Improvements In Student Engagement Research Articles

A Comparative Analysis of Banking and Problem-Posing Models in Online PlatformAn Action Research

This study explores the impact of two educational models, Banking Education and Problem-Posing Education, within the context of virtual classrooms. Rooted in the constructivist learning theory, which posits learning as an active, meaning-making process, the research aims to compare their effects on student engagement, proactiveness, responsibility, and learning outcomes. Theoretical analysis and practical implementation of these models were conducted in a participatory action research design, spanning three stages: theoretical analysis, implementation, and reflection and evaluation. Data was collected through eight weeks of virtual field notes, categorizing activities under banking or problem-posing education. Results suggest that the Problem-Posing model, in the virtual education realm, led to tangible improvements in student engagement and performance. Students exhibited greater autonomy, active participation, and collaborative problem-solving. This aligns with constructivist principles, emphasizing the social construction of knowledge. In contrast, the Banking model yielded a less positive response, marked by student reticence and disinterest. The findings contribute to understanding pedagogical practices in the digital age, emphasizing the practical application of constructivist principles in teaching.

Challenges and Strategies For Effective Resource Utilization In Secondary Schools

This research investigates the prevalent challenges and identifies strategic approaches for effective resource utilization in secondary schools. Through a mixed-methods study involving quantitative analysis and qualitative interviews, the research highlights significant problems such as budget constraints, outdated educational materials, and disparities in resource distribution between urban and rural schools. The study reveals that 75% of surveyed schools encounter difficulties in resource allocation, with urban schools having better access to technology and trained personnel compared to their rural counterparts. Qualitative findings underscore the importance of several strategies to optimize resource usage. Needs-based allocation is identified as a critical approach, with schools that tailor resources to specific needs reporting improvements in student engagement and achievement. The integration of technology, combined with comprehensive teacher training on digital tools, is pivotal in enhancing learning experiences. Moreover, collaboration with the community and local businesses emerges as a valuable source of additional resources and real-world learning opportunities. The establishment of resource-sharing networks among schools is also noted as an effective measure to mitigate the impact of budget constraints and promote a more equitable distribution of materials and expertise. This study contributes to the discourse on educational equity and efficiency, offering actionable insights for policymakers, educators, and administrators. By emphasizing the need for localized solutions, technological equity, and community engagement, the research points towards a more equitable and efficient educational landscape. Future research directions include exploring the longitudinal impacts of these strategies on educational outcomes and the role of policy reforms in supporting resource optimization efforts.

INCORPORATING MIND MAPPING INTO THE INSTRUCTION OF TEACHING WRITING PROCEDURE TEXTS AT SMKN 1 DEDAI

This study explores the effectiveness of the Mind Mapping technique in enhancing students' writing abilities and their active participation in learning activities, specifically in Class X Multimedia of SMKN 1 Dedai. Drawing on various theories of writing instruction and motivation, as well as the benefits of Mind Mapping, the research aims to address students' writing challenges through innovative teaching methodologies.Utilizing Classroom Action Research (CAR) as the methodological framework, the study follows a four-step cycle: Planning, Action, Observing, and Reflecting. Researchers actively engage in teaching writing procedures using the Mind Mapping technique, while observing student interactions and responses in the classroom. Data collection involves observations, tests, field notes, and interviews conducted across two research cycles.The findings reveal significant improvements in student engagement and writing proficiency throughout the research process. Despite initial challenges, such as low motivation and participation, the implementation of the Mind Mapping technique leads to notable enhancements in student participation rates, writing skills, and overall learning experiences.Analysis of data from both cycles demonstrates a marked increase in student participation, with average scores rising from 69.21% to 82.89%. Moreover, test results indicate substantial advancements in students' writing proficiency, particularly in content, organization, language use, vocabulary, and mechanics. This study underscores the importance of innovative teaching methodologies, such as Mind Mapping, in fostering student engagement and improving learning outcomes. By actively integrating such techniques into classroom instruction, educators can create dynamic learning environments conducive to student participation and skill development. Keywords: Mind mapping technique, teaching writing, procedure text

