Improving Learning Environments Research Articles

What Really Matters in Secondary-Level Students’ Classroom Participation: A Study from the Student’s Perspective

Effectively Increasing student classroom participation has always been a crucial challenge for secondary teachers. The present study aims to address the factors that contribute to increased student participation in the classroom, therefore fostering an improved learning environment from the secondary-level students’ perspective. This study uses a qualitative research approach to explore specific aspects of teachers' behavior that impact student participation. Through focused group discussions, students share their diverse experiences and perspectives, the dimensions of teachers’ particular behavioral influence on active engagement in the classroom. The findings shed light on teachers’ content delivery skills, the role of teachers’ rapport building, the impact of teachers’ willingness to explain in depth, and the influence of teachers’ voices. The study suggests valuable insights for educators striving to create a more conducive and participatory learning atmosphere in secondary education. Teacher’s World: Journal of Education and Research, 49 (2),85-98

Student attitudes towards smartphone use in a pre-service teacher tech course

In contemporary classrooms, characterized by students who are digital natives with a firm reliance on mobile phones, integrating these devices into educational activities presents an opportunity to enhance learning experiences and increase engagement. This qualitative case study investigates undergraduate pre-service teachers’ perceptions of using smartphones for learning activities in a Teacher Education Program (T.E.P.) technology course at a 4-year institution in the U.S. The researchers sought to examine how the use of smartphones influenced the students’ learning experiences. Understanding students' experiences can inform the development of strategies to enhance technology-integrated lessons and foster improved learning environments. The findings indicated that students had positive experiences with using smartphones in class. They found the devices to help enhance online learning security and were reliable, versatile, and affordable compared to other forms of technology. The ability of the devices to download and accommodate a variety of educational materials was also a valuable attribute for the students. However, challenges associated with unrestricted phone access in the classroom, including the risk of addiction, distraction, decreased engagement, and concerns regarding academic integrity, were reported. As smartphones become integral to our learning environment, educators should establish policies promoting responsible usage to optimize students' learning potential rather than imposing bans. The researchers propose that institutions invest in innovative software solutions to manage smartphone usage proactively. This approach enables students to enhance their focus and productivity during crucial learning moments while mitigating distractions posed by mobile phones.

The impact of the Systematic Assessment for Resilience (SAR) framework on students’ resilience, anxiety, depression, burnout, and academic-related stress: a quasi-experimental study

BackgroundMedical students face significant psychological stress, impacting their academic performance and well-being. The Systematic Assessment for Resilience (SAR) framework is designed to enhance resilience and mitigate stress among medical students, addressing the need for interventions within the assessment system in medical education. The aim of this study was to evaluate the implementation of SAR framework on medical students’ resilience, anxiety, depression, burnout, and academic stress.MethodsThis study employed a quasi-experimental design with pre- and post-testing. It involved the training of course coordinators in implementing the SAR framework and its integration into the daily learning activities. Fourth-year medical students were assessed before and after the intervention using standardized measures of resilience, anxiety, depression, burnout, and academic stress. Data were analyzed using quantitative methods and thematic analysis for qualitative feedback.ResultsPost-intervention, students demonstrated a significant increase in resilience scores (p < 0.001) and a notable decrease in measures of anxiety, depression, and academic stress (p < 0.001). The burnout types were also statistically different (p < 0.001) except client-related burnout (p > 0.05). Qualitative feedback of the course coordinators highlighted an improved learning environment, increased coping strategies, and a more supportive academic culture.ConclusionThe SAR framework significantly contributes to enhancing medical students’ resilience and reducing psychological distress. Its implementation suggests a promising approach to fostering a supportive educational environment that not only addresses the psychological challenges faced by medical students but also enhances their academic performance and overall well-being. Further research is warranted to explore the long-term impacts of SAR across different medical education contexts.

