Classroom Environment Research Articles

Non-Test Evaluation Analysis of Teachers and Students on the Room Planner Application in Interior Design

Technology in interior design education is essential for improving the quality of education. Android is a technology that can help students create a unique classroom environment. The aim of this research is to determine user satisfaction levels with the Room Planner application while they are learning about interior design. To understand how users utilize the Room Planner application, five teachers and ten students participated in a survey. User opinions about the application were also examined. The analysis results showed that most educators were happy using the application as an educational tool. The majority of compatibility percentages were "Suitable" or "Very Suitable," with value ranges between 70.77% and 84.62%. Additionally, most students liked the Room Planner application during the learning process. The compatibility percentages were also "Suitable" or "Very Suitable," with value ranges around 65.56% and 94.44%. This is evidence that students are using the medium well. The Room Planner application is liked by most educators and students due to its ease of use and space planning efficiency. The results indicate that the application can be improved to meet the broader needs of users. The analysis results will help application developers make Room Planner a beneficial application for education. By improving and optimizing existing features, this application will help students gain additional knowledge about interior design. Consequently, this research may have significant advantages.

Pengaruh Lingkungan Belajar Terhadap Sikap Pasukan Gegana Korbrimob Polri Dalam Pelatihan KBRN Tactical

ABSTRACT Attitude is an important element in supporting training behavior. This research aims to determine whether there is an influence of the learning environment on the attitude of the Pasukan Gegana Korbrimob Polri in Tactical KBRN training. Classroom environment was measured using an adaptation of the What is Happening in This Class? (WIHIC) and student attitudes were measured using the participant Attitude Scale towards KBRN Tactical training based on indicators developed in the Test of Science Associated Attitudes (TOSRA). The correlation test results show that there is a significant positive relationship between the learning environment and participants' attitudes towards KBRN Tactical training (with a t table value of 4.215 and a significance value of 0.000. This means that the better the participants' perception of the learning environment, the more positive the participants' attitude towards KBRN Tactical training. In addition, the regression model shows that the learning environment makes an effective contribution of 15.39% to participants' attitudes towards KBRN Tactical training (R2 = 0.153). The research results show that the learning environment has a significant influence on participants' attitudes towards KBRN Tactical training, although not a large one. This is because there are other variables that influence participants' attitudes towards KBRN Tactical training apart from the learning environment, such as: achievement, mentor factors, peers, and other factors. Keywords: Learning Environment, Attitudes towards KBRN Tactical Training, Pasukan Gegana Korbrimob Polri

An attention temporal convolutional network-based hybrid approach to simulating indoor air pollutants and their determinants in classroom and office spaces

Accurately assessing and source tracing indoor air quality (IAQ) is crucial for implementing targeted interventions to improve IAQ. This study aimed to investigate the concentrations and underlying determinants of multiple indoor air pollutants in classrooms and office spaces of educational buildings and develop a robust model for precise IAQ assessment and simulation. A walkthrough-based inspection with continuous monitoring of indoor and outdoor PM2.5, PM10, NO2, and O3 was conducted in ten educational buildings in Gainesville, Florida. IAQ dynamics and determinants were systematically compared across spaces to discern setting-specific patterns. An Evolutionary Polynomial Regression method-assisted Attention Temporal Convolution Network (EPR-ATCN) model was developed to assess and predict IAQ. The results revealed that the influencing factors of indoor pollutants in classrooms and offices were similar, but the contribution proportion and weight of each factor differed. Street distance, wall damage, indoor relative humidity, and air conditioning vent size were identified as key determinants for most indoor pollutants. The EPR-ATCN models significantly outperformed Multiple Linear Regression (MLR) and Artificial Neural Network (ANN) ANN-based models in simulating indoor environments of both classrooms (RMSE: 1.6, 2.4 and 4.9) and offices (RMSE: 1.3, 2.9 and 5.1). Follow-up studies exploring IAQ in similar architectural and environmental settings may accordingly reference these findings.

