Engaging Learning Environment Research Articles

21ST CENTURY PEDAGOGICAL SKILLS AND ACADEMIC MOTIVATION OF TEACHERS IN ENGLISH SUBJECT

In the rapidly evolving landscape of education, the traditional teaching paradigms are being reshaped by the demands of the 21st century. This study conducted in Hagonoy 2 District, Division of Davao del Sur, aimed to explore the relationship between 21st-century pedagogical skills of teachers and learners academic motivation in English subjects. A quantitative research approach employing descriptive-correlational methods was utilized. Data were gathered from 200 English teachers through probability sampling. Statistical tools including mean, Pearson correlation, and regression analysis were employed for data analysis. Findings revealed that the extent of 21st-century pedagogical skills among teachers was very extensive, encompassing critical thinking, collaboration, communication, and creativity and innovation. Similarly, learners academic motivation was found to be extensive, with both intrinsic and extrinsic factors playing significant roles. Importantly, a significant relationship was identified between teachers pedagogical skills and learners academic motivation. The study concluded that effective pedagogy, which goes beyond content delivery, involves understanding students needs and creating engaging learning environments. Recommendations included crafting effective policies to enhance pedagogical skills, providing professional development opportunities for teachers, and fostering continuous monitoring of learners academic motivation. Future research avenues were also suggested to further explore the dynamics between pedagogical skills and academic motivation. KEYWORDS: 21st century pedagogical skills, academic motivation, Hagonoy 2 District, Division of Davao del Sur, Philippines

The Impact of Blockchain Technology Effectiveness in Indonesia's Learning System

This research investigates the integration of blockchain technology in vocational education in Indonesia, evaluating its impact on database system learning outcomes. Involving 86 Indonesian students, this study aims to assess the effectiveness of blockchain in improving students’ understanding, skills, and academic performance. Using a quasi-experimental design, the findings of this study showed a significant improvement in learning outcomes, as evidenced by the analysis of pre-test and post-test scores. The measure of the effectiveness of the improvement in learning outcomes, with a substantial increase of approximately 46.50%, emphasizes the positive influence of blockchain technology on student achievement in the database systems course. The findings of this study will contribute valuable information to educational institutions, policy makers, and educators who wish to incorporate new technologies such as blockchain into their learning systems. The implication of this research is to provide recommendations in optimizing the integration of blockchain technology, which significantly affects learning outcomes in database systems. This is realized through facilitating fast and efficient access to learning materials, fostering a more interactive and engaging learning environment, and enhancing students’ understanding of industry practices. The integration of blockchain into database systems learning not only improves the quality of learning but also equips students for a successful career in information technology.

Methods and techniques of forming the perceptions and motivation of English teachers

The article explores the dynamic methodologies and strategies used to shape perceptions and enhance motivation among English teachers. Recognizing the crucial role educators play in language acquisition and proficiency, it provides a comprehensive review of innovative methods designed to invigorate and empower these teachers. The study incorporates interdisciplinary perspectives from psychology, pedagogy, and cognitive sciences to examine approaches like positive reinforcement, professional development programs, peer collaboration, and technology integration. It also assesses the impact of intrinsic and extrinsic motivational factors on teacher efficacy and classroom dynamics. By integrating empirical research and best practices, the article offers valuable insights for educational stakeholders aiming to create a vibrant and engaging learning environment for teachers and students alike.

Analysis of the Need for Development of a Virtual Space for Student Guidance and Counseling

Analysis of the Need for Development of a Virtual Space for Student Guidance and Counseling

Shaping The Way to Teach? Exploring the Adoption of Digital Multimodal Texts As Instructional Tools in EFL Teaching Practicum

This research scrutinizes a case study conducted with 15 pre-service English as a Foreign Language (EFL) teachers in a microteaching class at the English Education Department at UIN Walisongo Semarang. The purpose of the study was to examine the forms, implementation, and reflection of digital multimodal instructional media utilized by pre-service teachers. Observations of classrooms and document analysis were employed to acquire data. Pre-service EFL teachers employ digital multimodal instructional media, including PowerPoint presentations, films, and songs, to enhance English language learning. These tools integrate text, images, video, and audio elements to teach language structures, vocabulary, and emotions effectively. Student portfolios showcase diverse educational strategies across different grade levels, using videos, songs, and PowerPoint presentations to engage students and reinforce language skills. Educator reflections underline the significance of digital multimodal media in simplifying complex topics, improving comprehension, and fostering a holistic learning experience. They also stress the importance of adequate equipment and resources for successful multimedia implementation, affirming the value of multimodal approaches in providing impactful and engaging English language education. The study highlights the potential for these digital tools to provide an engaging and interactive learning environment for EFL students. It is recommended that more research investigate ways for optimizing the use of digital multimodal media in diverse EFL teaching scenarios.