Challenges Faced by the Grade VI Students during the Implementation of the New Curriculum Framework: A Case Study on Khulna University School

This qualitative study has attempted to explore the challenges encountered by the grade VI students during the implementation of the New Curriculum Framework-2021. This competency-based new curriculum which emphasizes on innovative pedagogical approaches has been in implementation for grade VI and VII throughout Bangladesh since January 2023. A case study on Khulna University School has been carried out to conduct this study. The research questions of this study focus on the challenges relevant to teaching-learning and assessment and how those are affecting students’ learning. To answer the questions classroom observations and semi-structured interviews of the students as well as the teachers were done. Then obtained data were analyzed by using thematic analysis technique from which major themes emerged. This Study finds that the students are facing a number of challenges including difficulties in understanding instruction and assessment criteria, lack of active participation, insufficient class duration and physical facility, irregular feedback etc. This study also finds that both the students and teachers have claimed that as they were not adequately prepared for a full scale implementation, the mentioned challenges are hampering learning by creating learning gaps and widening parental concerns along with financial issues. The findings have implications for the government, policymakers, curriculum developers, school authority, teachers and other stakeholders so that they can minimize the challenges that the students are facing. This study recommends that bottom-up approach, adequate preparatory time, effective curriculum dissemination, teacher training programs, improved learning environment are required for successful implementation of the new curriculum.

Graph plotting of 1-D motion in introductory physics education using scripts generated by ChatGPT 3.5

Introductory physics courses often necessitate students to graphically represent one-dimensional (1-D) motion and derive various physical parameters. Physical quantities are often solved by calculating either slope or the area under the graph. Instructors and students who do not have access to paid software must plot graphs by hand. This paper explores three introductory physics examples related to 1-D motion, and employs ChatGPT 3.5 to generate scripts that will produce graphs from raw data. It can generate scripts, based on accurate user inputs, in free programming languages like Python and/or GNU Octave to enable efficient graph plotting. Examples will be provided on calculating the slope of a distance–time graph and determining the area under a velocity–time graph. Given raw data, ChatGPT 3.5 may exhibit occasional inaccuracies when solving for physical parameters. However, user can communicate in English to modify the output. The author does not endorse the use of ChatGPT for academic misconducts such as assisting students to cheat in problem solving. Instead, ChatGPT is presented as a tool to enhance data visualisation for both instructors and students, which can potentially improve learning environments in introductory physics. This paper lays the groundwork for future initiatives, beyond the plotting of 1-D motion graphs, aiming to integrate artificial intelligence to assist more complex motion studies in physics learning environments.

Effect of Gamification on Students Learning Ability: An Experimental Study

Introduction: The study investigated the impact of instructional games on the academic performance of 8th-grade English language students. The primary aim was to determine if educational games enhance English language acquisition and assess student engagement and commitment to these games. Methodology: An experimental research design was employed, focusing on elementary students in Pakistani public schools. The sample comprised 179 boys from Islamabad Model School for Boys I-9/4. From 60 pairs of male students, one student from each pair was randomly selected for the experimental group. After one month, post-tests were administered to both the experimental and control groups. Data were analyzed using SPSS, t-tests, and one-way ANOVA. Results/Findings: The study revealed that educational games significantly improved learning environments and English proficiency. They enhanced student interaction, autonomy, and collaborative learning. The games also provided versatile roles for easier language application and dynamically adjusted pacing to sustain motivation, outperforming traditional methods. Future Direction: Future research should explore the long-term effects of educational games on English language acquisition and their impact on different age groups and subjects. Additionally, examining the integration of advanced technologies in instructional games could further enhance educational outcomes

Extra-linguistic Factors Affecting Learner's English Speaking at the Tertiary Level in Bangladesh

This study investigates the primary speaking difficulties encountered by tertiary-level English as Foreign Language (EFL) learners in Bangladesh and explores the influence of extra-linguistic factors on their English-speaking abilities. The research involves 77 participants from six Bangladeshi universities who have completed at least one English-speaking course. Utilizing a Likert-scale questionnaire encompassing 13 closed-ended questions, the study employs a quantitative approach. The findings reveal that speaking challenges are prevalent among EFL learners, with major difficulties including lack of conceptual knowledge, fluency, vocabulary, confidence, and grammar. Additionally, cultural, psychological, educational, and social factors significantly influence speaking proficiency. The cultural influences encompass pronunciation, communication styles, and idiom comprehension—where psychological factors like confidence and fear of making mistakes play a vital role. Educational factors, including classroom environments and feedback mechanisms, play a vital role. Engagement with English media and real-life English interactions also affect speaking skills. The study suggests cultural sensitivity, psychological support, improved learning environments, feedback mechanisms, media engagement, and increased real-world contacts to boost speaking proficiency in EFL learners. IUBAT Review, 6(2): 92-105

Supporting First-Generation Medical Students—Improving Learning Environments for All

Supporting First-Generation Medical Students—Improving Learning Environments for All

1:1 Computing: A Case Study Exploring How a Large District Leveraged School Librarians to Improve Teacher Practice, Learning Environments, and Digital Content

Most districts in the United States now provide computer devices to every student(Bushweiler, 2022). The research on 1:1 computing has primarily looked at the impact onstudent learning achievement, teacher and student attitudes and perceptions, andstudent-centered instructional practices (Penuel, 2006; Zheng et al., 2016). To date, no studyhas explored the role of the school librarian in any capacity in the implementation of 1:1computing programs.

