Enhancing Students Research Articles

Enhancing Students' Speaking Skill Through Active Learning Strategy; A Classroom Action Research

This research was intended to describe: (a) the process of teaching and learning speaking skill through active learning strategy type everyone is a teacher here, (b) to describe the lecturer’s effort to enhance the students’ speaking skill by using active learning strategy. This was a classroom action research and used Kemmis and Mc Taggart design. It took place at The Institute for Islamic Studies Yasni Bungo. The research participants were the students at the second Semester of Pendidikan Guru Madrasah Ibtidaiyah (PGMI/SD) department, Tarbiyah Faculty. The Institute for Islamic Studies Yasni Bungo academic year 2021/2022. The research was conducted in two cycles. Each cycle consisted of three meetings. In collecting the data, the researcher used observation, field note, interview and tasks. Finding of this research showed that the teaching and learning process through active learning strategy was fun, more interesting and challenging for students and also it made them participate actively in the class activities. There were enhancements on students’ skill after the students taught by using active learning, it could be seen from the enhancement of students’ score from the first cycle to the second cycle. In summary, it can be concluded that the active learning could be used in teaching vocabulary and speaking skill.

Development of a 2-D Motion Tracker Application Project Assisted By Computer Vision to Enhance Student’s Laboratory Skills

The lecture method that is often applied by the teacher in class can also cause the learning experience of students to not be optimal; as a result, students only understand the theory and concept of projectile motion. One method that can be used to learn physics is the experimental method. This study aims to produce a projectile motion tracker application project and describe the effect of applying this application project in the physics learning process, especially related to students' laboratory skills. The research method used is research and development (RD), using the 4-D development model (Define, Design, Develop, and Disseminate). Pre- and post-test results were obtained from 74 high school students to assess their laboratory skills before and after treatment. The instruments used were questionnaires and tests. The results show that the projectile motion tracker application project can be employed as a tool for physics education, based on expert test results with very good categories in language, visual appearance, and software engineering. In addition, based on the results of the practicality test for teachers and students, the test results were in the very practical category, respectively, from the aspects of ease of use, attractiveness, efficiency, and usefulness. The results of students' pre- and post-test on their laboratory skills show that the projectile motion tracker application project can enhance students' laboratory skills. The projectile motion tracker application project can be used as an alternative by teachers, lecturers, or education practitioners to support teaching and learning activities.

Audit simulation and learning styles: Enhancing students' experiential learning and performance at a MENA university

Drawing on experiential learning theory (ELT), this study (1) explores students' perceived benefits of experiencing different learning styles through an audit simulation (AS) assignment and (2) analyses its role in enhancing students' performance at a Middle East and North Africa (MENA) university. The study compares students' performance across two different periods, 2019 and 2022, with 46 and 48 participants, respectively, independently completing a questionnaire of six open‐ended questions paired with follow‐up feedback, the instructor's observations and the analyses of students' grades. Our study findings indicate that the AS assignment enabled students to effectively experience different learning styles at different times during the AS learning process. They visualised an authentic AS experience by critically analysing and practically evaluating AS documents while showing strong preferences for initiating new experiences. It also reveals an improvement in students' grades after the AS implementation. Our study has theoretical implications relating to cognitive and constructivist learning, learning transfer and ethics awareness, as well as practical implications in audit education, skill development, teamwork, professional development, auditors' evaluation and curriculum assessment in other disciplines than auditing.

Exploring Learning-Oriented Assessment in Enhancing Students’ Lexical Fluency Through MALL

Exploring Learning-Oriented Assessment in Enhancing Students’ Lexical Fluency Through MALL

Enhancing Student Performance Prediction on Learnersourced Questions with SGNN-LLM Synergy

Learnersourcing offers great potential for scalable education through student content creation. However, predicting student performance on learnersourced questions, which is essential for personalizing the learning experience, is challenging due to the inherent noise in student-generated data. Moreover, while conventional graph-based methods can capture the complex network of student and question interactions, they often fall short under cold start conditions where limited student engagement with questions yields sparse data. To address both challenges, we introduce an innovative strategy that synergizes the potential of integrating Signed Graph Neural Networks (SGNNs) and Large Language Model (LLM) embeddings. Our methodology employs a signed bipartite graph to comprehensively model student answers, complemented by a contrastive learning framework that enhances noise resilience. Furthermore, LLM's contribution lies in generating foundational question embeddings, proving especially advantageous in addressing cold start scenarios characterized by limited graph data. Validation across five real-world datasets sourced from the PeerWise platform underscores our approach's effectiveness. Our method outperforms baselines, showcasing enhanced predictive accuracy and robustness.

