Classroom Implementation Research Articles

Factors Affecting E-Learning Performance in Private Higher Education Institutions: An Empirical Analysis

This research investigates the determinants of e-learning performance in private educational institutions in the Sindh region. Employing a quantitative methodology, the study utilized a closed-ended questionnaire for data collection. The survey was conducted at five private universities in Sindh with a focus on their experiences with e-learning implementation in traditional classrooms. A total of 250 questionnaires were collected, out of which 233 underwent thorough examination. Structural equation modeling, specifically Partial Least Squares Structural Equation Modeling (PLS-SEM), was employed to analyze the proposed conceptual model, using variance as a basis for assessment. The study reveals that the Unified Theory of Acceptance and Use of Technology (UTAUT) constructs related to effort expectancy exert a significant and positive influence on student behavior. Conversely, the performance expectancy variable does not exhibit a statistically significant impact on student e-learning performance. Furthermore, student performance is directly affected by other factors, such as organizational structure and extrinsic motivation. In contrast, concerning student behavior, extrinsic motivation emerges as the sole influential factor. The study's findings suggest that elements shaping behavior, including organizational structure, extrinsic motivation, and effort expectancy, play pivotal roles in enhancing student e-learning performance.

Unpacking the Practical Work Inquiry Practice Framework for Improving Science Practical Work and Inquiry: A Namibian Perspective

This study introduces, unpacks, and discusses a theoretically and empirically developed Practical Work Inquiry Practice Framework (PWIPF), designed to improve science practical work and inquiry-based instruction in Namibian secondary schools. Through a systematic literature review, the study identifies gaps in existing research and emphasises the pivotal role of teachers’ conceptions and external factors in lesson planning. Addressing the disparity between teachers’ beliefs and actual implementation of the science curriculum, the framework operates at the macro, meso, and micro education levels, covering areas such as: planning, professional development of teachers, curriculum design, resource provision, classroom implementation, feedback, collaboration, monitoring, evaluation, continuous support, stakeholder engagement, school culture, leadership, teacher support, learner diversity, and community involvement. These elements, categorised as strategic, tactical, and operational functions, interconnect to enhance science education practices. The developed framework offers a comprehensive, contextually relevant approach to implementing science practical work through inquiry-based instruction in Namibian secondary schools, contributing to the overall educational improvement.

A Proposed Flipped Project-Based Flipped Classroom for Teaching in College Large Classes

The adoption of the flipped classroom in the lower grades of the university encounters several practical challenges within the context of the new engineering education objective. These challenges include the considerable student population, student reticence, and the facilitation of high-order cognitive skills. This study proposes a flipped project design mode and teaching activity design framework that addresses the practical challenges faced by the flipped classroom. Transforming the existing class discussion project into a student-led class project that possesses the capacity for generation, expansion, and exhibits a robust cross-disciplinary, creative, and dynamic nature. The enhancement of student involvement and participation can be greatly achieved through collaborative efforts between teachers and students. Four teaching interactions encompassing co-planning by the teacher and students, interaction between students within the group, interaction between students between groups and communication between the teacher and students are organically cross-integrated, resulting in the implementation of student-centered flipped classroom teaching through a dynamic competitive approach. The studies show that the flipped classroom approach, as implemented by the flipped project, helps actively engaged students develop high-order cognitive skills and improve learning efficiency. This educational strategy can motivate and inform passive learners to enhance refactoring skills, create a multi-dimensional knowledge tree system, and improve learning efficiency.

An Analysis of the Effectiveness of Listening Activities in Improving English Learning/Reading (L2 Language-English)

This study delves into the important role of listening activities in improving the effectiveness of English listening learning, covering multiple aspects such as the design, implementation, interaction, evaluation, and feedback of classroom and home listening activities at different stages from primary school to high school. The study points out that listening plays a core role in language learning and significantly improves students’ oral, reading, and writing abilities. By designing diverse listening activities and achieving effective teacher-student and student-student interaction and cooperation, students’ English listening proficiency can be significantly enhanced, promoting the comprehensive development of their language abilities. At the same time, the study also emphasized the crucial role of evaluation and feedback in listening teaching, advocating that teachers should develop scientific and reasonable evaluation standards based on students’ age characteristics and cognitive levels and provide students with timely, specific, and targeted feedback. We believe that in the future, with the continuous updating of educational technology and teaching concepts, the positive role of listening input in improving students’ reading ability will be more widely recognized and applied, helping students achieve a leap in reading ability and further promoting the comprehensive improvement of English teaching quality.

