Grade Class Research Articles

Designing a task-based conversational agent for EFL in German schools: Student needs, actions, and perceptions

As part of an iterative evaluation process incorporating student stakeholders within a task-based language teaching (TBLT) framework, we examine the design and early learner data of a conversational agent for English as a foreign language (EFL) in the German school context. Students (around age 12 and at an A2 proficiency level) from three 7th grade classes interacted with five tasks and completed a questionnaire assessing their needs and perceptions. Results of the needs analysis revealed that most students speak some English outside of class and that they wish for tasks targeting both authentic and curricular needs. The interaction logs showed a strong preference for typing over speaking and moderate automatic speech recognition (ASR) accuracy for the spoken interactions. Differing rates of task success and interest between the five tasks confirmed the importance of task characteristics. Despite some noted limitations, student perceptions were largely positive, with the tasks appearing more fun and more challenging for students who speak less English outside of class. Overall, our findings highlight the promise and challenges of designing a task-based conversational agent for the school EFL classroom, offering insights into balancing pedagogical and technological design, the demands of official curricula, and students’ authentic needs.

When ethnic-racial discrimination from math teachers spills over and predicts the math adjustment of nondiscriminated adolescents: The mediating role of math classroom climate perceptions.

Ethnic-racial discrimination is a pernicious experience that affects discriminated adolescents' healthy human development, but the spillover consequences of discrimination on the nondiscriminated adolescent population are less clear. Adolescents who vicariously witness their classmates experience ethnic-racial discrimination from educators may question their educators' authority and classroom rules, and educators who perpetuate discrimination may engage in other practices that disadvantage the entire classroom. Thus, we posed three research questions: Did classmates' ethnic-racial discrimination from teachers predict adolescents' classroom adjustment outcomes (e.g., class grades, test scores, and engagement), did classroom climate mediate the link between classmates' ethnic-racial discrimination and adolescents' classroom adjustment outcomes, and did the results differ between early versus middle adolescents? To answer these research questions, the present study leveraged longitudinal data among 1,539 adolescents (Mage = 13.81, SDage = 1.49; 60% Black, 30% White, 9% other, 1% Asian; 49% female, 51% male) nested in 104 math classrooms, as math is a subject domain with pervasive ethnic-racial stereotypes about students' abilities and opportunities to succeed in class. Results illustrated that direct and vicarious ethnic-racial discrimination from math educators in the fall semester predicted worse math course grades, state-administered standardized test scores, and classroom engagement across the fall and spring semesters. Math classroom climate perceptions mediated the longitudinal relations between ethnic-racial discrimination and their math adjustment outcomes, and the role of ethnic-racial discrimination varied across different developmental stages of adolescence. Implications for the measurement of ethnic-racial discrimination in the classroom context and the social contagion linked to ethnic-racial disadvantage are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Development of a Blended Learning Model with a Flipped Classroom Based on MOOC to Enhance Academic Performance and Attitude in the "Basics of Computer Application" Course at Guangxi Normal University for Nationalities

Background and Aim: In today's highly competitive and evolving academic environment, academic performance and learning attitude are considered two crucial aspects that shape students' academic performance and personal development. Academic performance not only reflects a person's learning outcomes in a specific subject area but is also closely related to his or her learning attitude. The traditional teaching mode can’t meet the teaching demand of the "Basics of Computer Application" course, and the blended learning model is more suitable for the development of education information. This study aimed: (1) To study the development of students' academic performance by the flipped classroom teaching mode based on MOOC. (2) To study the development of students' learning attitudes by the flipped classroom teaching mode based on MOOC. Materials and Methods: The research sample is a total of 60 students in two classes of the first grade of preschool education at Guangxi Normal University for Nationalities, there are 30 students in both classes, and they are divided into two groups based on the class: Class 1 is used as the control group to teach in the traditional classroom teaching mode, and class 2 as the experimental group is taught in the flipped classroom teaching mode based on MOOC. The data of this research comes from test papers and questionnaires. Input the test data into SPSS for descriptive statistics and data analysis; input the questionnaire data into SPSS for data analysis. Results: (1) The academic performance after learning with the flipped classroom teaching model based on MOOC is significantly higher than the traditional teaching model(P<0.01). (2) The attitude after learning with the flipped classroom teaching model based on MOOC is significantly higher than the traditional teaching model(P<0.01). Conclusion: (1) In the "Basics of Computer Application" Course, flipped classroom teaching based on MOOC can improve students' academic performance more than traditional classroom teaching. (2) In the "Basics of Computer Application" Course, flipped classroom teaching based on MOOC can improve students' learning attitude more than traditional classroom teaching.