Enhancing Students' Self-Confidence via Guided Inquiry and Information Services Intervention

Enhancing Students' Self-Confidence via Guided Inquiry and Information Services Intervention

Benefits of Open-Source Software and Scaffolded Model for ESL Students' Writing Skills

The present study aims to determine the student's enhancement of writing skills. In both the pre-test and post-test. The research adopted the qualitative method, and from that the results were derived. This study focused on 66 Bachelor of Technology students, who learn English as their second language. The results from the pre-test show that most of the students made mistakes in sentence structure, punctuation, and clarity. After the pre-test, the scaffolded model was used to improve the writing skills of students through Open-source software. In the post-test, the writing skills were enhanced with beneficial of having practice with open-source software and scaffolded models. In addition, it is recommended many methods are useful for enhancing writing skills which will help student enhance their writing skills and speaking skills which will be useful for teachers to teach on how to write.

Project of Improving Quality of Mathematics and Science Education (PIQMAS) Interventions Effectiveness in Enhancing Students' Motivation towards Learning Science and Mathematics: A study of Teacher Perspectives in Palestine

تهدف الدراسة إلى التعرف على فاعلية تدخلات برنامج بيكماس ( PIQMAS) في رفع دافعية الطلبة المستهدفين نحو تعلم العلوم والرياضيات من وجهة نظر معلميهم في فلسطين . وقد تم اعتماد المنهج الوصفي التحليلي، وأداة الدراسة وهي استبيان مكون من 30 فقرة موزعة على خمسة محاور تمثل خمسة تدخلات لبرنامج بيكماس هي (تنظيم السبورة، دفتر ملاحظات الطالب، الأسئلة المثيرة للتفكير، التعلم التفاعلي (المجموعات)، التقويم التكويني). وقد أظهرت نتائج الدراسة أن فاعلية تدخلات برنامج تطوير تعليم العلوم والرياضيات (بيكماس) (PIQMAS) في رفع دافعية الطلبة نحو تعلم العلوم والرياضيات من وجهة نظر معلميهم في فلسطين جاءت بدرجة عالية بدرجة كلية للمتوسطات الحسابية قدرها (3.85)، ودرجة كلية للانحرافات المعيارية قدرها (0.504). وكان أقل التدخلات فاعلية حسب تقديرات عينة الدراسة هو التقويم التكويني بمتوسط حسابي (3.75)، وأعلاها التدوين على دفتر الطالب بمتوسط حسابي (4.00) وانحراف معياري (0.632).

Enhancing students’ critical thinking and visualisation skills through mobile augmented reality

Augmented Reality (AR) has emerged in our educational paradigm as a new tool to accelerate change in the teaching and learning process. This technology can improve students’ visualisation skills, which helps them understand abstract concepts, especially in Chemistry. Furthermore, visualisation skills help improve students’ critical thinking. This study was conducted with 16 secondary students. Before and after the intervention, students were required to complete a Purdue Spatial Visualisation Test to measure their visualisation skills. During four weeks of intervention, students explored the content using a mobile augmented reality application for learning chemical bonds (called CBOND) and completed critical thinking tasks each week. This study employed data mining using a decision tree to predict the path to improving students’ visualisation and critical thinking skills in learning chemical bonds. The results revealed that CBOND had a significant effect on students’ visualisation and critical thinking development. Therefore, this study proved that augmented reality technology could help students to visualise abstract concepts, especially in Chemistry, and in turn, foster their higher level of critical thinking.

Tayseer: A Novel AI-Powered Arabic Chatbot Framework for Technical and Vocational Student Helpdesk Services and Enhancing Student Interactions

The rise of conversational agents (CAs) like chatbots in education has increased the demand for advisory services. However, student–college admission interactions remain manual and burdensome for staff. Leveraging CAs could streamline the admission process, providing efficient advisory support. Moreover, limited research has explored the role of Arabic chatbots in education. This study introduces Tayseer, an Arabic AI-powered web chatbot that enables instant access to college information and communication between students and colleges. This study aims to improve the abilities of chatbots by integrating features into one model, including responding with audiovisuals, various interaction modes (menu, text, or both), and collecting survey responses. Tayseer uses deep learning models within the RASA framework, incorporating a customized Arabic natural language processing pipeline for intent classification, entity extraction, and response retrieval. Tayseer was deployed at the Technical College for Girls in Najran (TCGN). Over 200 students used Tayseer during the first semester, demonstrating its efficiency in streamlining the advisory process. It identified over 50 question types from inputs with a 90% precision in intent and entity predictions. A comprehensive evaluation illuminated Tayseer’s proficiency as well as areas requiring improvement. This study developed an advanced CA to enhance student experiences and satisfaction while establishing best practices for education chatbot interfaces by outlining steps to build an AI-powered chatbot from scratch using techniques adaptable to any language.