Inbound learning: revolutionizing educational paradigms

This paper explores the transformative potential of Inbound Learning in educational settings, integrating principles from inbound marketing to foster personalized, engaging, and effective learning experiences. Through a comprehensive literature review, the study examines the application of Inbound Learning strategies across diverse educational levels and contexts, highlighting significant improvements in student engagement, academic performance, and educator satisfaction. The methodology employed combines quantitative and qualitative approaches to assess the impact of these strategies, revealing a positive correlation between personalized educational content and improved learning outcomes. Challenges such as technological access, resource allocation, and teacher training are discussed, alongside future perspectives that suggest the integration of advanced educational technologies and policy support to overcome these barriers. The findings underscore the efficacy of Inbound Learning in meeting the contemporary needs of learners and educators, advocating for its broader adoption to revolutionize educational practices.

Design and Application of Intelligent Assisted Learning System for Higher Education Students

The Intelligent Assisted Learning System for Higher Education Students is an innovative educational platform designed to enhance the learning experience for college and university students. Leveraging artificial intelligence, machine learning, and data analytics, this system provides personalized learning pathways, adaptive tutoring, and real-time feedback to students based on their learning styles, preferences, and performance. By analyzing student interactions, engagement levels, and academic progress, the system dynamically adjusts course materials, assignments, and assessments to optimize learning outcomes. This paper explores the integration of Cooperative User Knowledge Modelling (CUKN) into Intelligent Assisted Learning Systems (IALS) tailored for higher education. Through a systematic investigation of CUKN's role within IALS, we elucidate its potential to enhance personalized learning experiences for students. By leveraging user data, collaborative filtering techniques, and adaptive learning strategies, CUKN empowers IALS to dynamically tailor content recommendations, learning paths, and collaborative tools to individual student needs, preferences, and proficiency levels. Simulation results suggest significant improvements in student engagement and performance, with metrics such as a 30% increase in learning efficacy and an 85% satisfaction rate with feedback mechanisms. While promising, challenges remain in refining algorithms and ensuring seamless integration into educational practices.

Transformation of Qur'an and Hadith Learning Through Merdeka Curriculum in Indonesia

This research uses qualitative methods to investigate the transformation of Qur'anic and Hadith learning in Indonesia through the implementation of Merdeka Curriculum. The focus of the research includes the identification of barriers in traditional religious education, an emphasis on the need for a more dynamic and inclusive teaching approach to these key texts, as well as an explanation of solutions involving the adoption of Merdeka Curriculum. The curriculum incorporates innovative teaching methods, technology and community participation. The results show that traditional religious education in Indonesia is faced with a number of challenges, including monotonous teaching methods, lack of student interaction, and less relevance to contemporary life. Therefore, a more dynamic and inclusive teaching approach is needed to arouse students' interest and understanding of the Qur'an and Hadith. Merdeka Curriculum is considered a promising solution by bringing together innovative teaching methods, technology and community engagement. Its implementation showed significant improvements in student engagement, understanding, and application of the teachings of the Qur'an and Hadith. In conclusion, curriculum reform through Merdeka Curriculum has an important role to play in strengthening the understanding and appreciation of Islamic principles among students in Indonesia. This more dynamic and inclusive approach can help the younger generation to understand and appreciate the principles of Islam.

Adaptability of the Reform of Speaking Teaching Mode of Master's Foreign Language Based on Virtual Simulation Technology

