Enhance Student Participation Research Articles

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 Participation in the Class in the Case of Third-Year Biotechnology Students at Bule Hora University

Enhancing Student Participation in the Class in the Case of Third-Year Biotechnology Students at Bule Hora University

Transformation of Assessment in Teaching English at Higher Education: Leveraging Quizizz to Enhance Student Participation and Motivation

This qualitative case study delves into the transformative potential of integrating Quizizz, an interactive assessment tool, within the realm of English language instruction for novice students enrolled in the Islamic Education Department at STAI Auliaurrasyidin. Employing purposive sampling and thematic analysis, the research uncovers a notable shift in student engagement, motivation, and language proficiency. The study's outcomes underline Quizizz's gamified approach as a pivotal catalyst in redefining the assessment landscape, igniting a renewed enthusiasm for learning, and fostering an active and participatory classroom environment. The study reveals that Quizizz's gamified platform ignites student motivation and engagement, bridging the gap between apprehension and enthusiasm. Multiple-choice questions, a core feature of Quizizz, are particularly effective in overcoming novice language learners' challenges with open-ended queries. Classroom observations highlight the heightened sense of participation and active engagement during evaluations, fostering a dynamic learning environment. The implications extend beyond language instruction, resonating with the broader goals of holistic education and offering insights for enhancing pedagogical practices in Islamic studies and other disciplines.

Enhancing Student Participation and Language Skills with Creative Writing Activities: The Case Study of Upper Secondary Students from a School in Romania

English is a necessity in the world we are inhabiting at present. Education all over the world is placing great importance on reaching proficiency in this language. In Romania, there is a strong tendency towards learning this language from very early ages and finding the most effective teaching methods to help students improve their language skills in English. The present article summarizes a small-scale investigation from a Romanian school where 50 upper secondary students and 2 EFL teachers participated in EFL classes that integrated the Creative Writing technique. The study aimed to investigate the effectiveness and the benefits of teaching English as a Foreign Language with the help of Creative Writing. The combination of various creative tasks led to students who were more engaged with the target language and more interested in improving their English.

Enhancing student participation in learning to write a recount text: Learning from EFL pre-service teachers in implementing R2L pedagogy

Reading to Learn (R2L) Pedagogy evolved from the development of genre pedagogy, which has gained more attraction in language teaching and learning. In an effort to continuously yield empirical advantages in supporting students’ learning in reading and writing, genre pedagogy has been much researched in the field of teaching involving experienced teachers. Nonetheless, investigating R2L pedagogy enacted by EFL preservice teachers having no experience in teaching leaves a gap in the existing literature, thus becoming the aim of this study. The study was carried out in a case study design, involving three preservice teachers in a teaching practicum program as the participants. The study took place in a high school in West Java Province, Indonesia. The data were collected through classroom observations and interviews, which then were analyzed to search for themes generated by a qualitative approach and amplified by pedagogic register analysis. The findings showed that through adaptation and modification, the participants implemented most of the stages of R2L pedagogy in their teaching context. The phases of teaching and learning created classroom interaction better between the preservice teachers and students, leading to enhancing student participation in the teaching and learning activities. The analysis also indicated the challenges that the participants encountered, such as text selection and contextual strategies of detailed reading. This study suggests that R2L pedagogy provides purposeful staged activities significant in enhancing students’ participation, thus leading to better student learning engagement.

The Role of Digital Collaboration in Student Engagement towards Enhancing Student Participation during COVID-19

As Malaysia’s educational landscape continues to evolve, there is a need to rethink the models and practices involved in the teaching and learning process. The coronavirus disease (COVID-19) pandemic, subsequent lockdowns, and movement control restrictions have contributed to the shift in education, especially in teaching and learning. Educational institutions were instructed to close during the lockdowns and this forced educators and students to communicate and engage using digital technologies. Students have no issues when it comes to embracing technology, but their ability to stay engaged and participate during lessons was of concern to educators. According to recent research, collaborative learning has been shown to be enjoyable and engaging for students, especially when it is conducted digitally using innovative learning technologies. When students show an increased level of engagement, it shows that they are actively participating and are more involved during lessons. This quantitative study looks into the relationship between variables pertaining to digital collaboration (personal factors, environmental factors, social media support, digital collaborative tools, interactivity, motivation) and student engagement toward enhanced student participation during COVID-19. The study utilizes Lev Vygotsky’s Collaborative Learning Theory alongside Albert Bandura’s Social Learning Theory. The data analysis revealed that there is a positive significant relationship between digital collaborative tools, interactivity, and motivation towards student engagement, which in turn proved that there is a positive significant relationship that can be drawn between student engagement and enhanced student participation during COVID-19.

Enhancing student participation in information literacy course based on Rain Classroom: a case study

Purpose Student participation has been an important issue for information literacy (IL) teachings. The purpose of this paper is to promote active student participation in IL courses with Rain Classroom, an intelligent teaching tool. Design/methodology/approach Using mixed method research, the paper presents a practical case study of the author’s experiences with Rain Classroom to improve teaching and learning of IL. Findings The study shows that Rain Classroom helps implement problem-based learning, promote student participation in class interaction and optimize learning experience, which facilitates a shift of the IL course from passive to active learning. Research limitations/implications It is known that university public courses have large class sizes (more than 50 students per class), and, therefore, class interaction is difficult to organize. So this is a big issue for the researchers to study. Practical implications The proposed Rain Classroom is a free teaching tool and can be used in other academic libraries to enhance active student participation in IL lessons. Social implications The paper includes implications for improving interaction in large-size conference or trainings using Rain Classroom. Originality/value The existing literature has not traced the reports on using the Rain Classroom to enhance student participation in IL courses in academic libraries. This paper intends to fill this gap and share practical methods and experiences, deepening the application research of Rain Classroom.