Enhancing Student Experience through an Integrated Portal System

The integration of face recognition technology into attendance management systems has emerged as a transformative solution for monitoring and optimizing attendance processes in educational institutions and organizations. This report presents an in-depth analysis of a project dedicated to the development and implementation of a Face Recognition Attendance System (FRAS) and examines its efficiency and security in various real-world scenarios. The report begins by discussing the significance of attendance tracking systems in educational and corporate environments, highlighting the shortcomings of traditional methods and the potential benefits of face recognition technology. It explores the underlying principles of face recognition, focusing on the algorithms and techniques used to capture and process facial data. The project methodology and implementation details are outlined, covering the hardware and software components used to create the FRAS. Special emphasis is placed on the challenges encountered during the system’s development and the strategies employed to overcome them. A comprehensive evaluation of the system’s performance and efficiency is presented, including accuracy, speed, and scalability, with comparisons to traditional attendance systems. Moreover, the report addresses security concerns associated with the FRAS, such as data protection, privacy, and vulnerability to spoofing. The report concludes with a discussion of the practical implications and future prospects of implementing face recognition technology in attendance systems. It highlights the system’s potential to streamline administrative tasks, reduce errors, and enhance security, while also emphasizing the need for ongoing research and development to address emerging challenges. Overall, this report provides a valuable insight into the evolving landscape of attendance management and the role that face recognition technology can play in revolutionizing these processes, balancing efficiency with security considerations. KeyWords: FRAS : Face recognition attendance systems SDLC: Software Development Life Cycle

A Mixed-Methods Approach to Students’ Engagement in English Learning in the Chinese Context

Since language use is at the center of language learning, learners’ active engagement in learning activities is crucial for successful language learning. Answering the call for positive language education, the present study investigated the levels and influencing factors of engagement in English learning among 437 Chinese senior high school students. This study employed an explanatory sequential mixed-methods design, collecting data through questionnaires and semi-structured interviews. The results showed that students were generally well-engaged in English learning. Moreover, students were more inclined to engage in English learning behaviorally, emotionally, and cognitively. Students’ agentic engagement in English learning was relatively low and mainly reflected after English classes. The relatively low agentic engagement might be shaped by a series of personal and contextual factors, including the traditional Chinese concept of “honoring and respecting the teacher”, teachers’ teaching strategies, students’ learning strategies, English proficiency, learning climate, and teaching styles. Pedagogical implications for English teachers concerning enhancing students’ English learning engagement were provided.

A Systematic Review of Self-Regulated Learning Approach through Digital Learning Media in Enhancing Students' EFL Speaking Competences

This study explores the substantial role of digital learning media in ensuring continuous learning regardless of location or circumstances. With many digital platforms available for teaching and learning, this paper investigates the benefits and characteristics associated with the utilization of digital learning media. Employing self-regulated learning approaches, the study aims to enhance students’ English as a Foreign Language (EFL) competencies. Conducting a systematic literature review covering the period from 2018 to 2023, the research follows the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. Examining 25 articles from reputable databases (i.e., Scopus, Science Direct), the study identifies a positive correlation between the use of digital learning media, including Learning Management Systems (LMS) and Android-based smartphone applications, and improved student achievements. The findings emphasize the significance of digital tools that meet specific qualifications: being beneficial, organizing indicators effectively, and featuring robust and interactive visualizations. This research offers valuable insights for educators, policymakers, and researchers to enhance technology-based learning experiences in EFL education.

Enhancing Student's Language Learning Autonomy: Student-Centered Approaches in the Classroom

Enhancing Student's Language Learning Autonomy: Student-Centered Approaches in the Classroom

The Use of Artificial Intelligence Technology in Enhancing Student Participation in Classroom Activities at the English Subject Teacher’s Association

The development of various post-pandemic technologies has significantly changed teaching and learning activities. Through a brief interview between the head of the English Language Teachers’ Association in Banjar Regency and the head of the community service team, data was obtained that identified the issues faced by of the English Language Teachers’ Association members: 1) Teachers still lack information about various Artificial Intelligence (AI) technologies for English language teaching. 2) The teachers still lack information about free applications that can be used to support technology-based learning to increase student participation. Given the challenges faced by the partners, the goal of this community service was to provide secondary school teachers in South Kalimantan, especially in Banjar Regency, with insights into how AI plays a comprehensive role, as well as training in how to integrate various AI technologies to support the teaching and learning process. The implementation method offered for this activity included lectures, discussions, and collaborative learning with several stages, such as preparation, execution, and evaluation. The results of this training were as follows: 1) New experience for the teachers about AI-based support applications in the learning process. 2) How to integrate these applications into the classroom learning process. 3) Teachers successfully created their learning media using applications learned during the training. 4) Learning practices that integrated AI into the teaching process increased student motivation to learn English. The conclusion of this community service was that services could help the teacher in using technology, especially AI, to increase student participation in class.