Serum zinc level in liver cirrhosis with hepatic encephalopathy and its correlation with different stages of hepatic encephalopathy.

Hepatic encephalopathy (HE) severe complication of liver cirrhosis with high mortality. Few studies have found zinc deficiency in liver cirrhosis and HE patients and found it as a precipitating factor for the development of HE. This study was done to measure the serum zinc level in patients with liver cirrhosis with HE and a correlation was obtained between serum zinc level with grades of HE. A cross-sectional observational study was done on 150 patients with liver cirrhosis with HE at a tertiary care center in Jharkhand. All cases were evaluated by history taking, clinical examination, and a questionnaire and classified into different WHC grades of HE and CPC classes of cirrhosis. Routine blood investigations, imaging studies, and morning serum zinc levels were done for all patients. Majority of patients with liver cirrhosis with HE had zinc deficiency. There was a statistically highly significant (P < .00001) association between low serum zinc levels and WHC grades of HE. The serum zinc levels in different classes of cirrhosis showed highly significant differences (P < .00001). The mean serum zinc level was significantly low in patients who died (35.56 ± 11.65 vs 48.36 ± 10.91, P < .0001). The study revealed a strong positive correlation (r = .88, P = .048) between serum zinc and serum albumin levels. Serum zinc is deficient in patients with liver cirrhosis and HE. Zinc deficiency is significantly associated with higher severity of cirrhosis and higher grades of HE. All patients with liver cirrhosis with HE and hypoalbuminemia should be evaluated for zinc deficiency.

Interpretation of infographic by students in the 3rd and 5th grades of Primary School from the perspective of Statistical Literacy: the bullying in schools

In this study we seek to investigate how students in the 3rd and 5th grade of primary School interpret a statistical infographic about bullying in schools, considering the elements of Statistical Literacy mobilized by them. A diagnosis was developed involving questions of interpretation of an infographic about bullying, from a textbook, in 3rd and 5th grade classes. The results showed that the majority of students were able to interpret the graphics and textual information, with 5th grade students performing better. However, students were unaware of what a data source was and its importance, which was understood after the training process, allowing students to make judgments regarding its reliability. Furthermore, they made effective decisions regarding bullying in schools. We concluded that students were able to interpret the infographic and make effective decisions, mobilizing cognitive and dispositional elements of Statistical Literacy.

Dimensionality of instructional quality in physical education. Obtaining students' perceptions using bifactor exploratory structural equation modeling and multilevel confirmatory factor analysis.

In research on instructional quality, the generic model of the three basic dimensions is an established framework, which postulates that the three dimensions of classroom management, student support and cognitive activation represent quality characteristics of instruction that can be generalized across subjects. However, there are hardly any studies that examine if the three basic dimensions model could represent a suitable approach to measure instructional quality in physical education. Based on an extended model of the basic dimensions, a measurement model of instructional quality for physical education is presented, which integrates different theoretical approaches from the fields of educational and psychological research as well as different subfields of sports science in order to test the factorial structure of the corresponding measurement model. 1,047 students from 72 seventh to ninth grade classes from different German-speaking Swiss cantons participated in the study. The conceptualization of the instrument is based on a hybrid approach that integrates generic and subject-specific characteristics. The simultaneous analysis at the individual and class level using MCFA was supplemented by more complex methodological techniques within the relatively new B-ESEM framework at the individual level. The postulated five-factor structure was initially tested using ICM-CFA and showed a good model fit (e.g., χ2/df = 2.32, RMSEA = 0.03, CFI = 0.97, TLI = 0.97, SRMR = 0.04). MCFA revealed a differential factorial structure at both levels of analysis with five factors at the individual level and four factors at the class level (e.g., χ2/df = 2.23, RMSEA = 0.03, CFI = 0.96, TLI = 0.96, SRMR within = 0.04, SRMR between = 0.10). ESEM and B-ESEM outperformed the ICM-CFA and showed an excellent model fit (B-ESEM: χ2/df = 1.19, RMSEA = 0.01, CFI = 1.00, TLI = 1.00, SRMR = 0.01). Inter-factor correlations and factor loadings are largely in line with expectations, indicating arguments for construct validity. The study represents a substantial contribution in linking physical education and the generic research on instructional quality. Overall, strong arguments for the factorial structure of the measurement model were demonstrated. The study can be interpreted as a first step in a multi-step procedure in terms of further validity arguments.