The speaking teaching mode for mastering foreign languages at the master's level has been significantly enhanced through the integration of virtual simulation technology. By leveraging immersive simulations, students are provided with realistic scenarios and contexts for language practice and skill development. Through virtual environments, learners engage in interactive dialogues, presentations, and role-playing exercises, simulating real-life communication scenarios. This mode allows students to apply linguistic knowledge and cultural understanding in a dynamic and risk-free setting, fostering confidence and fluency in speaking. Moreover, virtual simulation technology offers personalized feedback and assessment, enabling instructors to tailor instruction to individual learning needs and track progress effectively. This paper explores the adaptability of the reformed speaking teaching mode for master's foreign language education, leveraging virtual simulation technology and Automated Statistical Deep Learning (ASDL). The integration of virtual simulation technology enhances the speaking teaching mode by providing immersive and interactive language learning experiences. ASDL algorithms analyze large-scale linguistic data and learner interactions within virtual environments to provide personalized feedback and optimize teaching strategies. Through simulated experiments and empirical validations, the adaptability of the reformed teaching mode is assessed. Results indicate significant improvements in student engagement, speaking proficiency, and learning outcomes compared to traditional methods. Students participating in virtual simulation-based sessions demonstrated a remarkable 35% increase in speaking proficiency compared to those in traditional classroom settings. Furthermore, learner engagement levels surged by 40%, indicating heightened interest and active participation in language practice activities facilitated by virtual environments. Automated Statistical Deep Learning (ASDL) algorithms, embedded within the virtual simulation platform, provided personalized feedback tailored to individual learner needs, resulting in a 25% enhancement in learning outcomes.

Designing A Distance Learning System for English Reading by Applying Multimodal Discourse Analysis Theory

Multimodal Discourse Analysis (MDA) theory is a comprehensive framework that examines communication beyond just language, considering various modes of expression such as images, sounds, gestures, and typography. This theory recognizes that communication is inherently multimodal, and meaning is conveyed through the interplay of different modes. MDA analyzes how these modes interact within texts and contexts to create meaning, emphasizing the importance of visual, auditory, and spatial elements alongside linguistic features. By examining multimodal texts, MDA provides insights into how meaning is constructed, negotiated, and understood in diverse communicative contexts, from advertising campaigns to political speeches. This paper proposes the design of a distance learning system for English reading by applying Multimodal Discourse Analysis (MDA) theory, augmented with Distance Vector Space Coordinate Classification (DVS-CC). The system aims to provide an immersive and interactive learning experience by integrating various modes of communication, including text, images, audio, and video. Through simulated experiments and empirical validations, the effectiveness of the DVS-CC-enhanced distance learning system is evaluated. Results demonstrate significant improvements in student engagement, comprehension, and learning outcomes compared to traditional distance learning approaches. For example, students using the DVS-CC-enhanced system achieved an average score increase of 25% in reading proficiency assessments. Additionally, the system's adaptive learning features enabled personalized instruction tailored to each student's learning style and pace. These findings underscore the potential of applying MDA theory with DVS-CC in designing effective distance learning systems for English reading, fostering enhanced learning experiences in remote educational settings.

Practice of Digital Media Art Education Based on Virtual Reality Technology

Digital media art education has entered a new era with the integration of virtual reality (VR), offering students immersive and interactive learning experiences. Through VR technology, students can explore the creative possibilities of digital media art in a simulated environment that transcends traditional classroom boundaries. From interactive installations to virtual exhibitions, VR enables students to experiment with diverse mediums, techniques, and concepts in a safe and engaging space. Moreover, VR facilitates collaboration and peer feedback, allowing students to showcase their work, receive critiques, and collaborate with peers from around the world in virtual studios and galleries. This paper explores the practical implementation of digital media art education utilizing virtual reality (VR) technology, augmented by Multimedia Linear Statistical Feature Classification (MLSC). VR technology offers immersive and interactive learning environments, allowing students to explore and create digital media art in three-dimensional spaces. The incorporation of MLSC enhances the educational experience by providing personalized feedback and assessment based on statistical analysis of multimedia features. Through simulated experiments and empirical validations, the effectiveness of the VR-based digital media art education approach with MLSC is evaluated. Results demonstrate significant improvements in student engagement, creativity, and learning outcomes. The students using the VR platform with MLSC achieved a 40% increase in project completion rates and a 30% improvement in artistic proficiency compared to traditional methods. These findings highlight the potential of combining VR technology with MLSC to revolutionize digital media art education, preparing students for careers in the dynamic and interdisciplinary field of digital media.