Revolutionizing online education: Advanced facial expression recognition for real-time student progress tracking via deep learning model

AbstractThis paper presents a groundbreaking online educational platform that utilizes facial expression recognition technology to track the progress of students within the classroom environment. Through periodic image capture and facial data extraction, the platform employs ResNet50, CBAM, and TCNs for enhanced facial expression recognition. Achieving accuracies of 91.86%, 91.71%, 95.85%, and 97.08% on the RAF-DB, FER2013, CK + , and KDEF expression datasets, respectively, the proposed model surpasses the initial ResNet50 model in accuracy and detection of students' learning states. Comparative evaluations against state-of-the-art models using the RAF-DB, FER2013, CK + , and KDEF datasets underscore the significance of the results for educational institutions. By enhancing emotion recognition accuracy, improving feature relevance, capturing temporal dynamics, enabling real-time monitoring, and ensuring robustness and adaptability in online classroom environments, this approach offers valuable insights for educators to enhance teaching strategies and student outcomes. The combined capabilities of ResNet50, CBAM, and TCNs contribute uniquely to capturing dynamic changes in facial expressions over time, thereby facilitating accurate interpretation of students' emotions and engagement levels for more effective monitoring of learning behaviors in real-time.

The L3 Assessment Framework: what we do and do not know about the characterisation of activity component for primary school

PurposeThe Listen to Learn for Life (L3) Assessment Framework is a framework that outlines how to systematically assess the links between the classroom environment, listening, learning and well-being. The purpose of this paper is to review the published literature to understand what is known about the characterisation of activity component of the L3 Assessment Framework and determine what is not known and needs to be investigated in future research.Design/methodology/approachLiterature reviews (Web searches for systematic, scoping or general reviews; scoping reviews following the preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews protocol; and extended Web searches) were conducted to characterise lecture, group work and independent work activities in terms of the perceptual setting, source degradation and transmission degradation.FindingsMost research that has been conducted is for classrooms in general and does not specify results specifically for lecture, group work and independent work, which is important for understanding how the learning environment changes with the different activities. What is known about the lecture, group work and independent work activities are discussed; however, it is noted that this often comes from only a few studies. Future research areas to contribute to this literature as well as fill current research gaps are proposed.Originality/valueTo the best of the authors’ knowledge, this paper is the first review paper to synthesize previous research characterising the classroom environment for different activities using the L3 Assessment Framework. It provides an analysis of the limitations of existing literature and proposes future research to help fill in these gaps.

Field and intervention study on indoor environment in professional classrooms

To study the variation of environment in the professional classroom during lecture hours, multiple field experiments and intervention experiments on indoor and outdoor temperatures were conducted in a university professional classroom in Shaoxing during the spring. Environmental data, including indoor and outdoor temperatures, relative, and CO2 concentrations, were recorded every 5 min. Volatile organic compounds (VOC) were sampled, and indoor air quality was evaluated repeatedly. Results showed that the classroom’s average indoor air temperature ranged from 17.8–29.2 ℃, the average indoor relative humidity from 34.5%–91.0%, the average CO2 concentrations from 921.6–1805.2 ppmv, and total VOC concentrations from 330–682 ppbm. The subjective evaluation conducted during the intervention experiments indicated a significant increase in perceived odor intensity upon entering the classroom. When the CO2 concentration reached 2000 ppmv, the satisfaction and acceptability of the air quality for the subjects and invitees decreased significantly. In the temperature range of 17–31 ℃, the CO2 emission rate of human body was estimated to increase by 0.78 L/h for every 1 ℃ increase in temperature. To maintain the indoor CO2 concentration at 1000 ppmv, the required ventilation rate for each person must be increased by 0.25 ± 0.3 L/s.

