Classroom Research Research Articles

Nurturing diversity in accounting through “Queering” accounting pedagogy

This article suggests new possibilities to nurture diversity, disrupt heteronormativity and create space for voices of LGBTIQA+ people in accounting. Whilst past research focuses on and challenges heteronormativity in the accounting workplace, we argue that accounting education plays a key role in shaping sexual norms in accounting. We begin by providing insights into how current accounting education largely neglects LGBTIQA+ perspectives, shaping a discourse around sexuality that reflects heteronormative accounting workplaces. We then build upon the theoretical backdrop of queer theory and critical pedagogy to develop LGBTIQA+ perspectives in accounting education. In doing so, we conceptually advance five lenses through which to design modes of education based on queer pedagogy. These lenses include question and deconstruction of normality, critical reflexivity, discomfort, imagination, and activism. Queering accounting pedagogy in this way can assist educators and students in addressing the concealment of LGBTIQA+ perspectives, thereby critically challenging the hidden curriculum of heteronormativity in accounting. The paper concludes by contending that queering accounting pedagogy can bring possibilities for broader classroom inquiry, democratic participation, social justice, meaningful dialogue, and mutually respectful educational practices in accounting.

A Study of Factors That Affect Chinese Tertiary EFL Learners’ Willingness to Communicate in Class

Classroom interaction characterizes communicative language teaching. Effective classroom interaction promotes second language acquisition (SLA) and serves as an important means of using the language especially for students in a foreign language context. Willingness to communicate (WTC) has received constant attention since its application to the SLA field in the 1990s. Students’ WTC ensures the quantity and quality of classroom interaction. By analyzing the data from an end-of-year questionnaire in an ordinary Chinese college English class, the present study aims to examine Chinese non-English major students’ general attitudes towards classroom communication activities and two major categories of factors, namely Teacher Factors and Task Factors, that influence students’ WTC in English classes from students’ perspective. The results show that the factors affecting WTC in college English classrooms are multidimensional, with Teacher’ s Emotions (being patient, encouraging, guiding, positive, happy, lively, passionate, trust), Teacher’ s Professional qualities (content selection, class organization, pronunciation, wait-time) and Task Content (usefulness, degree of difficulty, interest) having relatively greater effects. At the end of the paper, direction for future research is given. Second/foreign language teachers are advised to conduct further classroom research and actively regulate these factors for a more interactive English class and thus improve students’ class participation and learning efficiency.

Teacher noticing within the context of lesson study: a systematic review and prospective trends

PurposeTeacher noticing is a critical aspect of teaching competence that has garnered significant scholarly attention. This systematic review aims to comprehensively analyze the integration of teacher noticing into lesson study, exploring how different stages of lesson study influence the development of teacher noticing.Design/methodology/approachThis article systematically reviews 15 empirical studies on teacher noticing within the context of lesson study, focusing on research design, subjects, methods, theoretical frameworks and the specific impact of different stages of lesson study on teacher noticing.FindingsThe review reveals a geographical concentration of studies in Western countries, particularly in the United States, with a relative scarcity of research in East Asian contexts. Most studies focus on pre-service teachers, employ qualitative methods and are grounded in Van Es’s (2011) Learning to Notice framework. The findings indicate that different stages of lesson study significantly influence teacher noticing, particularly in the planning, teaching and reflection stages, where shifts in focus and depth of noticing are evident.Research limitations/implicationsThis paper explores how various lesson study stages impact teacher noticing development. It offers future research directions and calls for more cross-cultural studies. Certain activities within classroom research may restrict attention development, particularly when these activities fail to encourage in-depth cognitive analysis across all stages sufficiently. Future research should explore how to avoid these limitations in the classroom research process and design more effective strategies to support deep observation and analysis by teachers at each stage. In the reflection stage of classroom research, certain factors may restrict the focus on student thinking.Practical implicationsBy synthesizing the existing research into a comprehensive narrative, we provide an essential foundation for future studies on teacher noticing within lesson study contexts. This work not only charts the historical development of the field but also encourages more profound and actionable research engagement with the nuanced processes of teacher observation and reflection during lesson studies.Originality/valueThis paper explores how various lesson study stages impact teacher noticing development. It offers future research directions and calls for more cross-cultural studies and a combination of quantitative and qualitative methods to fully understand the effects of lesson studies on teacher noticing.