Early childhood teachers’ reflections on participating in a district-wide one-to-one device program

This qualitative study explored how kindergarten teachers talked about their experiences implementing tablets in their classrooms as part of a district-wide one-to-one device initiative. Fourteen kindergarten teachers from six schools within a large urban school district shared their personal reflections and contributed to rich focus group conversations about the varied opportunities and challenges they had experienced. Data analyses highlighted two overarching themes illustrating teachers’ conversations around tablets: structural formats and perceived barriers and challenges they encountered. Within these two broad categories, we identify five major themes and provide a rich description of the teachers’ storied accounts. Results from our study provide evidence that large-scale device implementation in early childhood classrooms requires training and support that goes beyond how to use the devices themselves and develops teachers’ Technological Pedagogical Content Knowledge (TPACK). Findings also suggest that developing a clear technology plan as well as identifying classroom resource needs are important steps in planning a large-scale one-to-one device initiative in early childhood classrooms.

An Examination of Practices and Perspectives of Task-Based Language Teaching (TBLT) in Tertiary Literary Classes: Insights from Bangladesh

This qualitative study investigates the integration of task-based language teaching (TBLT) within literary classes at a private university in Bangladesh, examining perspectives from eight students and four English instructors. Through semi-structured interviews and classroom observations, the research explores TBLT practices and instructional strategies, focusing on its reception and effectiveness. Findings reveal a generally positive reception of TBLT, with participants acknowledging its structured format characterized by clear endpoints guiding students towards conclusive outcomes. However, concerns are raised regarding the potential diversion from critical aspects of literary study. Despite this, both educators and learners express optimism about TBLT, emphasizing its efficacy in facilitating language acquisition within the context of literary education. Importantly, the study underscores the necessity of instructors' comprehensive understanding of TBLT for successful integration within literary classes, highlighting the crucial link between pedagogical proficiency and effective classroom implementation. This research provides unique insights into TBLT dynamics within Bangladesh's tertiary-level literary education, emphasizing the transformative potential of teachers' expertise in enhancing the language learning experience and offering valuable implications for pedagogical practice.

Role of Teachers and Students: An Analysis of Higher Education Commission Speaking Curriculum at Graduate Level in PakistanSubtitle:Implication of the Role of Teachers and Students in Curriculum Design

An effective curriculum must clearly define the roles of both teachers and students in achieving its goals. The HEC undergraduate educational policy 2023 emphasizes that the speaking curriculum should align with fieldwork requirements, reflecting in the roles of teachers and students. This study explores these roles in teaching and learning speaking skills at the undergraduate level in Pakistani universities. Teachers need to enhance their knowledge and skills to effectively use various instructional methodologies. Curriculum developers must ensure their curricula support student learning, provide the necessary tools to meet learning objectives, and improve the education system. This qualitative study used a language teaching model, collecting data through interviews with teachers and students, analyzing the functional English curriculum, and observing classrooms focused on speaking skills. Findings indicate that the speaking curriculum needs improvement to redefine teachers as facilitators rather than directors and ensure proper classroom implementation. Additionally, students need more involvement in pair/group activities to develop workplace-related speaking skills. The study suggests revising the curriculum to incorporate practical learning activities that encourage student engagement and speaking skills development.

An Analysis of Practicality for Google Classroom Implementation in Kelantan State Secondary Schools

E-learning, a contemporary technological innovation, is extensively employed in contemporary educational institutions and is recognized by educators. The utilization of information and communication technology (ICT) as an instructional mechanism constitutes an additional pioneering teaching and learning (T&L) approach. The credibility of technology must be ensured in order to effectively augment the current instructional framework. The utilization of Google Classroom as an instructional platform to supplant the conventional physical approach to learning has the potential to establish an educational setting aligned with the demands of the 21st century. The accelerated growth of Google Classroom can be attributed to its distinctive attributes, each of which contributes independently to its efficacy. This research study employs a quantitative research approach that employs a survey methodology utilizing a questionnaire to assist researchers in gathering more precise and high-quality data and information. Issues and Challenges of Using Google Classroom in PdPR are inadequacy of support and exposure, the preparedness of teachers, the preparedness of students, access to the Internet, and the availability of device tools. Several proposed resolutions can be considered in addressing this issue. These include augmenting preparedness through the provision of comprehensive teacher education, fostering cognizance among parents and guardians, fostering cooperative efforts between governmental and private entities, as well as enhancing the capabilities and infrastructure of information and communication technology (ICT) facilities. It is of utmost importance to tackle additional obstacles that emerge in the utilization of this platform in order to alter the instructional regimen. Collaboration among stakeholders in the industry is imperative to guarantee that elementary school pupils are provided with technological resources and receive assistance for remote education.

