including ASHRAE 62.1, CIBSE TM57, EN-15251, WHO AQGs, and Building Bulletins 99 and 101. The aim was to ascertain the robustness of New Zealand’s DQLS document, identify areas of superiority, and recommend the required improvement for appropriate IAQ and thermal comfort in classrooms. This comparison review focuses on IAQ parameters: CO2 levels, temperature, ventilation rates, room size, occupant density, and occupancy rates. The findings illuminate a slight lag in New Zealand’s DQLS standards compared to her international counterparts. For instance, while New Zealand’s standards align closely with WHO standards for IAQ concerning temperature and ventilation rates, the recommended CO2 range appears slightly inadequate (800 to 2000 ppm) along with occupancy and classroom size for effectively controlling classroom pollutant growth. This paper emphasises the need to align New Zealand’s IAQ and thermal comfort standards with optimal OECD benchmarks. The identified disparities present opportunities for improving learning spaces in terms of CO2 concentration, size of classroom, and occupant density in schools in New Zealand to meet globally recognised standards, ultimately creating a healthier and more conducive learning environment.

Digital Pedagogy to Transcend Education, Using Emerging Technologies

This research aims to generate knowledge about the teaching-learning process currently taking place both inside and outside the classroom through the utilization of emerging technologies in the educational sector, such as media and digital information and communication tools. It seeks to understand how the school community, including teachers and students, has adapted to the new normal resulting from the SARS-CoV-2 pandemic in Mexico. Information, Communication, Knowledge, and Digital Learning Technologies, collectively known as TICCAD, are fundamental tools primarily employed to enhance teachers' work on digital skills issues. Additionally, the significance of artificial intelligence (AI) and Three-Dimensional Immersive Digital Environments (EDIT) is underscored, as they facilitate innovation in teaching practices and student learning. The ongoing evolution in the educational sector has enabled us to analyze and identify both the benefits and areas of opportunity. These insights are crucial for the development of study plans and programs established by the Secretary of Public Education (SEP), ensuring a conducive learning environment both inside and outside the classroom. These emerging technologies have become invaluable allies in this regard.

Facilitating Knowledge Exchange, Knowledge Building, Research Competence, and Digital Literacy: Student-Led Wikipedia Group Project in an Undergraduate Class of Public Administration in Hong Kong

This article provides a detailed description and reflection on a student-led Wikipedia group project conducted in a large undergraduate class on public administration in Hong Kong. It was offered to senior undergraduate students in a research-intensive university. The project is framed within four key educational principles, namely knowledge exchange, knowledge building, research competence, and digital literacy. These principles are weaved together into an integrated learning sequence that includes essential assignment items and supporting tasks and activities. The sequence serves as a systematic and rigorous scaffolding for students. This article aims to contribute to the scholarship of political science education in three ways. First, this article outlines the sequential steps and approaches, as well as the attitudes and norms involved in integrating Wikipedia into political science classrooms. It also highlights the practical considerations and pedagogical justifications underlying the project. Moreover, this article primarily focuses on the classroom-level perspective, examining the actions of teachers and the dynamic responses of students. Lastly, this article proposes a series of key recommendations for political science educators worldwide. These recommendations aim to provide abundant learning opportunities and create a conducive learning environment when utilising Wikipedia as both a pedagogical tool and a classroom resource.

Assessing Students` Experiences of Psychosocial Support for Sustainable Learning at a South African TVET College

A positive psychosocial environment is necessary to create a conducive environment for effective teaching and learning. Thus, this study assessed students` experiences of psychosocial support for sustainable learning at a South African TVET (Technical and Vocational Education and Training) College. This study followed a qualitative phenomenological research technique, which provides participants with a voice to share their psychosocial experiences. Data was collected from twenty individuals through face-to-face interviews and a focus group discussion. Thematic analysis was used to analyse data. The results of the study revealed that majority of students at this college experience low self-esteem, stressful situations, lack of peer tutoring, peer counselling, counselling skills from a Student Development Practitioner (SDP), and inadequate provision of social and emotional needs. This was attributed to a lack of psychosocial support to students from lecturers and SDPs, who ought to work collaboratively to provide such support to students at South African TVET colleges. It became evident from this study that lecturers and college personnel need to assist students in improving their self-esteem by doing the following: reducing students` stressful situations, promoting peer tutoring, providing peer counselling, providing counselling skills and catering for students` social and emotional needs at a college in order to promote sustainable learning. This study will empower lecturers and SDPs with psychosocial support skills to be able to respond to the psychosocial challenges of student development. Keywords: Academic support, emotional support, psychosocial support, sustainable learning, TVET college.