Enhancing language acquisition through personalized learning: The role of collaborative filtering and recommender systems in TESOL

This paper explores the transformative potential of Collaborative Filtering (CF) and Recommender Systems (RS) in Teaching English to Speakers of Other Languages (TESOL). By leveraging data-driven insights from learner interactions, these technologies offer personalized learning experiences that significantly enhance language acquisition, engagement, and retention. Through empirical evidence and quantitative analyses, we demonstrate the positive impact of CF and RS on learners' proficiency, vocabulary acquisition, and communicative competence. The integration of CF and RS into TESOL not only facilitates adaptive learning pathways but also addresses practical implementation challenges, including privacy, ethical concerns, and technological barriers. This study underscores the efficacy of personalized learning recommendations in creating more engaging, efficient, and effective language learning environments.

A JOURNEY INTO THE THRILLING DEPTHS OF CHEMISTRY THROUGH GAMIFICATION

In the realm of Pre-Diploma in Science education, cultivating an engaging and interactive learning environment stands as a pivotal factor for student success. Acknowledging the centrality of science as a core subject, this study investigates the potential of gamification to enrich the learning experience and enhance scientific thinking skills among students. The primary objectives involve assessing the impact of CHEM-XPLORACE, a gamified science activity, on students' motivation and learning in the Chemistry subject. Specifically, the study aims to explore students' responses to the integration of gamification in science education. Data were collected from 70 Pre-Diploma in Science students at a branch of Universiti Teknologi MARA, employing a combination of observation and questionnaire survey. Through their participation in CHEM-XPLORACE activities, students' experiences, perceptions, and learning outcomes were systematically gathered and analyzed. The findings uncovered a positive correlation between the implementation of CHEM-XPLORACE and heightened student enjoyment and motivation in learning science, particularly Chemistry. Moreover, students reported an enhancement in their ability to retain scientific facts and knowledge, attributed to their engagement in the gamified activities. The observed increase in motivation and learning outcomes underscores the effectiveness of gamification in Chemistry teaching and learning. The incorporation of interactive and enjoyable elements in learning environments can contribute to a more positive attitude towards science, fostering a deeper understanding of the subject matter. The study recommends educators consider integrating gamification strategies to enhance science education in Pre-Diploma programs.

Navigating the Digital Shift: Unveiling the TPACK Landscape among EFL Educators in Indonesia

Background: Enhancing English language learning activities can be achieved by integrating Technological Pedagogical Content Knowledge (TPACK). However, not all EFL teachers, particularly those participating in Indonesia's Teacher Professional Education Program (PPG), effectively harness TPACK to optimize their teaching methods. This study aims to explore TPACK proficiency among EFL teachers, emphasizing the disparities influenced by gender and school status, to guide targeted professional development strategies. Methodology: This study, conducted in 2023, was carried out by English Language Education study program lecturers who teach in the PPG. It employed a mixed-method study to investigate TPACK mastery among 285 EFL teachers. A comprehensive research questionnaire was developed and administered to assess TPACK proficiency, focusing on gender and school status as potential differentiators. Findings:The study delves into integrating TPACK dimensions in EFL teaching, revealing gender-neutral proficiency levels but significant disparities based on school status. While male and female teachers exhibited similar TPACK mastery, state school teachers demonstrated higher proficiency, indicating the influence of school context. Tailored professional development initiatives are crucial to address these disparities and foster effective technology integration in ELT, necessitating collaborative efforts among stakeholders to overcome challenges and promote innovative pedagogical practices conducive to modern learning environments. Conclusion:This study illuminates EFL teachers' TPACK mastery and obstacles and prospects. While ICT integration is difficult, the TPACK framework offers potential ways to create engaging learning environments. Successful implementation requires overcoming instructional challenges and maintaining stakeholder support. To maximize teaching and learning, educators must adapt their methods to technology. Originality: The study fills a knowledge gap by examining EFL teachers' TPACK proficiency, providing insights into gender and school status differences, and insights on challenges and opportunities. Given the prevalent use of technology in education, it is imperative to assess TPACK among professionally employed EFL teachers