Spillover effects of maternal education in elementary classroom: evidence from Vietnam

ABSTRACT This paper examines the spillover effects of maternal education in elementary classrooms in the context of Vietnam. Drawing from the sample of students who are randomly assigned to classrooms, we find that exposure to classmates whose mothers are well-educated positively influences student achievement. The heterogeneity analyses reveal that the magnitude of the effects tends to be larger for students from advantaged backgrounds. Exploring the mechanisms, we find that higher academic aspiration and motivation as well as an improved learning environment are potential pathways to the favorable impacts of peers’ maternal education.

Pharmacy technician development: Insight into training, preparedness, and career-path perceptions

BackgroundAlthough opportunities for pharmacy technicians may be expanding, an increasing number of technicians have transitioned out of their roles. It is important to consider what could be done within education and training to promote the retention of pharmacy technicians. ObjectivesThe purpose of this study was to survey pharmacy technicians in the state of Ohio to identify key components of professional development. MethodsA survey was distributed through REDCap to 24,444 pharmacy technicians with active pharmacy technician licenses in the state of Ohio. Inclusion criteria required survey respondents to be at least 18 years old and currently working as a pharmacy technician. ResultsA total of 1386 surveys were fully completed (approximately 6% response rate). Professional development opportunities provided by employers varied across most practice sites, but continuing education was the most reported opportunity. Attending conferences, taking specialized training courses, and tuition reimbursement were less common. The top 3 barriers to professional development participation included additional cost, time, and perceived value. Guidance and mentorship from peers, achieving national certification, and formal on-the-job training were the most helpful in job preparation and training. The main reasons to achieve certification included increased pay, development opportunity, or employer requirement. When considering preparation for new roles, 57% of pharmacy technicians felt prepared or very prepared for the job after 90 days. As technicians continued throughout their careers, the training transitioned from formal hands-on training to self-guided training. ConclusionPharmacy technicians have a desire to remain in their roles, but participation in professional development opportunities was lacking owing to availability of options and barriers. Pharmacy practice sites interested in retaining technicians should invest in offering and encouraging pharmacy technicians to participate in development opportunities. To continue to develop pharmacy technicians, ongoing education and training tied to increased compensation may improve retention and foster an improved learning environment.

Can There Be Equality And Inclusion In A Deprived Learning Environment? The Power Of Educational History And A Rethink Of Dr. B. R Ambedkar’s Envisionment For Nigeria’s Education System

The major part of this research is a historiographical type of qualitative or narrative study, aimed at linking the good works of Dr Ambedkar to the ingredients that make for success in today’s society. In order to achieve this purpose, the study engaged a systematic review of both primary and secondary data with a view to critically appraise and summarize as well as to reconcile the evidence involved with the preset research. The anchor theories were Vygotsky’s Defectology theory (1993) and Deprivation theory of Gurr (1970) which both formed the foundation on which the operating concepts of equality and inclusion in special education are laid, and commonly point to social attribution (of society) as the source of creation of discrimination. Some key concepts – Dr. B. R. Ambedkar’s envisioned equality and inclusion in education, learning environment and deprivation were explained under conceptual and contextual issues. Impact of Dr. B. R. Ambedkar’s vision on nations and international bodies including NGOs as they relate to inclusive education were meticulously reviewed with the aim to raise an answer to the question that gave rise to the study. The paper concludes by promoting the envisaged view of Dr. B. R. Ambedkar as what must be upheld in all countries particularly the least developing countries like Nigeria, as a means of not only achieving a sustained social, economic, political adjusted society that has educationally empowered persons and community through equitable access and inclusion but as a charted course to arrive at SDG4. Recommendations among others include that government should make efforts to provide education with ingredients of equality and inclusion to every learner at all levels of education to achieve development. Increased government passion for inclusive education provision, learning technology with improved learning environment, funding, teacher training among other educational needs particularly for the inclusive learners. And concluded that Since Dr. B. R. Ambedkar’s vision has become the national and international vision for the global community, governments should have no option of making her education responsive to current global demands to engender sustainable development.