Analytical Study of Cooperative Learning in Mathematics

This exhaustive study delves into the application and impact of cooperative learning in mathematics education, specifically focusing on the context of Nepal. The primary aim is to assess the effectiveness and prevalence of cooperative learning strategies employed by mathematics teachers at both school and college levels. The investigation centers on small-group cooperative learning as an alternative pedagogical approach, contrasting it with traditional whole-class expository instruction and individual instruction systems. The study outlines practical and realistic strategies for utilizing small groups in mathematics teaching, emphasizing their applicability across different age groups and curricula. Furthermore, the study encompasses three computer-based cooperative learning strategies designed for classroom implementation, various learning activities aimed at establishing a cooperative classroom setting, and procedures for group problem-solving and inquiry specifically in algebra, geometry, and trigonometry. The implications of this finding underscore the need for further efforts to enhance the adoption of cooperative learning among mathematics teachers in Nepal.

Pengembangan Metode Pembelajaran Berbasis Permainan pada Mata Kuliah Agama Islam di AKN Putra Sang Fajar Blitar Menggunakan Model 4-D Thiagarajan

Learning theoretical subjects at Vocational Colleges (PTV) is very identical to practice, but has its own challenges, including the general basic subjects (MKDU) of Islamic Religion. The problem with Islamic religious education in higher education, apart from the curriculum, teacher competency, differences in the quality of student understanding, and scientific dichotomy, is that there is also a very small learning portion (around 2 credits) from other subjects. This condition requires creative innovation, one of which is the development of game-based learning. This research focuses on developing a game-based learning method with Thiagarajan 4D model on Muslim Personality material which consists of 4 stages, namely defining, designing, developing and disseminating. Research data was collected by interviews, observation and documentation. The design of this game-based learning method has been validated by material and game experts, tested on a small scale and implemented in classrooms. Based on the validation results from material experts and game experts, the results showed that game-based learning designs are very suitable for use. The results of small-scale trials and implementation in classrooms show that students are enthusiastic, actively discussing, asking and answering, confident, and eager to participate in learning without feeling sleepy. Game-based learning methods can be used as an effective way to teach theory courses.

Helping young students cope with the threat of fake news: efficacy of news literacy training for junior-secondary school students in Hong Kong

ABSTRACT As fake news proliferates, the urgency to educate young students in news literacy grows. Research indicates that while young adolescent students recognize the detrimental impact that fake news has on society, they lack the knowledge and motivation to combat it. We conducted news literacy training with 101 Hong Kong students (aged 11 to 14) evaluating their news literacy, susceptibility to fake news, perceived responsibility, as well as motivation to engage in protective behaviours. The training significantly enhanced participants’ news media knowledge, perceived control, and reduced their vulnerability to fake news. Participants became more motivated to report fake news, warn others, suggest alternative sources, and manage preferences to filter our problematic news sources. Participants also demonstrated an improved ability to evaluate the credibility of a real-world news article. These findings demonstrate the effectiveness of the training for this age group and suggest its potential for implementation in junior secondary-school classrooms.

On the Importance and Necessity of Implementing Modern Educational Technology in Applied Curriculum of Higher Vocational Colleges

Since the outbreak of the novel coronavirus epidemic, the country has carried out a teaching reform, rapidly using a variety of modern educational technologies to achieve cross-space and cross-time teaching. The research on the application of modern educational technology in teaching has become a hot topic. Taking the course of Nutrition Science as an example, this paper summarizes the relevant teaching and research focuses at home and abroad. The main points are that the application research on the combination of modern educational technology and specific curriculum content is not deep enough in terms of the content that needs special attention in the development of education and teaching. Then it analyzes the disadvantages of traditional teaching and the superiority of modern educational technology applied in teaching, affirms the importance of modern educational technology, traditional teaching and modern educational technology should complement each other and integrate each other. Finally, some suggestions are put forward on the application of modern education technology in classroom teaching, focusing on the details of teaching work, paying attention to comparative analysis, practice, effectiveness, research refinement, the data of teaching effect, school-enterprise cooperation and curriculum digitization etc. Any new educational technology is only a teaching tool and auxiliary means, which cannot completely replace traditional teaching forms, let alone be implemented for the sake of implementation. The importance and necessity of modern educational technology are built on the basis of better serving students. Everything is "student-centered", and teachers can reasonably apply modern educational technology to teaching design and leading classroom implementation.

