Effective Learning Strategies Research Articles

The Impact of Educational Environment and Educational Strategies on Adolescents' Interpersonal Relationships

In modern society, interpersonal relationships at the adolescent stage not only have a profound impact on the development of an individual's social skills but also play a key role in his or her future career, family and social life. With the increasing research in education and psychology, adolescents' interpersonal relationship development has become a focus of attention in the fields of education and mental health. The impact of teaching and learning environments and educational strategies on adolescents' social skills and emotional development has become more pronounced, especially in an increasingly complex and diverse society. Therefore, an in-depth exploration of this topic is important for developing more effective educational policies and fostering good interpersonal relationships among adolescents. This paper analyzes in depth the influence of educational environment and educational strategies on the interpersonal development of adolescents, and through a comparative analysis of previous studies, the author finds that the creation of an open and positive educational environment has a positive influence on the promotion of the development of adolescent interpersonal relationships. Educational strategies of cooperation, communication, and content diversity play an important role in adolescents' maintenance of interpersonal relationships. The paper also points out that while existing research provides valuable insights, further research is needed on other factors that may influence adolescents' interpersonal development. The paper concludes with some recommendations for educators and policymakers aimed at creating more effective teaching and learning environments and strategies to promote healthy interpersonal relationship development among adolescents.

Enhancing Transportation Literacy Through English Language Acquisition

This research investigates the impact of English language acquisition on transportation literacy among transportation management students. Through qualitative analysis of interviews and document analysis, the study explores how proficiency in English influences students' comprehension of key transportation concepts. The findings reveal that English language proficiency significantly enhances students' understanding of complex transportation topics, such as logistics, safety regulations, and multimodal transportation systems. Integrating effective language learning strategies, such as real-world scenarios and interactive activities, into transportation management courses can bridge the gap between language proficiency and transportation literacy. Additionally, innovative assessment methods, such as performance-based assessments, offer a more comprehensive approach to evaluating students' language proficiency and its application in transportation contexts. The study recommends ongoing professional development for educators, collaboration with industry partners, and the promotion of multilingualism to enhance transportation literacy among students. By adopting these recommendations, educational institutions can ensure that transportation management students are equipped with the necessary language skills to succeed in an increasingly globalised and diverse transportation industry.

Effective Strategies in Developing Critical Thinking Skills in Elementary School Age Children

This study aims to identify and evaluate effective strategies in developing critical thinking skills in elementary school-age children through a literature review method. Taking into account the complexity of cognitive development at this stage, this study investigates various learning strategies that are suitable for the characteristics of elementary school-age children. Through in-depth analysis of relevant literature, this study identifies that the use of stories or fairy tales, problem-based approaches, and social interaction are effective strategies in developing critical thinking skills in elementary school-age children. Stories and fairy tales can stimulate children's imagination and reflection, while the problem-based approach encourages them to identify and solve problems critically. Social interactions, such as group discussions and teamwork, also help expand children's perspectives and hone their critical thinking skills. This study provides insights into the importance of developing critical thinking skills in elementary school-age children and offers practical guidance for educators and policymakers in designing effective learning strategies.

Pengaruh Media Pembelajaran dan Minat Belajar Siswa terhadap Penguasaan Konsep Ilmu Pengetahuan Alam

This study aimed to investigate the influence of learning media and learning interest on the mastery of Science concepts among fifth-grade elementary school students. Data were collected from 60 students divided into four treatment groups, including interactive and conventional learning media, as well as high and low learning interest. Data analysis employed statistical tests, including tests for normality, homogeneity, and hypotheses. The results indicated that both learning media and students' learning interest significantly influenced the mastery of Science concepts. Interactive learning media and high learning interest had a significant impact on Science concept mastery, with respective significance values of 0.019 and 0.003. However, the interaction between learning media and students' learning interest did not significantly affect Science concept mastery. In conclusion, this study underscores the importance of learning media and learning interest in enhancing students' understanding of Science concepts. The implications of these findings can be utilized to develop more effective learning strategies to improve Science concept mastery in elementary schools.