A Pilot Intervention Using Gamification to Enhance Student Participation in Classroom Activity Breaks.

The purpose of this study was to determine the effect of adding game design elements (goal setting, feedback, and external rewards) to an evidence-based physical activity intervention to increase in-class physical activity participation (intensity of activity breaks performed). Nine third- through sixth-grade classrooms (n = 292 students) in one elementary-middle school in Detroit, Michigan (49% female, 95% nonwhite; 80% qualified for free/reduced lunch) participated in this 20-week intervention where teachers implemented 5 × 4 min moderate-to-vigorous activity breaks per day. Gamification of activity breaks occurred during weeks 13–20 of the intervention and included the use of game design elements and classroom goals for activity break intensity. Moderate-to-vigorous physical activity (MVPA) during activity breaks was measured via direct observation. There was a significant effect of intervention with a 27% increase in student MVPA participation during the gamified intervention weeks compared with the standard intervention weeks (p = 0.03). Gamification of activity breaks resulted in 55% (compared with 25% during the standard intervention) of students accumulating approximately 20 min of health-enhancing physical activity per day in their classroom. These findings provide preliminary evidence that gamifying activity breaks may be an important strategy for increasing student participation in classroom activity breaks.

Using Gamification to Enhance Student Participation in Classroom Activity Breaks

Using Gamification to Enhance Student Participation in Classroom Activity Breaks

Factors Impacting General Mathematics Success for First-Year Business’ Students: Evidence from Albania

One of the benefits of good education is that it enables individuals to contribute to the development and improvement in the quality of their life, their communities and the nation as a whole. Students’ achievements in mathematics in high school are prerequisites for admission into university and have a significant effect on their academic performance in university. In addition, mathematical and quantitative skills create possibility for better chances for employment, higher wages and higher productivity on job. Thus, mathematics learning and students’ performance in mathematics receive considerable attention from educators, teachers and parents and is important to identify the factors that could influence students’ mathematics achievement to help them improve and make substantial academic progress. This study aims to investigate factors associated with business student’ success in General Mathematics course. The population of the study consists of business students attending first-year at the Faculty of Economy, at University of Tirana for 2012/2013 academic year. Using the simple random sampling, 143 business students were randomly selected and completed a questionnaire during the first week of June 2013. The questionnaire included questions about student characteristics, family characteristics and high school characteristics. The binary logistic regression was used to estimate the impact of lecture attendance, study hours, working status, average grade in mathematics in high school, father education level, mother education level and monthly family income on final examination success. The results indicated that lecture attendance, average grade in mathematics in high school, study hours and working status were statistically significant variables that influenced their final success in General Mathematics course. These findings suggest that, primarily, institution and lecturers must find out ways to increase student performance, and to motivate students for better performance. Enhancing student participation should be a crucial aspect of administration, in order to improve performance. At the same time, the lecturer should also create a good learning environment, to motivate students and engage their interest about the course. DOI: 10.5901/jesr.2014.v4n2p11

Enhancing student participation in a design-centric mechatronics class

This paper presents the work to address the problem of student participation in a class. The work is particularly applied to a design-centric mechatronics-related classes, using web, smartphone, and mechatronics-related technology. The specific issues to be targeted on are the irregular attendance and the low participation of students during classes using on-the-spot questions and answers on design-centric subjects to improve and adaptively redirect the orientation of targeted students as well as the whole class. The approach and system have been developed with Android smartphone-based application and Apache Tomcat-based server. This allows data storage and opens up possibility for statistical analysis in the future.

Using Peer Instruction and I-Clickers to Enhance Student Participation in Calculus

In my Calculus classes I encourage my students to actively reflect on course material, to work collaboratively, and to generate diverse solutions to questions. To facilitate this I use peer instruction (PI), a structured questioning process, and i-clickers, a radio frequency classroom response system enabling students to vote anonymously. This article concludes that PI and i-clickers enhance student participation and comprehension. It is important, however, that students write down their reasoning during PI so as not to be led astray by dominant group members.

Deliberative Participation: A New Strategy for Enhancing Student Participation in University Governance

Deliberative Participation: A New Strategy for Enhancing Student Participation in University Governance

Using Seminar Blogs to Enhance Student Participation and Learning in Public Health School Classes

We evaluated whether "seminar blogs" enhanced learning in a large graduate-level introductory public health school class. Sixty students were divided into 6 online blog groups. Students posted their assignments (case analyses, news commentaries), prompting comments from other students. Anonymous poll surveys of students were conducted at midpoint and at the end of the course. Sixty percent reported that blog participation enriched their learning quite a bit, 34% a small amount, and 6% not at all; 54% said that the blogs provided opportunities to learn from classmates. When comparing writing on the blog to speaking in class, 60% found it easier, 30% about the same, and 10% harder. About 65% said that skills attained by participating in blogs were useful for current or future work. Major criticisms involved time issues. Small seminar blogs offer opportunities for increased student participation, interaction, and learning. To be most effective and appealing, assignments for postings need to allow sufficient time for commentary. This educational technology has potential to expand the classroom experience and is worthy of further development and testing.