Enhancing English Language Acquisition: Strategies for Effective Classroom Implementation

This article explores various strategies aimed at enhancing English language acquisition in classroom settings. Recognizing the importance of effective language instruction, the study delves into innovative methodologies and approaches to cater to diverse learning styles. The authors emphasize the significance of creating an immersive linguistic environment that fosters both spoken and written proficiency.
 The research evaluates the impact of incorporating technology as a tool to augment language learning experiences. Utilizing multimedia resources, online platforms, and interactive applications, the study examines how these digital elements can engage students and reinforce language skills. Additionally, the article addresses the integration of cultural components into language lessons, emphasizing the role of cultural context in language comprehension and expression.
 Furthermore, the authors investigate the effectiveness of collaborative learning techniques in language acquisition. Group activities, peer interactions, and communicative exercises are explored as means to encourage active participation and enhance language retention. The study also scrutinizes the role of feedback mechanisms in shaping language development, emphasizing timely and constructive feedback as a pivotal element in the learning process.
 In conclusion, this article provides valuable insights into strategies for effective English language acquisition within classroom settings. By blending technological tools, cultural elements, collaborative activities, and feedback mechanisms, educators can create dynamic learning environments that cater to the diverse needs of students. The findings contribute to the ongoing discourse on optimizing language instruction methods and offer practical implications for educators seeking to enrich the English language learning experience

Peer Teaching for Early Reading of Elementary School Students: Classroom Implementation and Challenges

The purpose of this study was to analyze and describe the application of the peer teaching learning method to students' beginning reading skills. The research method used is qualitative research with exploratory descriptive design. Sources of data in this study were students and teachers in first grade of elementary school who had implemented the peer teaching learning method. Data collection techniques using documentation, interviews, and observation. Data analysis techniques used are data reduction, data display, and data verification. Test the validity of the data using technical triangulation. The results showed that the inclusion of students' initial reading skill aspects included being able to pronounce letters very fluently with no errors, being able to compose letters into words fluently even though there were a few structuring errors, understanding the meaning of words that were read quite fluently because there were several deficiencies in understanding the meaning of words, showing appropriate reading behavior quite fluently, there was activity of repeating words in reading even though not many words were repeated, and activities in decapitation were not quite right there were few errors, so that overall the coverage of reading skills through the peer teaching method analyzed was as large as fulfilling If the criterion is sufficient, in the future it is hoped that there will be a review related to the implementation of learning plans through the peer teaching method so that learning activities that refer to the development of students' reading abilities are achieved.

Student Perceptions of Language Advising as a Complement to the Flipped Classroom

The flipped classroom was implemented in an intermediate-level Italian class in the Philippines. Owing to the difficulties of the flipped classroom as described by existing literature, which includes a general lack of genuine motivation to access the materials needed for autonomous learning, language advising was conducted as a complementary tool to assist in the smooth implementation of the flipped classroom without the need to resort to extrinsic motivational strategies. Five students participated in the language advising sessions which were scheduled four times throughout the semester for each student with a duration of twenty minutes each. Through an open-ended questionnaire, the participants gauged their perceptions of the complementarity of the language advising sessions to the flipped classroom that was implemented throughout the semester. Using thematic content analysis for the open-ended responses, the following themes emerged from the students’ experiences: a sense of control of one’s own learning, personalized instruction, performance boosting and balance, and a fostering of student rapport.

Incorporating Positive Psychology into the Post-Secondary Classroom

The principles of positive psychology have been studied for many years, but it seems to be only recently that the benefits of these techniques are being accepted by the wider community of mainstream pedagogues. In this article, we describe the principles of positive psychology and then highlight its benefits for both students and instructors. Finally, we discuss strategies and tips for implementation in the higher education classroom, both in-person and online.