Feedback sources in essay writing: peer-generated or AI-generated feedback?

Peer feedback is introduced as an effective learning strategy, especially in large-size classes where teachers face high workloads. However, for complex tasks such as writing an argumentative essay, without support peers may not provide high-quality feedback since it requires a high level of cognitive processing, critical thinking skills, and a deep understanding of the subject. With the promising developments in Artificial Intelligence (AI), particularly after the emergence of ChatGPT, there is a global argument that whether AI tools can be seen as a new source of feedback or not for complex tasks. The answer to this question is not completely clear yet as there are limited studies and our understanding remains constrained. In this study, we used ChatGPT as a source of feedback for students’ argumentative essay writing tasks and we compared the quality of ChatGPT-generated feedback with peer feedback. The participant pool consisted of 74 graduate students from a Dutch university. The study unfolded in two phases: firstly, students’ essay data were collected as they composed essays on one of the given topics; subsequently, peer feedback and ChatGPT-generated feedback data were collected through engaging peers in a feedback process and using ChatGPT as a feedback source. Two coding schemes including coding schemes for essay analysis and coding schemes for feedback analysis were used to measure the quality of essays and feedback. Then, a MANOVA analysis was employed to determine any distinctions between the feedback generated by peers and ChatGPT. Additionally, Spearman’s correlation was utilized to explore potential links between the essay quality and the feedback generated by peers and ChatGPT. The results showed a significant difference between feedback generated by ChatGPT and peers. While ChatGPT provided more descriptive feedback including information about how the essay is written, peers provided feedback including information about identification of the problem in the essay. The overarching look at the results suggests a potential complementary role for ChatGPT and students in the feedback process. Regarding the relationship between the quality of essays and the quality of the feedback provided by ChatGPT and peers, we found no overall significant relationship. These findings imply that the quality of the essays does not impact both ChatGPT and peer feedback quality. The implications of this study are valuable, shedding light on the prospective use of ChatGPT as a feedback source, particularly for complex tasks like argumentative essay writing. We discussed the findings and delved into the implications for future research and practical applications in educational contexts.

Cross-Study of English Education and Cognitive Science: Language Processing and Learning Mechanisms

With the acceleration of globalization and the rapid development of information technology, English, as the main language of international communication, has increasingly prominent importance in education and learning. English education, as a discipline that studies the theory and practice of English education, has been exploring more effective teaching methods and learning strategies. At the same time, cognitive science, as a discipline that studies cognitive processes such as human thinking, learning, and memory, provides a profound theoretical foundation for understanding language processing and learning mechanisms. The cross-study of English education and cognitive science helps to build a more complete theoretical framework for language processing and learning mechanisms. By integrating the theoretical achievements of the two disciplines, we can more fully understand the cognitive processes and laws of English learning, revealing the intrinsic connection and essential characteristics of language processing and learning mechanisms. This can not only enrich and develop the theoretical systems of English education and cognitive science but also provide new ideas and perspectives for research in other related fields. In addition, with the continuous development of artificial intelligence and big data technology, research on language processing and learning mechanisms can also provide technical support and innovative ideas for fields such as natural language processing and intelligent education. Therefore, the cross-study of English education and cognitive science not only has far-reaching academic value but also has broad application prospects and social significance.