Triggers and conducive factors for reflection in university students: a focus group study

ABSTRACT Although previous research highlights the importance of reflection in higher education, little is known about the type of triggers and contexts that promote authentic reflection in university students who are in academic classroom environments. This qualitative study addresses this question based on content analysis done on eight focus groups consisting of a total of 45 university students. Results revealed that authentic reflection was triggered by adverse and positive situations, challenging interpersonal interactions, emotional responses to events, performance data and proactive enquiry. Furthermore, findings highlighted the relevance of Self-Determination Theory as a guiding framework for describing contextual factors conducive to reflection: student reflection benefited from a positive interactive context, autonomy for reflection, a variety of opportunities to reflect and guidance in the form of mentors or workshops. Conversely, exam pressure and effortful periods reduced the likelihood of student reflection. Finally, results indicated that students engaged in reflection to raise personal awareness, improve academic and personal performance, and change their beliefs, attitudes, feelings, and behaviours. Implications for practice are given.

‘Shameful histories’ – shame and sex perceived by secondary school students in history education

A challenge for history education in Sweden involves integrating questions regarding relationships and sex education. The purpose of this article is to explore how students and teachers relate historical narratives about women’s sexuality between the past and present, with a particular focus on students’ discussion of shame. To analyse shame as something beyond the individual, we focus on the interrelationship of gender, sexuality and shame. The study builds on a poststructural understanding of gender, norms, sexuality and subjectification. The data comprise video-recorded classroom observations, focus group interviews with 16–19-year-old students, and interviews with their teachers. The findings are structured into two themes: shame as regulating women’s sexuality, and sexualised shame as a historical continuity. We conclude that it is highly challenging for a history teacher to construe a classroom environment that breaks with traditional historiography without resorting to a fragmentation of history into isolated case studies of the spectacular.

Empowering Learners: Strategies for Inclusive Education in Diverse Classroom Settings

Inclusive education is increasingly recognized as crucial in diverse classroom settings, where learners come from varying backgrounds and abilities. This article employs a qualitative literature review method to explore strategies for empowering learners in such environments. By examining a wide range of scholarly articles, books, and research papers, this study provides a comprehensive understanding of how inclusive education strategies can be effectively implemented to empower learners. The analysis reveals several key strategies for promoting inclusive education. Firstly, fostering a supportive and inclusive classroom environment is essential. This involves creating a sense of belonging and acceptance among all learners, regardless of their differences. Additionally, implementing differentiated instruction techniques to accommodate diverse learning needs and styles can enhance student engagement and success. Furthermore, providing ongoing professional development for teachers to enhance their skills in inclusive teaching practices is crucial. Moreover, collaboration among educators, families, and community members plays a vital role in supporting learners in diverse classrooms. By working together, stakeholders can share resources, exchange ideas, and develop innovative approaches to meet the diverse needs of learners effectively. However, challenges such as limited resources, lack of training, and societal attitudes towards diversity may hinder the successful implementation of inclusive education strategies. Overcoming these challenges requires a commitment to equity, ongoing support, and advocacy for inclusive practices at all levels of the education system

FACTORS INFLUENCING THE INTERACTION OF THIRD-YEAR ENGLISH MAJORS IN SPEAKING CLASSES AT HANOI OPEN UNIVERSITY

This study investigates external and internal factors affecting students’ interaction in English-speaking classes to develop effective strategies to improve their interaction. The study was conducted among sixteen classes at the Faculty of English at Hanoi Open University, with 86 students in total. Questionnaires and interviews were employed as data collection instruments for the study. The results showed that there are still a large number of ‘passive’ students who are not willing to speak and participate in class activities for different reasons, both coming from external and internal ones. These factors mainly include “self-confidence”, “motivation, and interest”, “prior relationships”, “classroom environment,” “lecturers’ teaching styles”, and “technological devices”. Accordingly, different techniques and teaching methods were recommended to promote students’ interaction during speaking lessons, including “pair work,” “asking-answering questions,” “debate sessions or discussion,” and “interactive multimedia learning.” The study results are expected to help both students and lecturers identify influential factors and explore more effective strategies or teaching methods to enhance students’ participation in English-speaking classes.