Assessing The Impact of Organizational Context on Learning Barrier Formation in Lima’s Private Universities

This research focuses on exploring the relationship between organizational learning barriers and organizational context in Private Universities in Lima, with the primary aim of elucidating how these elements interact and affect the learning dynamics within these institutions. Adopting a correlational cross-sectional non-experimental approach, a specific survey was designed and validated for application in the Peruvian context, gathering responses from 384 collaborators. The findings reveal that the most frequent barriers related to thought-action coherence highlight concerns about authenticity and sincerity in discussions, as well as a significant discrepancy between public and private opinions of workers. On the other hand, in the realm of organizational context, the critical factors identified include employees' perceptions of replaceability, fear of evaluations, deficiencies in communication channels, and the predominance of opinions from those with greater power. The conclusions point to the need to address these barriers to foster a more conducive environment for organizational learning, suggesting that effective knowledge and organizational environment management are fundamental for institutional development and adaptability.

Implementation of Peer To Peer Supervision in Developing Competencies of Junior High School and Madrasah Tsanawiyah Teachers in Sekarbela District, Mataram

This study aims to explore the implementation of peer-to-peer supervision in developing teacher competencies at SMPN 17 Mataram and MTSN 3 Mataram. This research method employs a qualitative approach with a case study design. Data collection techniques include observation, interviews, and documentation. Data were analyzed using thematic analysis. The results of the study indicate that peer-to-peer supervision is effective in developing various teacher competencies, such as collaboration, communication, pedagogical knowledge, and technology integration. The positive outcomes include improved teacher competencies, conducive learning environments, and increased teacher comfort in facing evaluations. However, challenges include the lack of objectivity in assessments, suboptimal follow-up after supervision, and absence of an official schedule, affecting effectiveness. The implications emphasize the importance of implementing peer-to-peer supervision to enhance the quality of education in secondary schools. Future research could focus on addressing challenges and further exploring the impact of peer-to-peer supervision.

SUFFICIENCY OF INSTRUCTIONAL RESOURCES AND PERFORMANCE OUTCOMES OF TECHNOLOGY AND LIVELIHOOD EDUCATION STUDENTS

In the landscape of secondary education, Technology and Livelihood Education (TLE) stands as a critical component, offering students a pathway to develop skills essential for personal and collective growth, particularly in scenarios where access to higher education is limited. The study was conducted in the Division of Panabo City, involving 200 TLE teachers explored the relationship between instructional resource sufficiency and student performance outcomes. Findings revealed a moderate extent of sufficiency in instructional resources, with certain dimensions consistently evident while others showed occasional presence. Similarly, student performance outcomes were deemed satisfactory, though with variations across different dimensions. The study underscored a significant correlation between the sufficiency of instructional resources and student performance outcomes, highlighting the critical role of resource availability in shaping student achievement. Notably, all domains of instructional resources, including textbooks, laboratory equipment, technology, physical facilities, and human resources, demonstrated a significant influence on student performance. This emphasizes the importance of targeted interventions to improve resource sufficiency and ensure a conducive learning environment for students. Recommendations were put forth to address identified areas of moderate sufficiency, advocate for resource allocation, foster collaboration among stakeholders, and enhance teacher professional development. KEYWORDS: Instructional resources; performance outcomes; Division of Panabo City

Fostering Global Success Empowering Young Learners in Online Education

This qualitative descriptive study explores the independent characteristics of second-grade students at Betro Elementary School (SDN Betro) within the context of online learning. Through interviews, observations, and documentation, the study investigates the self-reliance of students, the dynamics of parent-student interaction, and the daily habits cultivated by students in response to online education. Findings reveal a notable level of self-reliance among students, manifested in their ability to complete tasks autonomously and adhere to schedules. Positive communication and collaboration between parents and students are observed, fostering a conducive learning environment. The study underscores the importance of nurturing self-reliance in elementary students for successful online learning and provides valuable insights for educators and policymakers aiming to optimize remote education at the elementary level. Highlight: Student Autonomy: Second graders excel independently in navigating online learning environments. Parental Support: Positive parental engagement enhances children's online learning experience. Educational Impact: Fostering self-reliance in elementary students optimizes online education strategies. Keywoard: Elementary Education, Self-Reliance, Online Learning, Parent-Student Interaction, Qualitative Research