TELLTALE SIGN OF CALIBER TEACHERS: SURFEIT OF BRILLIANCE IN TEACHING ELEMENTARY LEARNERS

The teacher is the main actor in the learning process. It is teachers who consider effective learning strategies to be applied. A large number of variations in the quality of teaching are explained by the characteristics of teachers, teachers are central in the process teaching and learning, teachers have a major role in building student personality, teachers are learning managers in a large system of education that enlightens students. This study will lend to the body of knowledge surrounding teacher effectiveness. It is also significant in that it is transferable to a greater population of teachers in kindergarten through sixth grade and therefore may have implications for understanding and improving teacher effectiveness in the greater education population. The researcher made these qualitative assumptions that consist of the methods used in the process of qualitative research (Creswell 2003). The procedures used by the researcher are inductive and are based on the researchers own experience in collecting and analyzing data. The research here is the product of the values of the researcher. The implication for positive social change of this qualitative phenomenological research study was guided by four research questions. Despite the limitations, after the review and ensuing analysis of interview transcripts and observation notes the researcher was able to gain insight into the phenomenon of characteristics of high-quality teachers. It was found that high-quality teachers use a variety of strategies that are carefully chosen based on student needs, student learning styles, and student abilities to meet the needs of diverse learners. Higher-order questioning was identified as a prevalent teaching strategy used in the classrooms of high-quality teachers which resulted in a high level of classroom discussion. A high level of student engagement was also prevalent in the classrooms of high-quality teachers. A quantitative study could be conducted to further investigate the relationship between high-quality teachers and their impact on student achievement about GPA and scores on state standardized tests. A qualitative study could be conducted to determine strategies for facilitating the development and growth of the identified characteristics of high-quality teaching to improve teaching quality KEYWORDS: Telltale Sign, Caliber Teachers, Surfeit of Brilliance, Teaching Elementary Learners

The challenge of change: understanding the role of habits in university students’ self-regulated learning

AbstractStudy habits drive a large portion of how university students study. Some of these habits are not effective in fostering academic achievement. To support students in breaking old, ineffective habits and forming new, effective study habits, an in-depth understanding of what students’ study habits look like and how they are both formed and broken is needed. Therefore, in this study, we explored these aspects among first-year university students in six focus group discussions (N = 29). Using a thematic analysis approach, we clustered the data in five themes: Goals Matter, Balancing Perceived Efficiency and Effectiveness when Studying, Navigating Student Life: from Structured Routines to Self-Regulation Challenges, the Quest for Effective Habits with Trying to Break Free From the Screen as subtheme, and the Motivation Roller Coaster. Findings suggest that students had different study habits depending on their goals. Students had quite accurate metacognitive knowledge about effective learning strategies for long-term learning, but often used other learning strategies they deemed most efficient in reaching their goals. Students indicated intentions to change, but did not prioritize change as their current habits enabled them to pass exams and change was not perceived as adding value. Fluctuations in motivation and transitioning to a self-regulated life hampered students’ intentions to form new and break old habits. Next to insights into factors affecting students’ behavioral change intentions, the findings suggest the importance of aligning assessment methods with life-long learning and supporting students in their long-term academic goal setting to prioritize study habits which target lasting learning to optimally foster their self-regulated learning.

Reinforcement Learning with Human Feedback: A CartPole Case Study

This research delves into the integration of human feedback within reinforcement learning (RL) algorithms, with a specific focus on the CartPole environment as a testbed. We present RLHFAgent, a revolutionary RL agent devised to capitalize on human guidance during training for the purpose of expediting the learning process. Through the acquisition of feedback from a human operator, RLHFAgent adapts its policy in a more efficient manner, resulting in enhanced performance when it comes to balancing the pole. Our approach involves the training of a neural network model that approximates the policy function, mapping observations to actions, and subsequently updating this model based on human feedback. By means of a series of experiments, we showcase the efficacy of RLHFAgent in learning the art of balancing the pole, as demonstrated by the consistent rise in episodic rewards and the decrease in episodic loss over the course of training episodes. These findings indicate that the incorporation of human intuition into RL algorithms can augment their ability to adapt and expedite the learning process in intricate environments. In essence, this study contributes to the ongoing endeavours aimed at bridging the gap between RL algorithms and human expertise, thereby paving the way for more efficient and effective learning strategies in both simulated and real-world scenarios.