Enhancing Student Learning Outcomes in The Qur'an Interpretation Course Through The Implementation of The Start From Reading (SFR) Cooperative Learning Model

Conventional teaching methods have been noted to stifle student creativity potentially. In contrast, Cooperative learning, characterized by group-based activities, fosters an interactive and communicative learning atmosphere. Embracing the principles of Cooperative learning, the Start from Reading (SfR) model can be applied to Quranic studies in Islamic higher education institutions. This study assessed the efficacy of the SfR learning model in improving student learning outcomes in the Qur'an interpretation course at the Arabic Language Education Studi Program (ALESP), UIN Sunan Gunung Djati Bandung. Employing a quasi-experimental design, the research analyzed pre-test and post-test scores from experimental and control groups. Findings revealed a significant increase in post-test scores, rising from an average of 70.00 in pre-tests to 77.15, highlighting the effectiveness of the SfR model in enhancing student learning. These outcomes emphasize the importance of incorporating the SfR model into Quranic education, potentially enriching student learning experiences and achievements in this academic domain.

Development of an Innovative Contextual Chemistry Textbook on Hydrocarbon Concepts : Enhancing Students' Mastery of Concepts

Development of an Innovative Contextual Chemistry Textbook on Hydrocarbon Concepts : Enhancing Students' Mastery of Concepts

Enhancing Student Engagement and Achievement in Biology through Interactive Slide Presentations

In response to the emergence of Education 4.0 and the COVID-19 pandemic, the need to utilize effective emergency remote teaching technologies to enhance student engagement and achievement has never been more urgent. This Mixed Methods research investigated the effects of Biology Interactive Slide Presentations on the achievement and engagement of Grade 12 STEM students. Biology Interactive Slide Presentations were created using Pear Deck and Nearpod applications. Six Biology lessons about the Central Dogma of Molecular Biology and DNA Recombination were taught to 28 students using the educational tool. The students’ achievement was determined using a one-group pre-test-post-test design. The results of the paired-sample t-test revealed that there is a significant difference in the achievement of the students before and after the use of the learning tool. The students’ engagement was investigated through focus group discussion with five randomly selected students, and outcomes related to students’ engagement were identified as improving their cognitive, emotional, and behavioral engagement.

Scienter, a New Pedagogical Approach, in Enhancing Student Engagement, Critical Thinking, and Retention in a Variety of Multidisciplinary Educational Settings

Background: This study offers "Scienter," a revolutionary instructional strategy aimed at improving student involvement and critical thinking during Large Group Teaching in Adult Learners. Objectives The study's goal is to assess the influence of the Scienter approach on student engagement, comprehension, and retention through a number of classroom implementations in a variety of disciplines. Materials and Methods The study involved 98 first-year students from a Mumbai-based homoeopathic medical institution. They were given pre-lecture instructions, including viewing a faculty-produced YouTube video and reading a textbook. The lecture structure involved intentional mistakes placed on PowerPoint slides, with the teacher expecting students to recognize and correct them on their own. The study aimed to test students' understanding and critical thinking skills. Result Preliminary findings indicate that the Scienter method demonstrates effectiveness in promoting active learning and fostering a critical approach to academic subjects. Specifically, 68% of participants expressed that Scienter promotes active learning and encourages a critical approach, while 32% did not report experiencing these benefits." Conclusion: The paper analyses Scienter's theoretical foundations, practical implementation, and implications for future educational initiatives.

Enhancing Students’' Creativity in Creating Greeting Cards through Project-Based Learning

This research aims to know the process of the project-based learning (PjBL) model in increasing students’ creativity in making English greeting cards and) to understand the changes in students' behavior/attitudes after learning through the PjBL model. The research method used is action research, and the research participants were 11 students of class VIIIF SMP Negeri 17 Pontianak. The data were collected using observation sheets and tests. The obtained data are analyzed using a normality test (Kolmogorov Smirnov), homogeneity test (Levene test), and one sample T-Test. The results indicate several points. First, the process of increasing creativity using the PjBL model in making English greeting cards includes six steps; (a) Determining basic questions, (b) Designing project plans, (c) Preparing schedules, (d) Monitoring students and the project progress, (e) Testing results, (f) Evaluating students’ experiences. Second, the calculation results show that 0.200 is greater than the significance value of 0.05, which means that the data is normally distributed with the significance value is 0.209, which is greater than the 0.05 significance. This value shows that the variance of each sample is homogeneous with a significant value of 0.030, which is smaller than 0.05. Third, there were changes in the students’ behavior in which students who were originally quite active became active. The average assessment of the Pancasila student profile on the creative dimensions integrated into the project of creating greeting cards on the content/text aspect is 3.27, and design is 3.09, the picture is 2.91, and goals is 2.82.Keywords: PjBL, Greeting, Canva application.