Determinants of Classroom Management as Perceived by Female Students at the Secondary Level

Effective classroom management is directly associated with a positive class environment and positive outcomes. In this study, we examined the different determinants of the classroom management. This study was conducted in four secondary schools (private) in the District of Faisalabad in Punjab province. Students from class 10th were considered as the population, thus from each selected school, the total number of students was 350 which served as the population of this study. All the participants were female students. Of the total population, 25 students were chosen from each selected school, thereby the total sample size of the study was 100 female students. A questionnaire was administered for the data collection and was analyzed using Statistical Package for Social Sciences (SPSS). Results revealed that perceived challenges faced by students in the classroom, with mental illness, lack of self-confidence, personal issues, and poor listening emerging as the most prominent concerns. Whereas, factors perceived to significantly affect classroom management, highlighting disabilities, lack of interest, and self-esteem as primary considerations for educators and administrators. Investing in teacher training programs that focus on aspects of classroom management can enhance their ability to create a positive and conducive learning environment.

Factors affecting the passing rate of licensure examination for teachers at Sulu State College

This study was a descriptive-correlational study that analyzed the perceptions on the factors affecting the passing rate of students in Licensure Exams for Teachers (LET) in Sulu State College (SCC). Quota sampling (n=100) was used to sample the participants from different school/college/departments in SCC. The primary participants were faculties from School of Education, School of Arts and Sciences, SSC Senior High School, SSC Laboratory High School, Other SCC departments with License for Public Teachers (LPT). A survey questionnaire was developed to elicit the responses from the faculty and staff with four scales—(i) Student-related factors, (ii) School-related factors, (iii) Home-related factors, and (iv) Teacher-related factors. Findings indicated that for SCC faculty and staff, the student-related factors, school-related factors, home-related factors, and teacher-related factors most likely influenced the student’s outcomes in LET. There were also significant correlations observed between the variables from high (home-teacher factors), moderate (student-school, home-school, teacher-school factors), and low (student-home, teacher-student factors) correlation levels. Recognizing the salience of student-related challenges, such as socio-economic backgrounds, motivation, and study habits, underscores the importance of providing targeted support mechanisms to address these issues. Similarly, focusing on enhancing school-related factors, such as curriculum design, teaching quality, and support services, can contribute to creating conducive learning environments conducive to students' success.

Examining Conflict Management Strategies Used in Tanzania’s Secondary Schools: A Case in Biharamulo District, Tanzania

The study delves into the pervasive issue of conflicts within secondary schools, emphasizing their inherent nature in human interactions. It emphasizes the vital role of effective conflict management in maintaining a conducive learning environment. The research objectives cover the identification of conflict root causes, assessment of implemented strategies, and their impacts, and provision of recommendations for improved conflict management approaches in schools. Employing qualitative methodology, the study utilizes in-depth interviews, group discussions, and document reviews to collect data. Findings reveal the persistence of conflicts, notably attributed to the lack of a universally accepted resolution framework. Ad hoc methods are employed, lacking consistency and alignment with specific conflict natures, resulting in profound consequences such as student dropout, prolonged conflicts, fear, resentment, and hindered academic progress. The study recommends government intervention in training teachers, rigorous evaluation of school administrators' qualifications, and improvements in teacher welfare coupled with strict punitive measures for teachers’ inappropriate behavior. It concludes by highlighting the ongoing nature of conflicts and the urgent need for a practical approach, urging schools to prioritize understanding conflict causes, implementing effective management actions, and prioritizing the well-being of both teachers and students.

The Privacy Price of School Safety Stakeholders' Perceptions Towards the Use of Closed-Circuit Television (CCTV) in Schools

CCTV surveillance cameras have played an influential role in safeguarding security, discipline, and a conducive learning environment in Nepali schools. However, as surveillance technology is gradually being installed and used, there is a growing concern about privacy violations. In this context, the article aims to explore the distinct perceptions and understanding of the key stakeholders, namely students, teachers and administrators, regarding using CCTV surveillance technology in their natural setting. This article especially seeks the stakeholders’ perceptions on the impact of surveillance technology on students and teachers about their privacy rights. To meet the objective, I have employed a qualitative study that follows the interpretivists’ research paradigm. I have purposively selected five respondents from each school, incorporating three students and two teaching faculties cum administrative persons. I employed semi-structured interviews at three secondary schools from inner Terai of Nawalpur district. Moreover, I utilized non-participant observation, field notes and google-form as a tool to gather content-rich data and verify the information accumulated through semi-structured interviews, regarding their lived and subjective perceptions about using CCTVs. Findings indicate effectively managing and mitigating various risk factors within schools’ premises, and cultivating a culture of shared responsibilities among students and teachers for building a conducive learning culture in schools. It is also found that surveillance technology in Nepali schools nurtures suspicion among stakeholders, along with acknowledging the importance of comprehensive policy, and students’ privacy concerns to ensure a safe and friendly learning culture.