Online Assessment in Higher Education: A Systematic Review

Online assessment is defined as a systematic method of gathering information about a learner and learning processes to draw inferences about the learner’s dispositions. Online assessments provide opportunities for meaningful feedback and interactive support for learners as well as possible influences on the engagement of learners and learning outcomes. The purpose of this systematic literature review is to identify and synthesize original research studies focusing on online assessments in higher education. Out of an initial set of 4,290 publications, a final sample of 114 key publications was identified, according to predefined inclusion criteria. The synthesis yielded four main categories of online assessment modes: peer, teacher, automated, and self-assessment. The synthesis of findings supports the assumption that online assessments have promising potential in supporting and improving online learning processes and outcomes. A summary of success factors for implementing online assessments includes instructional support as well as clear-defined assessment criteria. Future research may focus on online assessments harnessing formative and summative data from stakeholders and learning environments to facilitate learning processes in real-time and help decision-makers to improve learning environments, i.e., analytics-

Do natural resources play a role in economic development? Role of institutional quality, trade openness, and FDI

The decline in environmental quality is influenced by natural resource use, which, in turn, affects economic growth. The Sustainable Development Goal (SDG) has helped bring environmental problems to the forefront of the international community's agenda. Therefore, the purpose of this study is to ascertain how natural resources (NRR), institutional quality (IQ), trade openness (TO), and foreign direct investment (FDI) have a substantial impact on economic development. The system GMM model uses NRR, IQ, TO, and FDI in 10 European nations (Australia, Belgium, the Netherlands, Italy, Greenland, the UK, Berlin, France, Russia, Portugal, and Switzerland) between 2008 and 2020 to ascertain the effects of economic recovery, natural resources, and sustainable and nonrenewable energy consumption. The European GMM model chose these nations because of their reasonably high gross domestic product (GDP). The long-term variations in all nations were calculated. The research concludes that these countries' economies improve after switching to renewable and nonrenewable energy sources. Depending on the country, natural resources may be a boon or bane for economic development. Carbon dioxide emissions rise with the economy and from nonrenewable sources of energy but fall when renewable power is used instead. Each panel also considers the quantity of carbon dioxide (CO2) emitted by burning natural resources. Policies that promote sustainable power to lower carbon dioxide emissions and improve learning environments to encourage economic development can be used in such areas.

Identification of Emotions From Facial Gestures in a Teaching Environment With the Use of Machine Learning Techniques

Educational models currently integrate a variety of technologies and computer applications that seek to improve learning environments. With this objective, information technologies have increasingly adapted to assume the role of educational assistants that support the teacher, the students, and the areas enrolled in educational quality. One of the technologies that are gaining strength in the academic field is computer vision, which is used to monitor and identify the state of mind of students during the teaching of a subject. To do this, machine learning algorithms monitor student gestures and classify them to identify the emotions they convey in a teaching environment. These systems allow the evaluation of emotional aspects, based on two main elements, the first is the generation of an image database with the emotions generated in a learning environment such as interest, commitment, boredom, concentration, relaxation, and enthusiasm. The second is an emotion recognition system, through the recognition of facial gestures using non-invasive techniques. This work applies techniques for the recognition and processing of facial gestures and the classification of emotions focused on learning. This system helps the tutor in a modality of face-to-face education and allows him to evaluate emotional aspects and not only cognitive ones. This arises from the need to create a base of images focused on the spontaneous learning of emotions since most of the works reviewed focus on these acted-out emotions.

The Use of Augmented Reality and Virtual Reality Technologies in Teaching Foreign Languages