FENOMENA PSIKO-SOSIO LINGUISTIK DALAM PEMBELAJARAN BAHASA ARAB DI MUHAMMADIYAH BOARDING SCHOOL CEPU

<p style="text-align: justify;"><em>Psycho-socio-linguistics is a branch of linguistics that studies the relationship between language and the psychology and social aspects of language speakers. Psycho-socio-linguistics has an important role in the process of language learning, especially Arabic. Given the importance of the role of psycho-socio-linguistics, researchers want to study more deeply how psycho-socio-linguistic phenomena in Arabic language learning are carried out at Muhammadiyah Boarding School, Cepu. The purpose of this study is to deepen our understanding of how psychological and social aspects interact in the process of learning Arabic. The method used in this study is descriptive-qualitative. The data collection technique involves observing and interviewing. </em><em>The results of this study reveal that psycho-socio-linguistics in Arabic language learning helps understand the role of psychological factors, such as language understanding and information processing, in the context of social and cultural interactions. The research also underscores the importance of understanding differences in dialects, grammar, and social contexts in Arabic language teaching. The results of this study can be used as a basis for the development of more effective learning strategies in Arabic language teaching by considering the psychological and social aspects involved.</em></p>

The Ability of Students in the Hospitality Accommodation Program at Vocational High School to Write Paragraphs Wsing English Terms in the Food and Beverage Service Subject

Purpose of the study: This research aims to determine the ability of class XI students of Vocational High School 4 in Jambi City hotel accommodation skills program in writing paragraphs using English terms contained in the Food and Beverage Service subject.
 Methodology: The population in this study were class XI students of the Hospitality Accommodation Skills Program at Vocational High School 4 in Jambi City, a sample of 34 class X1 students in hotel accommodation 2 as respondents. The data collection technique uses the test method. The data obtained were analyzed using quantitative descriptive analysis formulas with mean, median, mode.
 Main Findings: The results showed that the majority of students demonstrated adequate abilities in expressing ideas and concepts related to food and beverage service in English. However, there are still some students who face difficulties in applying competence and appropriate grammar in this specific context. Therefore, there is a need for a more focused and interactive learning approach to improve students' writing skills in this subject.
 Novelty/Originality of this study: The research makes a significant contribution to the understanding of the challenges and potential in English language learning in the hospitality sector. It is hoped that the results of this research will not only provide a deeper understanding of students' abilities in using English, but also highlight effective learning strategies in improving students' language skills in contexts relevant to the hospitality industry.

THE IMPLEMENTATION OF PROJECT-BASED LEARNING (PJBL) IN WRITING SKILLS: AN ANALYSIS OF LEARNING APPROACH

Project-based learning (PjBL) is a pivotal approach in language education, which aligns seamlessly with the demands of the 21st century. Essentially, the importance of the constructivist approach has become more significant in recent years to create effective teaching and learning strategies. The 21st century has provided significant contributions to the evolution of contemporary language acquisition. As such, focusing on students’ needs and evaluating the effectiveness of existing teaching methods in preparing students to master the language proficiently are crucial in this dynamic landscape. The need to enhance language proficiency, particularly writing skills, has prompted educators to seek novel approaches to student engagement in Malaysia. English, which is recognised as the second language, plays a pivotal role in primary, secondary, and tertiary education. The prevalence of unsatisfactory English writing skills among Malaysian students underscores the significance of implementing effective strategies to address the current issue. Hence, highlighting and adopting innovative approaches to elevate Malaysian students’ English writing skills are vital. The present study aims to appraise teachers’ and students’ acceptance and perceptions of implementing PjBL in writing skills. A document analysis method was employed through secondary resources to determine the PjBL effectiveness in enhancing students’ writing skills. Discussions and recommendations were also provided to relevant parties regarding PjBL as an innovative approach to improving writing skills.