Hybrid Teaching Model of College English Based on Collaborative Filtering Recommendation Algorithm

A recommendation system is a powerful tool that analyzes user preferences and behaviors to provide personalized suggestions or recommendations. By leveraging algorithms and data analysis techniques, recommendation systems help users discover relevant content, products, or services tailored to their individual interests and needs. Whether recommending movies, music, books, or products, these systems enhance user experience by minimizing the effort required to find relevant information or items. Additionally, recommendation systems benefit businesses by increasing customer engagement, satisfaction, and sales through targeted recommendations. The recommendation systems play a crucial role in optimizing decision-making processes and enhancing user satisfaction in various domains. This paper introduces a novel hybrid teaching model for college English, integrating the Collaborative Filtering Recommendation Algorithm with Hybrid Ant Whale Optimization Collaborative Filtering (HAWO-CF). The proposed model aims to personalize English language instruction by leveraging collaborative filtering techniques to recommend tailored learning materials and activities to students. Through simulated experiments and empirical validations, the efficacy of the HAWO-CF-enhanced hybrid teaching model is evaluated. Results demonstrate significant improvements in student engagement, comprehension, and learning outcomes compared to traditional methods. For instance, students using the HAWO-CF model exhibited a 25% increase in vocabulary retention and a 30% improvement in reading comprehension scores. Additionally, the model enabled instructors to optimize teaching strategies based on real-time feedback and performance data, leading to more effective and adaptive instruction. These findings underscore the potential of hybrid teaching models with HAWO-CF in revolutionizing college English education, and fostering personalized and impactful learning experiences.

UPAYA MENINGKATKAN MOTIVASI BELAJAR SISWA PADA MATERI EKONOMI KREATIF MELALUI PENERAPAN MODEL PROBLEM BASED LEARNING KELAS IX SMP NEGERI 1 PASARIBU TOBING

This research aims to investigate methods to enhance the learning outcomes of creative economic subjects among 9th-grade students at SMP Negeri 1 Pasaribu Tobing through the implementation of a problem-based learning model. The research findings indicate an improvement in student engagement throughout the stages of the Problem-Based Learning model in the subject of Social Sciences (Creative Economics), with nearly all types of activities exceeding 70% from Cycle I to Cycle II. Student learning outcomes showed improvement with the utilization of problem-based learning models. The increase in learning outcomes is evident from the rise in the number of participants achieving the Minimum Completion Criteria (KKM), which increased by 24.14%. The average learning outcomes score was 69.66 in Cycle I, which increased to 80.69 in Cycle II. Furthermore, students' responses and attitudes towards the implemented problem-based learning model were highly positive.

Silent Way Method Sebagai Alternatif Pembelajaran Maharatul Istima’

This study examines the application of the Silent Way method (At-Thariqah Al-Shamitah) in Arabic language learning, with a focus on enhancing students' maharatul istima’ (listening skills). The Silent Way method, which emphasizes the active role of students in the learning process and limits teacher intervention, is used to improve listening skills through Arabic language instruction. This research employs a Classroom Action Research (CAR) approach consisting of three cycles: planning, implementation, observation, and reflection. In each cycle, the teacher applies Silent Way strategies, observes student progress, and makes continuous improvements based on observation results. The study results show that the application of the Silent Way method significantly improves students' listening abilities in Arabic language learning. Data were obtained from pre- and post-cycle tests, classroom observations, and student feedback. Data analysis indicates an increase in the average maharatul istima’ scores and an improvement in student engagement and motivation in the learning process. The study concludes that the Silent Way method is effective in enhancing students' listening skills and recommends this method as an alternative strategy in Arabic language instruction.

Can gamification improve student engagement and learning?

Management education has traditionally been delivered in tedious and disengaging manner. Students manifest their disengagement in five dimensions - values, motivation, behavioural, interactional and competing involvements. This research targets motivation, behavioural and interactional disengagement using gamification. This project aims to investigate the impact of implementing gamification elements in an undergraduate managerial communication course on the students’ engagement and academic performance. Grounded in Self-Determination Theory, this project develops an online and in-class gamified learning intervention by aligning game attributes to desired behaviours and learning outcomes. Using a pre- and post-test survey, the researchers will examine student perceptions of the gamification intervention. Students’ written reflections on their gamification experience will also be subject to a thematic analysis. The researchers anticipate an improvement in student engagement and learning outcomes. Based on the findings, a set of design principles to guide future gamification interventions will be developed.