Unlocking potential: Systematic review the use of gamification in leadership curriculum

AbstractThis systematic review examines the role and efficacy of gamification in leadership education, addressing a significant void in contemporary literature. Recognizing the universally acknowledged significance of leadership in diverse sectors, this study highlights the pervasive challenges in post-secondary leadership curricula, such as unclear objectives, student motivation, lack of access and practical applications. This review dissects gamification's effectiveness, identifies key outcome determinants, and discusses the hurdles to classroom implementation, suggesting potential solutions or interventions by examining 23 peer-reviewed journal articles that are published in various locations and disciplines from 2012–2022. The results cover the roles of digital tools in facilitating gamification, recurring obstacles such as resource limitations, evaluation difficulties, and identifies the challenges in formulating a consensus of an operational definition between scholars. The paper suggests the need for future research focusing on refining gamification's definition, extending its scope, and crafting robust evaluation strategies, thereby catalyzing a transformation in pedagogical practices and should prioritize the development and implementation of robust evaluation strategies for gamified leadership training programs.

A model of programmatic co-design with teachers: five factors for success

ABSTRACT This paper summarises the co-design model utilised throughout 2020–2022 by WeatherBlur, a community-based citizen science project. Project leaders and teachers working in classrooms across multiple states collaborated to develop iterative instructional practices for classroom implementation and professional development to support teachers’ use of the program. Participants received necessary support and training to facilitate their ongoing success as the project evolved and grew. External evaluators tracked the planning group’s co-design process, collecting data on the research-practitioner partnership and the ways their input impacted the project’s development over time. During the final year of the project, the planning group reflected upon their work and identified five criteria that emerged as successful elements of this co-design process. 1. Creating a culture of trust, 2. Time and patience, 3. Foundational knowledge and deconstruction for understanding, 4. Mutually beneficial collaboration, and 5. Commitment to engagement and flexibility. We present a full explanation of these five criteria, including how the WeatherBlur team developed and nurtured the associated behaviours and strategies. This set of takeaways is applicable to many contexts, and this paper provides insight for future co-design models seeking to replicate a development process that utilises collective resources and input from a range of collaborators.

Improvement of Acid-Base Materials Understanding SMAI Gumukmas Students with Simple Practicum

SMAI Gumukmas is a privately-funded high school situated in Purwoasri Village, Gumukmas District, Jember, with a B accreditation status. The absence of laboratory resources challenges devising inventive, uncomplicated, and pragmatic classroom learning, such as Chemistry. Collaboration between SMAI Gumukmas and the Chemistry Department lecturers to conduct community service is a mutually beneficial initiative that fosters curriculum innovation and practicum subjects. Acid-base is a chemistry topic with material relevant to all grade levels and can be easily visualized through practical examples from everyday life. The methodology involves delivering a lecture or theoretical framework on acid-base, followed by practical work. The acid-base practical is designed to commence with comprehension of the acid-base concept, including everyday life examples, before progressing to classroom implementation. The acid-base theme learning activities and practicum at SMAI Gumukmas proceeded seamlessly and successfully. The initial class consisted of 40 students from grades 11 and 12, while the subsequent consisted of 33 grade 10 students. The students exhibited a positive response as their studies progressed with exemplifications derived from everyday life.

Exploratory Sequential Study in the Implementation of Moodle-Based Flipped Classroom on Microteaching Class

The Covid-19 pandemic has had a significant impact on the process of teaching and learning activities, one of which is social distancing. The flipped classroom learning method is a solution. The research objectives are: Knowing the process of implementing a moodle-based flipped classroom on microteaching class, Testing and describing the effect of implementing a moodle-based flipped classroom on microteaching on student achievement at IAIN Pekalongan, and Knowing student responses to the implementation of flipped classroom-based moodle. This research approach is mixed methods research. The sampling technique used in this research is purposive sampling. The results showed: 1) The implementation of the Moodle-based flipped classroom was carried out in several steps including: a) Making video tutorials about microteaching, b) Uploading videos on LMS moodle, c) Giving assignments, and d) When in class, the lecturer focuses on deepening the results of student assignments; 2) The effect of the flipped classroom implementation based on moodle based on the results of the t test that the calculated T value = [-44,338] or 44,338 and the significance value (2-tailed) is 0.000. So, there is an effect of the implementation of the Moodle-based flipped classroom in the microteaching class on student achievement at IAIN Pekalongan; 3) Student responses to: a) Microteaching class is included in the very positive category with an average of 89.17%, b) LMS moodle is included in the positive category with an average student response of 81.14%, and c) flipped classroom included in the positive category with an average student response of 83.70%.