KONDISI PENDUKUNG SISWA BELAJAR

Student conditions are students' circumstances or situations that can influence the learning process and outcomes. These conditions are divided into two, namely internal conditions (which exist within the student) and external conditions (which exist outside the student). The student's condition influences the presence of student motivation in learning or the presence of learning difficulties. The aim of this research is to describe the conditions that support students' learning. To achieve research objectives, this research uses library and documentary research methods. Some conditions that support students' learning are learning in a pleasant atmosphere; paying attention to students' emotions; determining teaching materials and curriculum that suit student needs; teacher as a support system; conducive learning environment; as well as learning facilities and infrastructure. With these various supporting conditions, students will obtain maximum and optimal learning outcomes.

Identifying the Predictors of School Improvement Plan Implementation by School Administrators

This study aimed to identify the level of managerial capabilities, human resource management, and quality assurance practices of school administrators on the implementation of School Improvement Plan (SIP). The respondents of the study were the 489 public school administrators of Northern Mindanao, Philippines. The data were gathered through survey questionnaires and was treated through descriptive statistics, Pearson product-moment correlation, and stepwise multiple regression analysis. School administrators exhibit remarkable managerial capabilities, earning high praise for their adept handling of operations, finances, and for fostering a conducive learning environment. Their strong human resource management skills are evident in nurturing collaborative communities, managing staff effectively, and conducting recruitment efficiently. Quality assurance practices are notably well-developed, indicating the school's ability to deliver top-notch education and support. Implementation of the SIP receives glowing reviews, showcasing the administrators' proficiency in enhancing learning environments, community engagement, resource allocation, curriculum, and staff management. Thus, the data highlights the school administrators outstanding performance and excellence across multiple crucial areas. The correlation analysis revealed significant relationships among managerial capabilities, human resource management, quality assurance practices, to the SIP implementation. Particularly, strong correlations were observed, indicating that schools excelling in one management area tend to perform well in others. Regression analysis highlighted five significant predictors of SIP implementation by administrators: school operation management, teacher and staff performance, leadership, processes, and partnerships/resources. These findings emphasize the significant role of effective management practices, especially in areas like staff performance, quality assurance, and resource allocation, in driving SIP implementation.

Urgensi Perkuat Layanan Bimbingan dan Konseling pada Masa Transisi Siswa SMP

Junior High School or mostly called SMP, is often referred to as a transitional period. During this time, students often face challenges and difficulties that require guidance and counseling services to help them navigate this crucial stage. However, limited access to guidance and counseling services prevents students from receiving optimal support. This can lead to various problems, including unaddressed student issues, declining academic performance, and impaired mental health. Therefore, strategic steps are needed to strengthen guidance and counseling services in SMP.This study employs a qualitative library research method. Based on data analysis, it is concluded that guidance and counseling in SMP need to be strengthened to ensure optimal delivery of services. The following are strategic steps for strengthening guidance and counseling services in SMP: (1) Increasing the number of guidance and counseling teachers. (2)Enhancing the professionalism of guidance and counseling teachers. (3)Developing infrastructure and resources. (4)Implementing a comprehensive and systematic guidance and counseling program. (5)Establishing collaboration with internal and external stakeholders of the school. It is expected that by strengthening these services, guidance and counseling can be effectively delivered, creating a conducive learning environment, and supporting holistic student development.