The Relationship between Philosophical Tendencies and Teaching Style Preferences of Physical Education Teacher Candidates

The teaching methods employed by teachers are interconnected with their educational philosophy tendencies. Determining teacher candidates' teaching style preferences and philosophical orientations toward education, as well as studying their relationship, might provide insights about the classroom environment they will establish when they begin their teaching career in the future. To examine this connection, this study aimed to compare the educational philosophy tendencies of PE teacher candidates, their preferred teaching styles, and their value perceptions of styles based on gender and grade levels and to determine if there is a relationship between philosophical tendencies and teaching style preferences. The research included 242 PE teacher candidates. The study utilized the "Physical Education Teachers' Use of Teaching Styles and Perceptions of Styles Questionnaire" and "Educational Philosophy Tendencies Scale" for data collection. The data was analyzed using independent samples t-test, ANOVA, and Pearson correlation analysis. The research results revealed that among the educational philosophy tendencies of PE teacher candidates, there was only a difference in the essentialist philosophy of education according to gender, and there was no difference according to grade level. However, it was observed that the teaching style preferences of PE teacher candidates did not differ according to gender and grade level. The study revealed a correlation between the preferred teaching styles, the value perceptions of these styles, and the educational philosophy approaches of teacher candidates.

Impact of active learning instruction in blended learning on students' anxiety levels and performance

IntroductionContemporary educational research has extensively explored the link between anxiety and student performance, yet there's a gap in understanding this relationship in classrooms with varying levels of active learning. This study aims to establish connections between instructional design, anxiety levels, and student performance, ultimately creating a comprehensive theoretical framework.MethodsThis study was conducted during the pandemic. Data from 186 respondents at Northeast Forestry University were collected through an online survey, and 25 students were randomly selected for interviews to gather feedback. In the practical application of the introductory course “Basics Product Design,” the Rain Class software was used to facilitate an active learning environment. Data from the online survey were organized in SPSS, then imported into the structural model framework in AMOS to calculate fit indices and other values to test hypotheses, applying structural equation modeling. Additionally, the relationship between anxiety levels and student performance was analyzed based on data from five classes using different instructional designs.ResultsThe results indicated that cold calling was significantly positively correlated with anxiety levels (SE = 0.632, P < 0.001), group work was significantly positively correlated with anxiety (SE = 0.166, P < 0.05), clickers were not significantly positively correlated with anxiety (SE = 0.188, P > 0.05), and anxiety levels were not significantly negatively correlated with student performance (SE = −0.306, P > 0.05). Mediation effect tests revealed that anxiety levels fully mediated the relationship between the use of clickers and student performance. Comparing student performance and anxiety levels across the five classes, the relationship between anxiety levels and student performance did not show a simple positive or negative correlation but followed a fluctuating curve, with an interval of anxiety levels that promotes student performance.DiscussionIn a blended learning environment, different designs and frequencies of active learning activities can lead to varying levels of anxiety, which in turn affect student performance. One prominent factor in increasing student anxiety is cold calling. The findings can serve as a basis for teachers to design educational plans, helping to create classroom environments that foster active participation and maintain a positive state among students. Furthermore, in this instructional environment, it is worth further investigating the factors influencing student anxiety and the impact of anxiety on student academic performance.

The technology of "Debate" in history lessons: the conditions of occurrence, the technique of conducting, educational opportunities.

The integration of debate as a pedagogical technology in educational settings has gained significant attention for its potential to enhance critical thinking, communication skills, and student engagement. This paper examines the historical development of the "Debate" methodology in classroom settings, focusing on the conditions that facilitated its emergence and the management techniques required for its successful implementation. It explores the educational opportunities provided by debate, including fostering a deeper understanding of subject matter, promoting active learning, and encouraging diverse perspectives. Through a comprehensive analysis of case studies and existing literature, this study identifies best practices for managing debate technology in lessons and highlights the impact of debate on student learning outcomes. The findings underscore the importance of structured debate formats, teacher facilitation, and supportive classroom environments in maximizing the educational benefits of this interactive teaching approach.