Effects of Learning Strategies and Learning Styles on Learning Performance in The Social Sciences Subject of Disaster Mitigation

Effects of Learning Strategies and Learning Styles on Learning Performance in The Social Sciences Subject of Disaster Mitigation

Factors affecting success and failure in higher education mathematics: Students' and teachers’ perspectives

BackgroundStudents from Bangladesh pursuing STEM education often encounter obstacles when tackling diverse mathematical problems within various educational settings. Frequently, they find themselves lacking the essential prerequisite knowledge and strong foundational skills necessary to engage with the teaching and learning resources utilized at the undergraduate level, resulting in a significant number of students needing to seek readmission annually. ObjectiveThe objective of this study is to explore the determinants of academic achievement among university undergraduates majoring in mathematics in Bangladesh. Employing a mixed-method research approach, the study combines quantitative and qualitative data analysis to examine the viewpoints of both students and educators concerning these factors. The authors primarily emphasize classifying the factors that impact the efficacy of mathematics pedagogical methods. MethodologyThe study is structured into three phases: i. An initial exploratory qualitative survey. ii. A quantitative triangulation survey. iii. Followed by explanatory semi-structured interviews. FindingsTo begin, the initial qualitative survey identified significant factors that contribute to students' achievements and setbacks in mathematics. Subsequently, the quantitative analysis verified both similarities and distinctions in the perspectives of students and educators. Furthermore, the correlation coefficient analysis revealed that male students frequently exhibit inconsistency and a lack of enthusiasm for studying, resulting in subpar performance. Conversely, female students frequently cited challenges like the difficulty of connecting mathematical theories to real-world applications, heavy course loads, and limited resources as reasons for their academic difficulties. Lastly, insights from interviews with students highlighted their acknowledgment of inadequate study practices, excessive reliance on memorization, suboptimal teaching methods, low motivation, and external distractions as key factors leading to their struggles. They also recognized the importance of consistent practice, a solid comprehension of concepts, regular study routines, and effective learning strategies for successful mathematics education. In contrast, educators emphasized the significance of students having clear concepts, natural aptitude, motivation, and a sense of curiosity as pivotal elements for successful learning in mathematics. ConclusionThis conclusion suggests a new beginning in the realm of local mathematics pedagogy, achieved by scrutinizing teacher-student feedback about the factors influencing success and failure, considering the diverse individual and contextual variables at play. To foster mutual trust and understanding between students and teachers, it may be beneficial to engage in open discussions and interactions.

An Investigation Into EFL Learners’ Electronic Feedback Practices During the Coronavirus Pandemic: Support and Challenges

Previous research has suggested that e-feedback mechanisms are widely misunderstood, difficult to perform efficiently, and often need to fulfill expectations to affect student performance substantially (Carless & Boud, 2018). To better understand EFL learners’ e-feedback practices, this study aimed to provide a comprehensive picture of EFL learners’ e-feedback practices throughout the pandemic in the general preparatory year college at Majmaah University. This paper employed a quantitative method. More specifically, this study reports student responses to the e-questionnaire, which investigated the impact of e-feedback on students’ academic performance and the challenges these EFL learners face typically caused by e-feedback practices. The findings suggest that the EFL students received considerable technical support from the university through Blackboard training sessions. Also, they had instructors’ support regarding immediate, timely, and detailed e-feedback on all tasks, quizzes, and tests via various electronic tools. The study revealed the most important factors affecting students’ performance, such as engaging in discussions, comprehending feedback, utilizing e-feedback, aligning e-feedback with learning goals, using the instructor’s expertise in delivering suitable feedback, and employing effective learning strategies. Furthermore, the data showed that the students have the following challenges: difficulties logging into the Blackboard platform regularly due to network issues, needing to be informed about the importance of e-feedback, and lack of motivation to use e-feedback.