“What’s the Use?”: Undoing, Decolonizing, Liberating, and Righting Literacies Assessment in Turbulent Times

In this conceptual paper, we draw upon Ahmed (2019) and ask “what’s the use of assessment?” The Reimagining Literacies Assessment knowledge mobilization project contributes examples from research and pedagogy in classrooms with young children, in a Cree language immersion program, in anti-racist creative writing classrooms, and in research in reading instruction and assessment. Undoing, decolonizing, liberating, righting become concepts to think through the use of assessment and to propose critically urgent and emergent questions, practices, and possibilities for students and teachers.

Meningkatkan Hasil Belajar Siswa Melalui Model PBL Materi Perempuan dan Laki-Laki Diciptakan sebagai Citra Allah di SDN 20 Landau Bunga

This study aims to determine the improvement of learning outcomes in Catholic Religious Education subjects for grade 5 students of SDN 20 Landau Bunga. This study uses a classroom research method that is carried out in two cycles. Each cycle consists of four stages, namely planning, implementation, observation and reflection stages. The results of the study during the two cycles showed a significant increase where in the first cycle the average score obtained by students when applying the PBL model was 75% and in the second cycle it was 85%. This shows that the PBL learning model is applied properly and consistently, it will improve student learning outcomes.

Meningkatkan Hasil Belajar Siswa Melalui Model PBL Mata Pelajaran Pendidikan Agama Katolik Materi Aku Pribadi yang Unik

This research aims to determine the increased learning outcomes in Catholic Religious Education subjects for grade 4 students at SDN 1 Keberak. This research uses a classroom research method carried out in two cycles. Each cycle consists of four stages: planning, implementation, observation, and reflection. The average score students obtained when using the PBL model in the first cycle was 69%, and in the second cycle, it was 85%, according to the research results for the two processes. If the PBL learning model is implemented well and consistently, it will improve student learning outcomes.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik dan Budi Pekerti Menggunakan Model Pelajaran dengan Menggunakan Problem Base Learning (PBL) pada Materi Aku Citra Allah yang Unik di kelas VII SMP Negeri 3 Percut Sei Tuan.

This research aims to determine the increase in learning outcomes in Catholic Religious Education subjects for class VII students at SMP N 3 Percut Sei Tuan. This research uses a classroom research method which is carried out in two cycles. Each cycle consists of four stages, namely the planning, implementation, observation and reflection stages. The results of the research for two cycles showed a significant increase where in the first cycle the average score obtained by students when applying the PBL model was 74 and in the second cycle it was 85. This means that if the PBL learning model is applied well and consistently it will improve student learning outcomes.

Automated Classification of Elementary Instructional Activities

Despite a tremendous increase in the use of video for conducting research in classrooms as well as preparing and evaluating teachers, there remain notable challenges to using classroom videos at scale, including time and financial costs. Recent advances in artificial intelligence could make the process of analyzing, scoring, and cataloguing videos more efficient. These advances include natural language processing, automated speech recognition, and deep neural networks. To train artificial intelligence to accurately classify activities in classroom videos, humans must first annotate a set of videos in a consistent way. This paper describes our investigation of the degree of inter-annotator reliability regarding identification of and duration of activities among annotators with and without experience analyzing classroom videos. Validity of human annotations is crucial for research involving temporal analysis within classroom video research. The study reported here represents an important step towards applying methods developed in other fields to validate temporal analytics within learning analytics research for classifying time- and event-based activities in classroom videos.

Editorial: Vocational classroom research with a focus on teaching and learning in vocational education subjects

Editorial: Vocational classroom research with a focus on teaching and learning in vocational education subjects

Improving SMAN 1 Pangkalan Kuras Students’ Reading Comprehension of Narrative Text Bypeer Assisted Learning Strategy (PALS)

This action research aimed to improve reading comprehension among second-grade students at SMAN 1 Pangkalan Kuras by implementing the Peer-Assisted Learning Strategy (PALS). The study combined professional development with experimental classroom research. Each cycle involved planning, action, observation, and reflection. Data were collected through tests, observation, field notes, and interviews. Quantitative analysis of test scores showed improvements in reading comprehension. Qualitative analysis of observation and interview data highlighted increased student engagement and motivation. The findings from classroom action research conducted at SMAN 1 Pangkalan Kuras demonstrate the effectiveness of implementing the Peer Assisted Learning Strategy (PALS) in enhancing senior high school students' reading comprehension skills. Through PALS, students engaged actively in collaborative learning, which led to deeper understanding of texts and increased motivation to participate in learning activities. The study revealed significant improvements in student participation and academic achievement in narrative comprehension, highlighting the potential of PALS to enhance English language learning outcomes in high school settings.