Improving Economic Learning Outcomes Through Problem-Based Learning Using Augmented Reality Media

This study discusses the improvement of economic learning outcomes through a problem-based learning approach using Augmented Reality (AR) media. With a focus on the application of innovative concepts in education, this study explores how the combination of an effective problem-based learning approach and engaging AR technology can improve students' understanding of economic concepts. The results show that the use of AR in economics learning can significantly improve student engagement, concept understanding, and learning outcomes. In addition, the problem-based learning approach also proved effective in improving students' critical thinking and problem-solving skills. Despite challenges related to technology availability and teacher training, the conclusions of this study emphasize the importance of integrating AR technology and innovative learning approaches in creating a more engaging and effective learning environment in the context of economics education. Further research is needed to optimize the use of this technology and evaluate its effectiveness in various educational contexts.

Digital Competence to Bridge Transactional Distance in Distance Education

Utilising primary data and a stratified random sampling method, this study explores the proficiency of Open and Distance Learning (ODL) students in navigating digital resources and their intrinsic motivation for academic growth. Data collected from 390 IGNOU students, via stratified random sampling, includes undergraduates enrolled from 2016 to 2021 and postgraduates from 2018 to 2021. The study emphasies the crucial importance of fostering an interactive and engaging learning environment for the development of affective skills, countering transactional distance. It underscores the pivotal role of ICT in bridging gaps and promoting meaningful social interactions in distance education programs, thus enhancing holistic growth and employability.

Innovations in Event and Activity Management within the Academic Sphere

The rapid evolution of technology and changing educational landscapes have given rise to new challenges and opportunities in managing events and activities within the academic sphere. This project aims to explore innovative solutions for enhancing the planning, organization, and execution of academic events and activities, thereby fostering a more dynamic and engaging learning environment. The proposed project will investigate current practices in event and activity management within educational institutions, identify existing challenges, and evaluate the effectiveness of traditional methods. By leveraging cuttingedge technologies such as artificial intelligence, data analytics, and mobile applications, the project seeks to develop a comprehensive and user-friendly platform tailored to the unique needs of academic event management.The academic sphere is a dynamic environment where events and activities play a pivotal role in fostering learning, networking, and collaboration. In recent years, there has been a surge in innovations aimed at enhancing the management of such events and activities. This abstract explores the key innovations in event and activity management within the academic sphere, focusing on technological advancements, strategic approaches, and best practices

Could virtual reality be the next approach for international students learning Maltese?

AbstractThis study examines the potential of virtual reality (VR) technology in language learning, specifically for the Maltese language. Despite the popularity and advancement of VR, its use in teaching minor languages like Maltese has not been extensively explored. The concern is that the lack of technological resources may lead to the extinction of the Maltese language in the digital world. The study utilizes a primarily qualitative research methodology, with a minor quantitative component, to collect data from twenty-five teachers regarding the use of VR in Maltese language learning contexts. The findings reveal both the potential benefits and challenges of using VR in teaching Maltese as a second language (ML2). Although the participants have not used VR for teaching Maltese due to the absence of Maltese VR apps, they have experience with VR in English. They praise VR for its ability to create an immersive and engaging learning environment with entertaining features. However, the study also highlights several challenges associated with VR, including high costs, the bulkiness of headsets, and technical issues. It underscores the pressing need for additional research and development in this field to ensure the preservation of the Maltese language in the digital era.