LGBTQ+ Inclusivity in U.S. Choral Classrooms

The purpose of this study was to investigate current practices pertaining to lesbian, gay, bisexual, transgender, and queer (LGBTQ+) inclusivity among U.S. secondary choral teachers. Data consisted of survey responses ( N = 145) from individuals teaching choral music at the middle school and/or high school level in the United States. Results indicate that, although many choral educators avoid gendered practices and believe that it is important to address LGBTQ+ issues in the choral classroom, fewer implement further inclusive practices, such as asking students their pronouns or sharing their own pronouns, programming repertoire by LGBTQ+ composers and discussing their identities, and choosing repertoire or changing lyrics to be gender-neutral. Implications include the need for continued professional development on LGBTQ+ inclusive practices (particularly in music teacher preparation programs) and further research on the factors that may encourage music educators to provide a more inclusive classroom environment for LGBTQ+ students.

Critical language pedagogues in Japan: enhancing student receptivity

Abstract This paper reports on part of a larger study of critical language pedagogy (CLP) in university EFL classes in Japan. Through in-depth semi-structured interviews, we examined the philosophies, approaches, pedagogic choices, and adaptations of nineteen self-identifying critical pedagogues. Here, we focus on the theme of student receptivity to the use of critical practices. We report that the majority of teachers thought that CLP was viable in their situations and we show the strategies that they have used to make it work. We particularly focus on the ways in which teachers have created classroom environments conducive to communication about challenging issues. The results may inform and guide teachers in their own explorations of CLP as they make decisions relevant to their own educational contexts.

The Required Personal Traits and Professional Competencies for Primary School Teachers

Objectives: The study aimed to identify the importance of personal traits and professional competencies necessary for primary school teachers from the point of view of supervisors and experts in the Kingdom of Saudi Arabia. Methods: I followed the descriptive survey approach by giving a questionnaire to a sample of (91) experts in the fields of curricula, teaching methods and childhood education, and the number of educational supervisors reached (298) educational supervisors. Results & Conclusions: The study came out of: The most prominent personal characteristics necessary for primary school teachers from the point of view of educational supervisors in the following order: (extroversion, neuroticism, alertness, openness to experience, acceptance). The most prominent personality traits necessary for primary school teachers from the point of view of experts (faculty members) were in the following order: (extroversion, vigilance of conscience, neuroticism, openness to experience, and acceptability). The most important dimensions of the professional competencies necessary for primary school teachers from the point of view of educational supervisors are in the following order: (classroom environment, evaluation, ethics and values of the learning profession, communication and social interaction, knowledge, planning, implementation, professional development). The most important dimensions of the professional competencies necessary for primary school teachers from the point of view of experts were as follows: (knowledge, planning, communication and social interaction, evaluation, implementation, classroom environment, ethics, and values of learning the profession, professional development.

The effect of classroom-based assessment (CBA) on Chinese EFL learners’ speaking performance, engagement, and willingness to communicate: Undergraduate students' perceptions

CBA has emerged as a prominent pedagogical approach aimed at intertwining assessment within the instructional process, effectively fostering student learning. In English as a Foreign Language (EFL) education, CBA has garnered considerable attention, given its potential to enhance language learners' engagement, speaking proficiency, and willingness to communicate. This mixed-method research study delves into the impact of Classroom-Based Assessment (CBA) on the speaking performance, engagement, and willingness to communicate of undergraduate Chinese EFL learners. The study involved 90 Chinese EFL learners in the quantitative phase and 25 in the qualitative phase. Data collection comprised three questionnaires and an interview checklist. The data analysis employed inferential statistics (t-tests) for the quantitative data and thematic analysis for the qualitative insights. The findings of this study reveal that CBA exerts a significant influence on language learners' engagement, speaking abilities, and willingness to communicate. The quantitative results, as indicated by t-tests, indicate noteworthy improvements in these key aspects when CBA is integrated into the classroom environment. Moreover, the qualitative phase of the study, employing thematic analysis, uncovered five distinct ways through which CBA impacts the main variables under investigation. This research elucidates the multifaceted influence of CBA on undergraduate Chinese EFL learners. It not only demonstrates the quantitative impact on engagement, speaking skills, and willingness to communicate but also offers valuable qualitative insights into the diverse ways through which CBA enhances the language learning experience. These findings underscore the significance of integrating CBA into EFL classrooms as a potent tool for optimizing learner outcomes.