Impact of a change from A–F grading to honors/pass/fail grading on academic performance at Yonsei University College of Medicine in Korea: a cross-sectional serial mediation analysis.

This study aimed to explore how the grading system affected medical students’ academic performance based on their perceptions of the learning environment and intrinsic motivation in the context of changing from norm-referenced A–F grading to criterion-referenced honors/pass/fail grading. The study involved 238 second-year medical students from 2014 (n=127, A–F grading) and 2015 (n=111, honors/pass/fail grading) at Yonsei University College of Medicine in Korea. Scores on the Dundee Ready Education Environment Measure, the Academic Motivation Scale, and the Basic Medical Science Examination were used to measure overall learning environment perceptions, intrinsic motivation, and academic performance, respectively. Serial mediation analysis was conducted to examine the pathways between the grading system and academic performance, focusing on the mediating roles of student perceptions and intrinsic motivation. The honors/pass/fail grading class students reported more positive perceptions of the learning environment, higher intrinsic motivation, and better academic performance than the A–F grading class students. Mediation analysis demonstrated a serial mediation effect between the grading system and academic performance through learning environment perceptions and intrinsic motivation. Student perceptions and intrinsic motivation did not independently mediate the relationship between the grading system and performance. Reducing the number of grades and eliminating rank-based grading might have created an affirming learning environment that fulfills basic psychological needs and reinforces the intrinsic motivation linked to academic performance. The cumulative effect of these 2 mediators suggests that a comprehensive approach should be used to understand student performance.

Teacher’s Code-Switching in the Teaching-Learning Process in 10th Grade of ESL Class

Teacher’s Code-Switching in the Teaching-Learning Process in 10th Grade of ESL Class

Video watching and hands-on experiments to learn science: what can each uniquely contribute?

An experimental group and control group pretest and posttest design was used to conduct qualitative coding and quantitative analysis on two classes in grade 5. The aim was to investigate whether science education videos can be used in place of simulation experiments. The results showed that (1) in terms of scientific knowledge, the difference between science videos and hands-on experiments was not significant; (2) in terms of modeling capability, the hands-on class had better results regarding the perception and application of materials; and (3) more precise experiments had better effects on health behavior, but there was no significant difference between imprecise experiments and science videos. In the absence of laboratory equipment, science videos could therefore be an alternative solution.

From Silence to Testimonio: Latina Adolescents’ Agency in Writing

This qualitative classroom-based study investigated the writing practices, choices, and reflections of Latinx high school students during an instructional unit on writing testimonio. The study was grounded in a sociocultural theory of writing and draws from LatCrit and testimonio research to understand how writing about self as testimonio shapes the writing practices Latinx, urban mujeres. The study took place in an eleventh grade class at an urban charter school in a major urban center in the southwest. Data collection included writing samples, interviews, participant observer memos, and field notes. Analysis was conducted through a testimonio and narrative analysis lens and afforded researchers and participants the opportunity to co-construct the knowledge gained from the data corpus. Findings focused on the ways participants interacted with the study unit, how they found agency as writers, took pride in their writing, and ownership of the narratives of their communities.