The Use of Mnemonics to Minimize the Interfering Effects of Teaching New Words in Semantic Sets to Learners of English as a Foreign Language

ABSTRACTMost studies in the literature propose that new words should be presented in unrelated sets due to interfering effect of learning vocabulary in semantic sets. Semantically‐related words are suggested to be taught in different sessions to avoid this negative effect. However, that is implausible for most second language (L2) teachers owing to the restrictions from curricula or coursebooks, most of which serve new words in semantic fields. The literature does not shed light on how to tackle that problem. Accordingly, this study involves three sets of classroom research conducted with 58 young EFL learners to investigate the effects of mnemonics on minimizing the interference of semantic clustering of new vocabulary. Within 15‐week course, one intact class was taught target words through mnemonics while the control group received similar instruction with sentence‐context method. The study results demonstrated that mnemonically‐instructed L2 learners outperformed on both immediate and delayed recognition of target words.

Adapting Education: Navigating Hybrid Classrooms in The Post-Pandemic Era

Hybrid classrooms are designed to support collaborative learning experiences. This concept encourages students to actively engage within learning communities. This study investigates the applicability of hybrid classrooms in a university. Researchers utilized a CoI questionnaire adapted from Swan et al., (2008). It contains 36 items, all measured on a 4-point Likert scale. The questionnaires measure the three components of the CoI model. The participants consisted of accounting students who enrolled in Taxation courses in 2023, totaling 140 individuals. This result finds that students have effective social interaction, active engagement, and critical inquiry in the hybrid classroom. Students expressed a positive sentiment towards the hybrid classroom. The hybrid classroom undeniably has great potential for a flexible learning model for both students and educators in the future. While this study offers valuable insights into the perceptions of students regarding the hybrid classroom, the limitations, lack of demographic data, reliance on self-report measures, and absence of qualitative data, must be acknowledged when interpreting the findings.

Identifying Student Behavior in Smart Classrooms: A Systematic Literature Mapping and Taxonomies

The integration of the Internet of Things (IoT) and Artificial Intelligence (AI) in educational settings has revolutionized the traditional teaching-learning environment, giving rise to the concept of smart classrooms. This transformation not only enhances the monitoring of people and processes but also impacts the dynamics of student behaviors, which are influenced by various factors such as the teaching environment and teacher-student interactions. Recognizing and accurately identifying these behaviors is crucial for educators to implement effective interventions and improve learning outcomes. This study conducts a systematic literature mapping to examine the contemporary landscape of student behavior identification in smart classrooms. The analysis reveals a rich diversity of methodologies and approaches used in this area. Key contributions of this research include the development of taxonomies for 37 technologies deployed, 25 challenges faced, 58 student behaviors observed, as well as the identification of nine subjects benefiting from this data and 10 methodologies for processing behavioral information. By offering an overview of the technological and methodological underpinnings of behavior identification in smart classrooms, this study significantly propels forward the domain of smart classroom research, equipping educators and technologists with a holistic understanding of how to navigate and leverage the complexities associated with monitoring student behavior.

Development of E-Worksheet Inquiry-Flipped Classroom on Chemical Equilibrium Material To Improve Students' Analytical Thinking Skills

One of the skills that students must have in the 21st century is analytical thinking skills. Learning media that can support this is needed to facilitate learning and practice analytical thinking skills. One learning media that can be used is an electronic student activity sheet (e-worksheet). This research aims to produce a product in the form of an e-worksheet suitable for use to improve students' analytical thinking skills on chemical equilibrium material. The feasibility of the e-worksheet is reviewed on its validity, effectiveness, and practicality. The method used is the research and development of 4D models consisting of definition, design, development, and deployment. This research was limited to the development stage by conducting a limited trial on students in grades XI-8 of SMAN 7 Surabaya who had studied chemical equilibrium material. The data collection technique of this research uses questionnaire, observation, and test methods. The research instruments used in this study include study sheets, validation sheets, student response questionnaire sheets, observation sheets, and test sheets. This study was analyzed using the N-gain test and the Wilcoxon test. The results of the validation of the e-worksheet from the aspects of content validity and construct validity obtained a mode of 4 so that it can be declared very valid for use. The results of the student response questionnaire reached an average of 98% positive responses in the very practical category. The results of the analysis of pretest and post-test data were obtained to improve analytical thinking skills, which was shown by 80% of students receiving an N-gain score of ≥ 0.7 with a high category and based on the Wilcoxon test, a P-Value value of 0.000 (< 0.05) was obtained which stated that there was a significant difference between the pretest and posttest scores Learners. From the results of the N-Gain analysis and the Wilcoxon Test, the e-worksheet was declared effective. It was concluded that the flipped classroom inquiry e-worksheet on chemical equilibrium material is suitable for training students' analytical thinking skills.