Enhancing Student Collaboration in Science Education Through Outdoor Learning Transformation

This study explores the efficacy of implementing outdoor learning to enhance student collaboration in fourth-grade science education at SD Muhammadiyah 1 Candi Sidoarjo, addressing a gap in research regarding its application in primary school science education. Using a descriptive qualitative approach with observation, interviews, and documentation, data analysis followed the Miles and Huberman model. Results indicate successful implementation of outdoor learning, fostering collaboration among students, particularly in accepting responsibility, assisting peers, and respecting opinions. Variations in collaboration effectiveness were noted between student groups. Findings suggest that carefully planned outdoor learning activities can create an engaging learning environment, improving student collaboration and overall learning outcomes in primary school science education. Highlight: Outdoor learning in primary science: Enhancing student collaboration and engagement. Qualitative approach: Investigating student perspectives on outdoor education. Effective peer interactions: Fostering teamwork in outdoor learning environments. Keyword: Outdoor learning, Student collaboration, Primary school, Science education, Qualitative research

A crosswalk of digital storytelling and multilingual learning

This study draws on the practice of digital storytelling (DST) to address the limited use of technology in middle school multilingual classrooms. Through critical and multiliteracy frameworks, DST can help create a more engaging and inclusive learning environment that supports the literacy development of multilingual learners (MLs). After reviewing and synthesizing empirical studies on DST as it applies to the middle school years, we provide a crosswalk focusing on four core areas: content, context, communication and language, and student identity. The crosswalk reveals how DST integrates Web 2.0 technology and promotes language and literacy development among middle school MLs.

From Boredom to Excitement: Transforming Classroom Activities with Realia-Based Games

Lack of engagement can have serious consequences for student achievement and motivation. Students who are disengaged from the learning process may struggle to retain information and may be less likely to complete assignments or participate in class discussions. This can lead to poor grades, lower academic achievement, and reduced motivation to learn. In many cases, students feel like they are passive recipients of information, rather than active participants in the learning process. Lectures, note-taking, and reading assignments can feel like a chore, rather than an exciting opportunity to learn something new. To combat this issue, many educators are turning to more engaging and interactive teaching methods. By incorporating games and other interactive activities into the classroom, teachers can create a more dynamic and engaging learning environment that promotes active participation and student collaboration, Realia-based games, are one such approach. This study employed a quasi-experimental design, comparing the performance of students in a treatment group that receives realia-game based instruction with a control group that receives conventional instruction. The study included 100 undergraduate students (50 in the treatment group and 50 in the control group) from the same program. Participants were selected based on convenience sampling. Qualitative data was collected through student surveys, which assessed student engagement, motivation, and interest in the subject matter. The findings revealed that Realia-game based instruction led to higher levels of academic achievement compared to conventional instruction. The results of this study will aid instructors in implementing realia-based games in teaching and learning process. 

From Boredom to Excitement: Transforming Classroom Activities with Realia-Based Games

Lack of engagement can have serious consequences for student achievement and motivation. Students who are disengaged from the learning process may struggle to retain information and may be less likely to complete assignments or participate in class discussions. This can lead to poor grades, lower academic achievement, and reduced motivation to learn. In many cases, students feel like they are passive recipients of information, rather than active participants in the learning process. Lectures, note-taking, and reading assignments can feel like a chore, rather than an exciting opportunity to learn something new. To combat this issue, many educators are turning to more engaging and interactive teaching methods. By incorporating games and other interactive activities into the classroom, teachers can create a more dynamic and engaging learning environment that promotes active participation and student collaboration, Realia-based games, are one such approach. This study employed a quasi-experimental design, comparing the performance of students in a treatment group that receives realia-game based instruction with a control group that receives conventional instruction. The study included 100 undergraduate students (50 in the treatment group and 50 in the control group) from the same program. Participants were selected based on convenience sampling. Qualitative data was collected through student surveys, which assessed student engagement, motivation, and interest in the subject matter. The findings revealed that Realia-game based instruction led to higher levels of academic achievement compared to conventional instruction. The results of this study will aid instructors in implementing realia-based games in teaching and learning process.

<span>Designing and using learning games for third graders to enhance mathematics performance and motivation</span>

Within the dynamic realm of competency-based education, the establishment of meaningful and engaging learning environments is crucial. Consequently, there has been an increasing scholarly interest in exploring the utilization of games in teaching and learning. However, most games in recent research aim to engage students in practice-and-drill activities. Our research focuses on the application of manually designed learning games, based on the Experiential Learning Theory, within a primary school in Ho Chi Minh City, involving 208 third-grade students. Using a quasi-experimental design with a pre-post intervention evaluation, the study aims to assess the impact of these games on students' academic performance in mathematics and their motivation towards the subject. The findings, derived from quantitative data analysis, reveal significant improvements in both academic performance and motivation post-intervention. This research contributes to the growing body of knowledge on gamified learning and offers practical methods to integrate student engagement. It underscores the value of well-structured, theoretically grounded learning games as an effective tool in modern educational practices, especially for complex subjects like mathematics at the elementary level.