THE USE OF METACOGNITIVE STRATEGY AND STUDENTS’ ENGLISH ACHIEVEMENT

This study investigated the correlation between students' use of metacognitive strategies and their English achievement in grade XI Science at SMA Advent UNKLAB. The study aimed to explore the level of metacognitive strategy use among students, assess their English achievement, and determined if there is a significant correlation between metacognitive strategy use and English achievement. The research employed a quantitative approach, utilizing descriptive and correlational methods. Data was collected through a questionnaire adapted from Bessai (2018) to measure metacognitive strategy use, and English mid-test results are used for academic achievement. The study includes 118 students from four different classes in grade XI Science. The findings revealed that students exhibit a high level of metacognitive strategy use, with a mean score of 3.71. Additionally, their English achievement is considered good, with an average score of 86. The Pearson correlation coefficient indicated a significant positive correlation (r = 0.374, p = 0.001) between students' metacognitive strategy use and their English achievement. In conclusion, this study recommended that teachers motivate students to use metacognitive strategies for learning English. Further investigations in different school environments and grade levels are suggested for a deeper understanding of this relationship.

MODEL DISCOVERY LEARNING BERBANTUAN GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS DAN KEMANDIRIAN BELAJAR SISWA

Mathematics, as an important foundation in education, contributes to the advancement of science and technology and teaches students logical, analytical, and creative thinking. This is in accordance with the Merdeka Curriculum which emphasizes the development of 21st century skills and character development, including critical thinking and self-regulated learning. However, the low mathematical critical thinking skills and self-regulated learning in Indonesia is still a challenge. One of the factors that influence this is the use of inappropriate learning models. The Discovery Learning learning model supported by technology such as GeoGebra is a potential solution to improve both capabilities. The purpose of this study was to determine the increase in mathematical critical thinking skills and determine the increase in self-regulated learning of students who obtained the GeoGebra-assisted Discovery Learning model compared to students who obtained conventional learning models. This research method is a quasi-experiment with the nonequivalent pre-test post-test control group design. Sampling is done by purposive sampling technique. This research was carried out in one of the Junior High Schools in Serang City in the 2023/2024 school year, involving two classes of grade VII students as an experimental and control group. The instruments in this study consisted of tests of mathematical critical thinking skills and learning independence scales. The results showed that the improvement of mathematical critical thinking skills and increased self-regulated learning of students who applied the GeoGebra-assisted Discovery Learning model were better than students who applied conventional learning models

Trajectories of egg sensitization in childhood: Two birth cohorts in Asia and Europe.

Hen's egg exposure through impaired skin barrier is considered a major mechanism of sensitization to eggs. However, the impact of filaggrin (FLG) gene loss-of-function mutations on the natural history of egg sensitization lacks consensus among studies. To evaluate the association between the natural course of egg sensitization and FLG mutations. We used Japanese and the UK birth cohorts (CHIBA and MAAS) to identify the longitudinal patterns of egg sensitization until mid-school age and examined the relationship between the identified patterns and FLG mutations. Sensitization was assessed using egg white-specific IgE levels or skin prick tests (SPTs). Egg allergy was confirmed by parental reports and sensitization. Latent class growth analysis identified longitudinal patterns. Three similar patterns of egg sensitization (persistent, early-onset remitting, and no/low grade classes) were identified in both cohorts, with differing prevalence estimates. The proportion of children with egg allergy in the persistent class at 7 or 8 years of age was 23% (CHIBA) and 20% (MAAS). Consistently in both cohorts, FLG mutations were significantly associated only with the persistent class. Children with FLG mutations had an approximately four-fold increased risk of being in the persistent sensitization class (RRRs: 4.3, 95%C.I. (1.2-16.0), p = .03 in CHIBA; 4.3 (1.3-14.7), p = .02 in MAAS). FLG loss-of-function mutations are associated with persistent egg sensitization in both Japanese and European ethnicities, and the mutations might be a potential biomarker for identifying the risk of persistent egg sensitization/allergy in early infancy. Future studies should incorporate oral food challenges to confirm this relationship.

Effectiveness of 0.3% Hyaluronic Acid Eye Drops for Benign Essential Blepharospasm and Hemifacial Spasm with Botulinum Toxin-induced Dry Eye.