OPTIMIZING GEOSPATIAL LITERACY: A QUALITATIVE EXPLORATION OF GOOGLE EARTH AS AN EFFECTIVE LEARNING TOOL IN PRIMARY EDUCATION

The utilization of information technology in the field of education, particularly Google Earth, has become a significant breakthrough. This article examines the potential of Google Earth as a map learning tool at SDN Sidomulyo 02. The research focuses on students and teachers from grades 4-6, employing a qualitative approach with a case study. The research results indicate an improvement in student engagement, a better understanding of map concepts, and increased learning motivation. Google Earth provides a dynamic, visual, and interactive experience, allowing students to explore the world virtually. This advantage is evident in the identification of map symbols, understanding legends, and interpreting geographical information. A comparison with conventional methods emphasizes the superiority of Google Earth in the context of map learning, supporting a contextual learning approach. Despite the positive outcomes, challenges in implementation involve a learning curve for teachers. Therefore, advanced training and technical support are key to the effectiveness of Google Earth usage. This article contributes to a deeper understanding of the positive impact of Google Earth on students' geospatial literacy. Its implications include recommendations for teachers and policymakers to integrate learning technologies, especially Google Earth, into elementary education curricula. As a significant contribution, this research paves the way for the broader use of similar technologies in elementary education and serves as a foundation for further research in the development of learning methods that integrate technology.

Bridging Theory and Practice: An Innovative Approach to Android Programming Education through Nutritional Application Development and Problem-Based Learning

This study introduces an innovative Problem-Based Learning (PBL) methodology to enhance the teaching of Android programming, focusing on addressing nutritional challenges. Conducted within the Computer Science degree at the University of Deusto, this research engages third-year students in developing applications aimed at improving access to nutritional knowledge. The novelty of this approach lies in its integration of advanced programming concepts with practical application development, fostering a deeper understanding and engagement among students. The applications enable users to access detailed nutritional information from open-access food databases, catering to individuals with specific dietary constraints. Preliminary results indicate a significant improvement in student engagement and learning outcomes compared to traditional teaching methods, underscoring the potential of this methodology in fostering future researchers and advancing educational practices in computer science. This research contributes to the field by demonstrating the efficacy of combining PBL with application development in enhancing learning experiences and outcomes in programming education. Our findings not only contribute valuable insights into the unique challenges and motivators associated with Android programming but also pave the way for tailored educational strategies that can optimize the learning experience in this domain.

PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERINTEGRASI CULTURALLY RESPONSIVE TEACHING (CRT) UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA KELAS X IPA 2 SMA NEGERI 7 MATARAM PADA MATA PELAJARAN KIMIA TAHUN AJARAN 2022/2023

This study is a Classroom Action Research that aims to investigate whether the implementation of the Problem-Based Learning model integrated with Culturally Responsive Teaching (CRT) can enhance the motivation and learning outcomes of X IPA 2 at SMA Negeri 7 Mataram in the subject of Chemistry for the academic year 2022/2023. The research employs the Classroom Action Research method, consisting of planning, acting, observing, and reflecting. Data sources include both quantitative and qualitative data, encompassing pre-test and post-test results, observations of the teaching and learning process, questionnaire responses, daily journals/field notes, and activity photos. The research is conducted collaboratively with fellow teachers to assess student motivation and learning outcomes after implementing the intervention in two cycles, with each cycle comprising two sessions. The results of the study indicate that the application of the Problem-Based Learning model integrated with Culturally Responsive Teaching demonstrates high student motivation, with an agreement percentage of 89%. Additionally, there is an evident improvement in student engagement, as shown by an average class activity percentage of 60.96% in the first cycle and 87% in the second cycle. Furthermore, there is an enhancement in student learning outcomes, with a proficiency percentage increasing from 77% in the first cycle to 86% in the second cycle.