The Influence of Environment and Facilities on Student Learning in Elementary Schools

The learning environment in elementary schools plays an important role in shaping students' educational experiences and outcomes. This research investigates the impact of the learning environment in elementary schools on student performance, behavior, and engagement. A quantitative approach was used to collect data from 30 elementary school students who filled out an open-ended questionnaire. The research results show a significant relationship between students' perceptions of the learning environment and students' academic performance, behavior, and level of engagement. When students report a positive learning environment, significant improvements are seen in their academic achievement, as well as their behavior and level of engagement in the learning process. This research also emphasizes the importance of various factors in the learning environment, such as classroom design, interactions between teachers and students, teaching methods, and the physical condition of the learning space. Creating a conducive learning environment is key to shaping students' positive experiences and encouraging their active participation in the educational process. Learning is a process activity and is a very fundamental element in the implementation of every type and level of education. This means that success or failure in achieving educational goals really depends on the learning process experienced by students, both when they are at school and in their own home or family environment. Dimyanti and Mudjiono (2013:17-18) state.

Application of Interdisciplinary Knowledge Integration in English Blended Education

Blended education in English combines traditional face-to-face teaching methods with online learning components, offering students a dynamic and flexible educational experience. It integrates technology into classroom instruction, providing access to digital resources, interactive learning platforms, and multimedia content. This approach allows for personalized learning experiences tailored to individual student needs while promoting collaboration, critical thinking, and digital literacy skills. Blended education in English fosters a conducive learning environment that combines the benefits of both traditional and online learning, enhancing student engagement and outcomes in English language acquisition and comprehension. This paper explores the potential of Cooperative Optimized Blended Education (COBE) to enhance interdisciplinary knowledge integration within English-blended education settings. Drawing upon theoretical frameworks such as game theory and optimization strategies, alongside empirical analyses and simulation results, the study elucidates the effectiveness of COBE in fostering collaborative learning outcomes. Through the utilization of digital resources, personalized learning paths, collaborative projects, blended assessment methods, and teacher training programs, COBE offers a dynamic and engaging approach to pedagogical innovation. Empirical findings and student performance data underscore the significance of COBE in promoting student engagement, knowledge retention, and interdisciplinary understanding. Furthermore, the paper highlights the importance of continuous monitoring and assessment to support student academic achievement within COBE. OBE resulted in a mean increase of 10% in student engagement, a 15% improvement in knowledge retention, and a 20% enhancement in interdisciplinary understanding. Furthermore, the paper emphasizes continuous monitoring and assessment to support student academic achievement within COBE.

An Investigation into the Impact of Teachers’ Emotional Intelligence on Students’ Satisfaction of Their Academic Achievement

This paper explores the correlation between teachers’ emotional intelligence (EI) and students’ academic achievement. Utilizing the Daniel Goleman questionnaire, the study delves into the multifaceted aspects of EI that extend beyond traditional leadership qualities. Goleman contends that, while attributes such as determination, intelligence, and vision are essential, they alone do not encapsulate effective leadership. Emotional intelligence introduces a spectrum of qualities crucial for leadership success, including self-awareness, managing emotions, motivating oneself, empathy, and social skills. The study employed a questionnaire developed by the researcher, employing a statement-based approach. Participants, predominantly students, were tasked with selecting statements that best resonated with their experiences. The questionnaire aimed to assess various dimensions of emotional intelligence, including self-awareness, emotional management, self-motivation, empathy, and social adeptness. Through statistical analysis of the collected data, the paper examines the relationship between teachers’ EI levels and students’ academic achievement. Findings revealed the significance of teachers’ ability to comprehend and regulate emotions, as well as their capacity for empathy and effective social interaction. Furthermore, the study sheds light on how these facets of emotional intelligence contribute to creating conducive learning environments and fostering student engagement and achievement. This research underscores the pivotal role of emotional intelligence in educational settings and provides insights into how enhancing teachers’ EI can positively impact students’ learning outcomes. The implications of these findings extend to educational policies and practices, advocating for the incorporation of EI training and development programs for educators to cultivate conducive learning environments and facilitate students’ academic success.

STRATEGI GURU DALAM PENGELOLAAN KELAS YANG EFEKTIF UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA

This study aims to describe the teacher's strategies in the classroom that are effective in increasing student motivation. This study used a qualitative phenomenological approach with the research subject being a class III A teacher at SD Negeri No. 85/VII Semaran as much as one person. Data from this study were obtained through observation and interviews with class teachers and analyzed by classifying data, reducing data, presenting and drawing conclusions. The results showed that effective classroom management strategies implemented by teachers in increasing student learning motivation were reflected in optimizing effective classroom management, the desire and desire to succeed, the encouragement and need for learning, the hopes and aspirations for the future, the rewards for learning, there are interesting activities in learning, and there is a conducive learning environment. The research concludes that student learning motivation can be increased by the teacher's strategy in effective classroom management.