This study evaluates the effectiveness of 0.3% hyaluronic acid (HA) eye drops in patients receiving concurrent botulinum toxin (BoNT) injections for benign essential blepharospasm (BEB) or hemifacial spasm (HFS). This randomized controlled cross-over trial study involved 14 patients with BEB and 33 patients with HFS randomized into two groups (early treatment and deferred treatment) for 3 months of treatment with 0.3% HA eye drops. Data collected at baseline, 3 months, and 6 months included Blepharospasm Severity Scale (BSS) score in patients with BEB; Samsung Medical Class Grading Scale score in patients with HFS; and dry eye symptoms, lower eyelid tear meniscus height (TMH), tear breakup time (TBUT), and corneal fluorescein staining in both groups. After 3 months of 0.3% HA instillation, patients with BEB in both groups showed significant improvement in BSS, TMH, TBUT, and the amelioration of subjective dry eye symptoms and corneal staining (P < 0.05). However, discontinuation of 0.3% HA eye drops worsened BSS, TMH, and TBUT. Patients with HFS also experienced significant improvement in Samsung Medical Class score, subjective dry eye symptoms, and objective corneal findings (P < 0.05). Treatment with 0.3% HA eye drops led to significant improvement in spasm severity, and dry eye parameters, after 3 months of instillation in patients with BEB or HFS during concurrent treatment with BoNT injections. The 0.3% HA eye drops were safe and might serve as an add-on treatment for symptom improvement.

Penerapan Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) Berbasis Quizizz untuk Meningkatkan Prestasi Belajar Peserta Didik di SMK Negeri 4 Gowa

The research is a classroom action research aimed at improving the learning achievement of 10th grade students in agricultural tecnology and plant husbandry program at state vocational high school 4 Gowa. The independent variable in this study is the application of the teams games tournament cooperative leaening model based on quizizz, while the dependent variable is the learning achievement of students in the fundamentals of agribusiness plant subjects. The sample consists of the 10th grade class ATPH 1 SMK state 4 Gowa. Research data were obtained from learning outcome tests, including pre-tests &amp; post-tests. Based on data analysis, data were obtained from learning outcome tests, with percentages in cycle 1 pre-test score 39,65% and post test score of 49,6%, and in cycle 2 a post test result of 85,88% was obtained. Based on data analysis, it can be concluded that the implementatiton of the cooperative learning model teams games tournament (TGT) based on quizizz, can improve the learning achievement of students in class X ATPH 1 at SMK Negeri 4 Gowa.

The impact of 4th grade students’ learning about magnetism through STEM activities on success, 21st century skills, and perspectives

ABSTRACT Background STEM is an interdisciplinary holistic approach that combines the fields of technology and engineering in science and mathematics disciplines. STEM contributes to students’ academic success, 21st century skills, and perspectives towards science. The scarcity of international studies focusing on the implementation of STEM in primary schools, particularly in the Turkish educational context, raises concerns about the contribution and challenges associated with this approach. The lack of research in this area inhibits a comprehensive understanding of the barriers hindering successful STEM integration in Turkish primary education. Purpose The purpose of this study is to see how 4th grade students’ success, 21st century skills, and perspectives about the lesson are affected by learning about magnetism through STEM activities. Sample The research group consists of 48 students from two classes in the fourth grade at a primary school in the district centre of a city in the Central Black Sea Region in Türkiye. Design and Method A quasi-experimental design with a pre-test - post-test control group was used in this study. The Magnetism Achievement Test and the 21st Century Learning and Renewal Skills Scale were used to collect data for the study. Furthermore, clinical interviews were conducted to ascertain the students’ perspectives on the course. Results and Conclusion The study found that student success was higher in the experimental group, where lessons were taught with STEM activities, than in the control group. Therefore, it was found that students learned the subject of magnetism better with STEM-based activities. The experimental group’s students’ 21st century skills improved as well at the end of the implementation. The experimental group students, who were taught STEM activities, were found to have positive perspectives toward the lesson. In conclusion, integrating STEM activities into teaching practices appears to enhance student learning outcomes and foster the development of 21st century skills. Educators are encouraged to incorporate such activities into their curriculum to promote engagement and deeper understanding of subject matter.