A Research Paper on Social Media Effects

The topic of social media is interesting to talk about and is also related to learning about the human brain and how humans Interact on social media. However, social media is most important for learning purposes. This is Where everyone can share their daily tasks, activities, routines, etc on social media, also another use is that we can gain knowledge through these platforms for fulfilling our general knowledge. Social media is like a weapon that can be used for our profit or also misused it can be useful constructively or destructively depending on people’s psychology, nature, perspective, and ideology, Social media platforms have transcended their initial purpose of connecting individuals and have emerged as powerful tools for educational purposes. This research paper explores the educational potential of social media platforms, examining their effectiveness in enhancing learning experiences, facilitating collaboration among students and educators, and expanding access to educational resources. review of relevant literature and case studies, this paper highlights the benefits, challenges, and best practices associated with integrating social media into educational settings. By understanding the opportunities and limitations of social media in education, educators and policymakers can harness its potential to create more engaging and inclusive learning environments. Despite extensive research results, this paper can be useful in proposing an effective plan to enhance the academic performance of students by improving the use of social media sites, The use of social media has made rapid growth in the past decades. This growth makes it very popular for communication amongst university students, especially Tabuk University students. These social websites can be a good way to exchange information between students and even with their teachers. However, excessive social media can affect the student's academic performance and make this use in question. Results of this paper can be useful in proposing an effective plan to enhance students' academic performance by improving the use of social media sites. These social websites can be a good manner to exchange information between students and their teachers. However, excessive social media can affect the student's academic performance and make this use in question.

The Impact of Augmented Reality-Based Mathematics Learning Games on Students’ Critical Thinking Skills

The significance of critical thinking skills among students lies in their ability to actively assess, evaluate, and respond thoughtfully to information. This study investigates the impact of a game-based learning (GBL) model that utilizes augmented reality (AR) in mathematics learning games on the CT skills of eighth-grade junior high school students. The study specifically focuses on polyhedrons in mathematics. A quasi-experimental design was utilized to accomplish the study objectives. This study involved 77 students, divided into an experimental group of 40 students and a control group of 37 students. The research instrument used was a valid and reliable test of the students’ CT skills. The results showed that the GBL model with AR-based games significantly improved students’ CT skills. The students who received this approach showed more significant improvements in CT compared to traditional teaching methods. These results highlight the potential benefits of integrating AR technology into education to enhance students’ CT skills. This encourages educators and curriculum developers to view AR as an effective alternative for supporting students’ CT. The outcomes of this research indicate a significant advantage in using AR as a tool to promote CT among students. It could create more engaging and interactive learning environments.

Design Development of Arabic-Roman Transliteration Module with Virtual Reality Concept (eTARRiM) to Improve Primary School Students' Arabic Reading Skills: Needs Analysis

This study discusses the development of the Arabic-Roman Transliteration Module with Virtual Reality Concept (eTARRiM) as an innovation in improving Arabic reading skills among primary school students. Needs analysis was conducted to solve the main issues in learning Arabic and develop a module that can overcome these challenges. A comprehensive literature review on Arabic language learning approaches, the concept of Arabic-Roman ttransliteration, and the application of virtual reality technology may form the basis of the development of this module. With the importance of reading skills, this study gives special emphasis to Malay-speaking students who face challenges in understanding the structure of Arabic writing. eTARRiM module is designed to meet the needs of students by integrating Arabic-Roman transliteration as a bridge to recognize Arabic characters. Virtual reality technology is used to create an engaging and interactive learning environment. A needs analysis was conducted based on the needs of the concept of transliteration, the use of technology, and how this module supports the needs of students in primary school. By understanding the critical issues in learning Arabic, this study offers a holistic view of relevant and effective development this module. The results of the study are expected to contribute to the development of a more dynamic Arabic language learning resources, especially at  primary school level. Practical implications and recommendations for future research are also discussed to improve the quality of teaching and learning Arabic among primary school students.