Enhancing Motivation Strategies in a Mandatory University Geography Course

This study investigates the effectiveness of innovative teaching strategies designed to enhance student motivation and engagement in a compulsory Physical Geography of the Iberian Peninsula course taught to first-year history students at the University of Seville. The paper outlines the challenges faced in teaching large and diverse groups of students, and the need to develop instructional approaches that accommodate various learning preferences and academic backgrounds. The re-search evaluates the impact of the implemented strategies on students' perception of the subject matter, with a specific focus on the shift in rankings from the beginning to the end of the academic year. The findings demonstrate a significant improvement in students' appreciation for the subject, as evidenced by a decrease in the percentage of students who ranked the course as their least preferred (from 40.7% to 4.9%) and an increase in the percentage who ranked it as their most preferred (from 0% to 11.1%). The study concludes that the adoption of motivational strategies, including active learning techniques, collaborative tasks, and personalized feedback, can lead to substantial improvements in student engagement and overall learning outcomes in a compulsory university course. The implications for teaching practice and future research are discussed.

Applying Problem Based Learning to Improve Student Engagement in an Engineering Economics Course

Maintaining high levels of student engagement and interest is a widespread challenge in teaching Engineering Economics courses. To address this challenge at Baylor’s School of Engineering and Computer Science, a series of problem-based homework assignments focused on personal investing and tax return preparation have been developed and integrated into the Global Business Economics and Communication course. This transition in course structure has resulted in significant improvements in student engagement as measured by class attendance, homework completion rates, and course evaluation statistics. This transition also increased polarization of students’ academic performance which may be addressed through further development of the problem-based learning course content.

Leveraging Positive Behavior Supports to Improve Engagement in Virtual Settings

High-levels of classroom engagement and on-task behavior have been linked to positive outcomes for students. In traditional classroom settings when levels of on-task behaviors are low, teacher integration of Positive Behavior Interventions and Supports (PBIS) can facilitate improvement in student engagement. PBIS strategies such as creating clear routines and expectations, explicit instruction on expected behaviors, acknowledging behavior, and a high level of opportunities to respond have demonstrated efficacy for improving engagement across grade levels. As teachers increasingly adjust their teaching to virtual platforms these evidence-based practices should continue to be a part of their instructional repertoire. Unfortunately, teachers may have little experience in leveraging such practices to improve engagement in virtual classrooms. With the recent shift to virtual instruction due to the pandemic, it is important teachers are equipped with knowledge and skills to implement PBIS in virtual classroom settings to improve student outcomes. This manuscript provides a how-to guide to support teachers and administrators in effective and efficient use of PBIS in online platforms to bridge the gap in practice. Steps and an implementation checklist are included to improve virtual learning engagement by utilizing tools within online platforms such as Zoom and GSuite to clarify virtual expectations and increase student demonstration of expected behaviors.

Pharmacy student experience, preference, and perceptions of gaming and game-based learning

IntroductionThe incorporation of serious games in higher education has shown improvement in student engagement and motivation to learn. Research that explores local pharmacy student preferences of gamification aspects of serious games is scarce. Therefore, this study was conducted to investigate local pharmacy student experience, preference, and perceptions of gaming and game-based learning. MethodsA cross-sectional study was conducted by distributing self-administered questionnaires among pharmacy students in Malaysia. Descriptive statistics, the Mann–Whitney test, the Kruskal–Wallis test, and the Spearman's correlation test were used for analysis. ResultsA total of 328 pharmacy students enrolled in this study, and 84.1% (n = 276) had video game experience. Students usually played video games using mobile phones (n = 231, 70%). Pharmacy students showed positive perceptions regarding serious games with a mean score of 3.69. However, limited awareness and knowledge of serious games was observed among pharmacy students. The most preferred game genres were role-playing and strategy (n = 174, 53%). Pharmacy students also preferred playing a cooperative game style (n = 113, 34.5%) with scores as a reward system (n = 204, 62.6%). Over three quarters (n = 292, 89.3%) wanted to see the results of the assessment after the game. ConclusionsThis research provided information on serious games preferences of local pharmacy students. Further study should evaluate the acceptance and effectiveness of the implementation of serious games among pharmacy students in Malaysia.