문제 만들기를 활용한 수업이 고등학생의 수학 학업성취도와 학습태도 및 흥미에 미치는 영향

Objectives The purpose of this study was to find ways to improve mathematics achievement, learning attitudes, and interests in mathematics learning after designing and applying a problem-making classes suitable for the first year high school mathematics subject. Methods The study was conducted on 60 students in two classes in the first grade of 00 high school located in 00 Metropolitan City where the researcher works. Based on the midterm exam results of the second semester of the first grade, two classes were selected, and one class was divided into a experiment group and the other class was divided into a control group, and 13 classes were conducted for about two months from October 12 to December 14, 2021. The research group (30 students) was in the class using a problem-making classes and the control group (30 students) was in the class based on traditional textbooks. Results Through these studies, the following results were obtained. First, it can be seen that students who participated in the problem-making classes were more effective in mathematics achievement than those who did not. Second, it was found that the experiment group applying the problem-making classes had a significant difference in terms of learning attitudes and had a positive effect in terms of interests. Conclusions In conclusion, the experiment group taught after applying the problem-making classes had significant differences in mathematics achievement, learning attitudes, and interests in mathematics learning.

IMPLEMENTASI PEMBELAJARAN SIKLUS AIR MELALUI PENDAYAGUNAAN ALAT PERAGA PADA PELAJARAN IPA UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS V MIN 6 BANDA ACEH

Abstract The problem addressed in this study is the persistent lack of student achievement in understanding the water cycle material. The research objective is to examine the role of instructional aids on students' learning outcomes regarding the water cycle material in the science class of fifth grade at MIN 6 Banda Aceh. The research design employed is a pre-experimental design in the form of Pretest and Posttest, which is an experiment involving only one class as the experimental group without a control group. The subjects of this study were 39 fifth-grade students, and data collection methods used were tests and observation sheets. Data analysis was conducted by comparing students' scores from the test results with the Minimum Completeness Criteria (MCC) set by the school, which is 80. The results indicate that the use of instructional aids can enhance learning outcomes in the water cycle material. This is evidenced by the increase in the number of students who meet the MCC from pre-cycle to cycle II. In cycle I, there were still 12 students who did not achieve the MCC. Understanding the material and concepts of the water cycle with the use of instructional aids showed better learning outcomes compared to before using them. Therefore, it can be recommended that instructional aids be used as an alternative learning media in science education. Kata Kunci: instructional aids, learning achievements, water cycle

핵심역량과 교과수업 융합의 학습자 중심 수업 설계 사례 연구

Objectives The purpose of this study is to analyze whether it is effective for learners' self-management capabilities and learning satisfaction by designing and applying cooking practice classes based on self-management capabilities to design learner-centered classes that combine core competencies and subject classes. Methods Classes were applied to one class in the third grade of a vocational high school located in Chungcheong-do for 6 weeks for 4 sessions. The pre- and post-test, performance evaluation and class output of scenario-based paper-delivered evaluation were evaluated and utilized as a performance evaluation standard table to confirm the learning effect of the practice class applying self-management competency. The collected data were subjected to paired-samples t-test and content analysis. Results First, food and cooking practice classes applying self-management competency were effective in improving students' self-management competency. Before and after the practice class applying self-management competency, it showed a significant effect on improving students' academic achievement, and students' self-management competency was also improved through performance evaluation and analysis through class products. Second, the satisfaction of the food and cooking practice class applying self-management competency showed a high level of satisfaction, and in particular, the response that they received appropriate feedback in the class showed the highest satisfaction. Conclusions Based on these results, it was discussed that practical classes applying self-management capabilities can be effective in cultivating learners' self-management capabilities and improving learning satisfaction, and educational implications were presented.

Exploration of the Reform of Applied Linguistics Course Under the “Internet+” Platform and the BOPPPS Model

The teaching of linguistics courses in traditional teaching mode brings students problems such as cognitive burden, insufficient learning motivation, and lack of understanding of the course setting. According to the established problems and students’ learning situation, we analyze the students’ learning situation, select an experimental control class among the classes of the same grade and the same major studying the course, and carry out the course teaching reform by combining the characteristics of the applied linguistics course. The experimental class that adopts the BOPPPS model in teaching design relies on the “Internet+” Bodoudou platform to assist in teaching quizzes and carry out classroom teaching reform. The control class adopts the traditional teaching mode. At the same time, in the final results and pre- and post-questionnaire surveys, it was found that after adopting the BOPPPS model of teaching, students have made greater progress in absorbing and applying knowledge than in the previous period. The use of BOPPPS model teaching improves the absorption and mastery of knowledge, and the cultivation of learning habits is better than that of traditional teaching.