The article is devoted to analyzing the educational potential of augmented reality (AR) and virtual reality (VR) technologies in teaching foreign languages, specifically in the professional training of future teachers. The possibility and benefits of introducing AR technologies in the system of teachers’ professional training are based on the experience of the discipline «Modern Technologies of Teaching a Foreign Language to Preschool Children», which is taught during the first (bachelor's) level of education to students of the 012 Preschool Education Specialty at the Faculty of Pedagogical Education in Borys Grinchenko Kyiv University. The literature analysis and the description of the empirical experience of the interaction and implementation of AR and VR technologies in the course content are the major research methods used in this article. The article performs an analysis of the advantages and disadvantages of AR and VR technologies in foreign language teaching. The didactic potential of both aforementioned technologies is identified, including the improved learning environment, increased motivation, interaction, and content retention, the richness of multimedia modes, better visualization, and suitability for special learning needs. The article emphasizes the influence on multiple language skills and vocabulary development (vocabulary acquisition, phonics, pronunciation, comprehension, writing, reading, speaking, improved communication, and general learning skills). The data received proves the suitability and benefits of implementing current AR technologies in the professional training of future teachers and language teaching in general, as opposed to VR technologies that are limited due to their drawbacks that outweigh their current advantages, but still allow them to be considered a very powerful tool in the near future. Still, their partial accessibility by learners gives them the right to be used in terms of the realization of individual approaches. As a result of this article, a list of AR and VR technologies that could be used in foreign language teaching is revealed. The perspective of future research could focus on the analysis of specific technologies from AR or VR groups

Improving Learning Environments: Avoiding Stupidity Perspective

Research in learning technologies is often focused on optimizing some aspects of human learning. However, the usefulness of practical learning environments is heavily influenced by their weakest aspects, and, unfortunately, there are many things that can go wrong in the learning process. In this article, we argue that in many circumstances, it is more useful to focus on avoiding stupidity rather than seeking optimality. To make this perspective specific and actionable, we propose a definition of stupidity, a taxonomy of undesirable behaviors of learning environments, and an overview of data-driven techniques for finding defects. The provided overview is directly applicable in the development of learning environments and also provides inspiration for novel research directions and novel applications of existing techniques.

The I’m Learning! intervention methodology for quality learning environments in developing country contexts

Within the context of the global learning crisis and calls to focus on the quality of education, one international organisation took a systematic and holistic approach to improve learning, wellbeing, and development in schools. Known as the Quality Learning Environment (QLE) Framework, it conceptualised the quality of the learning environment in schools with four guiding principles: emotional and psychological protection of learners, physical wellbeing of children, active learning processes, and close collaboration between school and parents/community. From 2013 – 2017, the framework was piloted in three countries of Cambodia, Uganda, and Zimbabwe to improve learning environments and outcomes while documenting the process, methods, and results of the QLE pilot in their country. The interventions in the three countries were closely tracked by a longitudinal research study. This paper explores the ambition of global and national research firms to carry out rigorous cross-country research alongside contextualized and evolving school interventions.

2015 개정 수학과 교육과정 실행의 제약 사항 탐색

It is critical and timely to investigate how teachers implement the 2015 revised mathematics curriculum in their classrooms as it has been applied to all elementary to high school grade levels in 2020. For this reason, we aimed to examine limitations that teachers perceived in their implementation of the 2015 revised mathematics curriculum in terms of curriculum documents, classroom environments, and education policy. We first conducted focus group interviews with 4 mathematics education professors, 5 elementary, 7 middle, and 5 high school teachers to find shared issues related to curriculum implementation. Next, the nation-wide field survey was designed using the limitations raised in the focus group interview to examine overall opinions about those issues. We collected the survey responses from 258 elementary, 185 middle, and 139 high school teachers. The results showed that descriptions of the mathematical competencies in the curriculum documents should be more clarified in connection to achievement standards. It is also suggested to include more applicable instructional guidelines in the curriculum documents. Teachers mentioned that ways to implement the process-focused assessment should be described in detail, but they generally agreed to remove differentiated instructions by students’ achievement in the documented curriculum. Furthermore, teachers highlighted demands for improved learning environments for educational technology as well as alignment between the revised curriculum and other education policies like the free-semester system. These findings suggested an implication about how to support teachers to implement the 2015 revised mathematics curriculum appropriately: A teacher manual for curriculum implementation, software and applications, and classroom materials should be provided with an easy access. It is additionally suggested that participation of in-service teachers are important in not only constructing practicum-centered professional development but also better implementing of the 2015 revised mathematics curriculum.

Intentional Stakeholder Engagement that Fosters Innovation and Equity

This article summarizes the findings of the Grand Challenges in Assessment working group that was established to create plans to “produce visible and actionable assessment findings that drive innovation” by increasing stakeholder engagement with assessment data and processes. We describe the use of a stakeholder engagement framework to intentionally plan engagement opportunities, ways to present data that are meaningful and comprehensible, and other approaches to empowering stakeholders to collaborate with faculty and administrators to improve learning environments in higher education. Thoughtful engagement of stakeholders that attends to power dynamics can amplify voices of those not typically heard which can encourage more innovative practices.