Factors Influencing English Communication Proficiency Development Among B40 Preschool Children in Tanjung Malim, Perak, Malaysia

This study examines the complex variables affecting B40 preschoolers' English communication skills in Tanjung Malim, Perak, Malaysia. The research is based on Malaysia's commitment to excellent education for everyone, especially underprivileged populations. The research goals are to identify and analyze these influential factors, examine B40 families' socioeconomic backgrounds, evaluate preschool quality and accessibility, examine parental involvement, and support, and examine peer interactions and classroom environments. A sample size of 100 respondents B40 preschoolers and their parents are surveyed using quantitative approaches, including a standardized questionnaire. Regression analysis is used to examine the relationships between Socio-economic Status, Preschool Education Quality, Parental Involvement and Support, and English Communication Proficiency Development. Socio-economic Status, Preschool Education Quality, and Parental Involvement and Support significantly affect English language competency in B40 preschool children, according to the research. The results add to the research on language development in Malaysian B40 communities and have implications for policymakers, educators, and stakeholders working to improve language education for vulnerable people. This study helps areas with comparable socioeconomic issues improve English language competency in B40 preschoolers to boost educational achievement and social mobility.

From perception to prediction: A comparative study of thermal comfort assessment techniques in school facilities

Indoor environmental quality (IEQ) significantly affects learning, health, and productivity in educational buildings, particularly classrooms. Thermal comfort is crucial to IEQ in classrooms, and various approaches have been developed to assess it. This study compares subjective evaluation, fieldwork measurement, and simulation methods in naturally ventilated secondary school classroom environments in Abuja, Nigeria. It evaluates their reliability, validity, advantages, and limitations. In achieving this objective, fieldwork measurements, questionnaire surveys, and building simulations were conducted in 83 classrooms with 2758 respondents. The data were subjected to descriptive and inferential statistical analysis using the analytical software programs SPSS version 23 and Microsoft Excel. The study found that the Actual Mean Vote (AMV) comfort operative temperature for classrooms was 28.7 °C. Findings from the comparative analysis of the methods indicate that the PMV generally overestimates students’ thermal sensation and that the fieldwork measurement Predicted Mean Votes (PMVf) undervalues the neutral temperature by 4.2 °C. In contrast, the computer-simulated Predicted Mean Votes (PMVs) undervalues it by 3.9 °C. The study found that all three methods are valid and reliable, with some advantages and limitations, depending on the assessment’s specific context and goals. The findings provide valuable insights into improving indoor environmental quality and occupant satisfaction in educational buildings, contributing to the discourse on assessing thermal comfort in classrooms and informing the development of more effective assessment methods. The systematic comparison of these methods addresses a notable gap in the literature, providing practical insights to optimize thermal conditions in learning environments.

Student Perceptions of Cross-Cultural Learning Through Culturally Responsive Teaching Approaches

This study explores student perceptions of cross-cultural learning facilitated by culturally responsive teaching (CRT) approaches in the United States. Employing a mixed-methods research design, the study integrates quantitative survey data with qualitative insights from interviews and focus groups. The findings reveal that CRT significantly enhances student engagement and cultural awareness, with high ratings in these areas. Younger students (ages 18-24) reported higher engagement levels compared to older students, indicating age-related differences in CRT effectiveness. Qualitative data underscore the importance of teacher support, empathy, and knowledge in fostering an inclusive classroom environment. Despite the positive impacts, challenges such as inconsistent application of CRT and difficulties in understanding complex cultural concepts were noted. The study offers practical recommendations for educators and policymakers, emphasizing tailored CRT interventions, continuous professional development for teachers, and consistent application of CRT practices. Contributions to the field of education include empirical evidence supporting CRT effectiveness and insights into the nuances of student experiences across different demographics. Future research should focus on longitudinal studies, comparative analysis across educational settings, and the role of teacher professional development in CRT implementation.