Pelatihan Aplikasi Responsive Web dan Konten Web Dalam Pemrograman Web Multimedia

Training responsive web applications and web content in multimedia web programming, with a focus on case studies at SMK Telkom 1 Field. Learning multimedia web programming has become an important aspect of the educational curriculum in vocational secondary schools. The study aims to analyze the effectiveness of such training in improving students' skills in developing responsive web applications and generating quality web content. Data collection methods involve observations, interviews, and analysis of curriculum-related documents as well as training results. Research results show that training responsive web applications and web content makes a positive contribution in improving students' understanding and skills in multimedia web development. This research provides important insights for the development of educational curricula and implementation of more effective learning strategies in the field of multimedia web programming in secondary education institutions.

The Effect of Self-Efficacy on Digital Reading Platforms on Early Childhood English Language Development

Early childhood education is crucial in laying a solid foundation for children's language and literacy development. In an era where digital technology is increasingly pervasive in daily life, it is important to understand how digital reading platforms can influence young children's language development. This study aims to explore the relationship between children's self-efficacy in using digital reading platforms and their English language development. Qualitative research methods were employed, collecting data through participatory observation and interviews with parents and early childhood educators. The research sample consisted of 30 children (aged 4-6 years) who regularly use digital reading platforms in formal and informal learning environments. The results indicate a positive correlation between children's self-efficacy levels in digital reading platforms and their progress in understanding and using English. The practical implications of this research emphasize the importance of strengthening children's self-efficacy and selecting appropriate digital reading platforms to support young children's language and literacy development. This study provides valuable insights for educators, parents, and educational technology developers in designing effective learning strategies for young children in the digital age.

PERAN BERPIKIR KRITIS DALAM MEMBANGUN ENTREPRENEUR MINDSET MAHASISWA DI PERGURUAN TINGGI

This research is in-depth about the crucial role of critical thinking in shaping entrepreneurial mindset in university students. Through a quantitative method by distributing questionnaires to the heads of groups participating in the Unpad Independent Entrepreneurship Program 2023, this study analyses the impact of critical thinking skills on building a positive entrepreneurial attitude. The results showed a positive and significant correlation between critical thinking skills and entrepreneurial mindset. Students who are able to improve their critical thinking skills are more likely to have attitudes that support entrepreneurship. The findings provide important insights, highlighting the importance of critical thinking development in the context of higher education as a strategic step to support the development of entrepreneurship. Taking these findings into account, higher education institutions can design more effective learning strategies to prepare students for the challenges of the dynamic world of entrepreneurship. As a result, this research provides a foundation for designing educational programmes that are more adaptive and responsive to the needs of students in developing an entrepreneurial mindset.

Blended Learning Environments: A Systematic Review of Effective Strategies in Educational Settings

Blended learning, a pedagogical approach that integrates traditional face-to-face teaching with online learning activities, has garnered significant attention in educational research. This systematic literature review examines the effective strategies of blended learning in educational settings. The study identifies various strategies, analyzes their effectiveness in enhancing student learning outcomes, and provides recommendations for educators on the use of the most effective blended learning strategies. The review reveals that well-designed blended learning strategies, tailored to student characteristics, incorporating active learning methods, diverse pedagogical approaches, and rapid feedback mechanisms, significantly improve student learning outcomes across various levels of education. The findings underscore the importance of carefully implementing and evaluating blended learning strategies to maximize their benefits in educational settings.

TEACHER EDUCATION IN INDIA

At the time of independence, India inherited a system of education, which had a limited reach. It was inaccessible to a vast majority of children of the school-going age groups. After independence, the expansion of educational facilities and enrolment and higher degree of retention of children in schools became the top priority items for educational planners and administrators. The unplanned expansion also projected questions relating to quality and standards of education. The need for specialized resource institutions and organizations for bringing about qualitative improvement in education was increasingly felt. For example, qualitative improvement of education necessitated the formulating of new national policies for educational expansion. Research-based development of curriculum and textbooks, effective teaching learning strategies and preparation of quality teachers were all new problems which came up for consideration.