Meningkatkan Hasil Belajar Siswa Melalui Penggunaan Media Gambar pada Materi Kenampakan Alam di Kelas IV SDN Teluk Timbau

The learning process carried out by teachers in schools is still not careful and precise in choosing and using media. This research aims to describe the improvement in learning outcomes of 21 students using image media on Natural Appearances material in class IV at SDN Teluk Timbau. This research is classroom action research with a procedure consisting of four main components of classroom research, namely planning, action, observation and reflection in 2 cycles. The instruments used in this research were student activity observation sheets and tests. The data obtained in the research was analyzed using quantitative data analysis techniques and qualitative data. In pre-cycle activities, cycle I and cycle II there was an increase in activity and student learning outcomes which were then compared with the results of observations in previous learning. Learning outcomes in the pre-cycle with an average score of 62.29. In cycle I, a score of 74.00 was obtained and in cycle II, student learning outcomes increased to 82.38. Thus, the use of image media in natural appearance material in class IV SDN Teluk Timbau can increase student activity and learning outcomes. Learning outcomes in the precycle with an average score of 62.29. In cycle I obtained a value of 74.00 and in cycle II student learning outcomes increased to 82.38. Thus, the use of image media in natural appearance material in grade IV SDN Teluk Timbau can improve student activities and learning outcomes.

Student Motivation Analysis Based on Raising-Hand Videos.

In current smart classroom research, numerous studies focus on recognizing hand-raising, but few analyze the movements to interpret students' intentions. This limitation hinders teachers from utilizing this information to enhance the effectiveness of smart classroom teaching. Assistive teaching methods, including robotic and artificial intelligence teaching, require smart classroom systems to both recognize and thoroughly analyze hand-raising movements. This detailed analysis enables systems to provide targeted guidance based on students' hand-raising behavior. This study proposes a morphology-based analysis method to innovatively convert students' skeleton key point data into several one-dimensional time series. By analyzing these time series, this method offers a more detailed analysis of student hand-raising behavior, addressing the limitations of deep learning methods that cannot compare classroom hand-raising enthusiasm or establish a detailed database of such behavior. This method primarily utilizes a neural network to obtain students' skeleton estimation results, which are then converted into time series of several variables using the morphology-based analysis method. The YOLOX and HrNet models were employed to obtain the skeleton estimation results; YOLOX is an object detection model, while HrNet is a skeleton estimation model. This method successfully recognizes hand-raising actions and provides a detailed analysis of their speed and amplitude, effectively supplementing the coarse recognition capabilities of neural networks. The effectiveness of this method has been validated through experiments.

Applying Neurocognitive Research in the Language Classroom: Potential Benefits of Using Metaphors in ESP Vocabulary Instruction

Applying Neurocognitive Research in the Language Classroom: Potential Benefits of Using Metaphors in ESP Vocabulary Instruction

Global trends in flipped classroom research within mathematics education over past two decade: A bibliometric analysis

Global trends in flipped classroom research within mathematics education over past two decade: A bibliometric analysis

Challenges of Classroom Research in Egypt

Challenges of Classroom Research in Egypt

Considering critical moments, co-authoring and active engagement in learning

ABSTRACT Background Within classroom research, there has long been agreement on the importance of dialogue and discussion for student learning. However, how the concept of knowledge influences classroom conversation needs further investigation, as this has key implications for students’ active participation. Purpose Our research sought to conceptualise the assumption of knowledge in standards-based curricula and explore some implications of teaching based on this kind of curriculum. To do this, we drew on a larger research project undertaken in Sweden, which involved a comparative classroom study. Methods Four natural science lessons were examined in terms of student’s opportunities to engage in the teaching content. The analytical framework was based on curriculum theory, the concepts of a lesson as a curriculum event, and students as co-authors of teaching content. We analysed two concepts of knowledge – social realism and transactional realism – in relation to an openness towards ‘critical moments’ during lessons, either noticed or unnoticed, and related them to the logics of curriculum and knowledge. Findings When framed by classroom teaching designed from knowledge criteria, students’ opportunities for acting as co-authors can become restricted, with critical moments overlooked because of a teaching focus necessarily limited by curriculum. Thus, opportunities for creating spaces to pay attention to students’ questions and reactions can be constrained. Conclusions Standards-based curricula, a concept of knowledge with a strong focus on subject-specific facts and ways of reasoning, together with high-stakes assessment, may lead to fewer openings for genuine discussion and student reflection. This highlights the need to leave larger spaces for teachers and students alike to influence content that engages students.