Larger Size Classes Research Articles

When bigger looks better: CLASS results in public Montessori preschool classrooms

The CLASS-PreK instrument is widely used to evaluate early childhood classrooms, but how classrooms using Montessori, the world's most common alternative education system, fare on CLASS is understudied. Because CLASS focuses largely on teacher-child interactions as the situs of learning, but in Montessori theory, child-environment interactions are considered more primary, Montessori classrooms may score systematically lower than conventional classrooms on CLASS. CLASS also collects format, content, and demographic information that could illuminate how Montessori classrooms compare to other classrooms. Here we used data from the first national study of public Montessori preschool to examine CLASS data in Montessori preschool classrooms as compared to a lottery-control-selected set of business-as-usual ones. Montessori classrooms (n = 54) had 50% more children on average, and significantly higher child:adult ratios (roughly 9 vs. 6) than a set of intentionally stratified control classrooms (n = 19 of 128), and CLASS scores did not differ across classroom types. Children in Montessori classrooms were observed in whole group activities during fewer cycles and in freely chosen activities during more cycles; also children were observed engaging with math content during more cycles in Montessori than in control classrooms. Counterintuitively, but consistent with Montessori theory, Montessori classrooms with larger class sizes (up to 26) had higher Emotional Support and Classroom Organization domain scores, and those with higher child:adult ratios (up to 13:1) trended towards higher Instructional Support domain scores.

Exploring Barriers to the Implementation of Problem-Based Learning Pedagogy in Ordinary Secondary School Mathematics in Tanzania

Globally, a significant body of literature ratifies Problem-Based Learning (PBL) as a promising pedagogical approach to enhance mathematics performance in schools. Tanzania, among other countries, has adopted and integrated PBL into its educational framework to improve students’ academic performance. Despite these efforts, the failure rate in mathematics has consistently exceeded 75% in Tanzania's Certificate of Secondary School Education Examination over the past decade. Therefore, this study aimed to (i) explore teachers’ perceptions of the barriers facing them in implementing PBL pedagogy in secondary schools and (ii) explore the barriers to implementing PBL pedagogy as perceived by students in secondary schools. This study employed a qualitative research approach and a case study research design in which simple purposive sampling technique was used to select eight (8) mathematics teachers and forty eighty (48) form four students from secondary schools in Arusha city council. Interview and Focus group discussion were used to collect data on the barriers for effective implementation of PBL pedagogy. Findings from thematic analysis revealed that large class sizes, a shortage of mathematics teachers, insufficient instructional time, inadequate teaching and learning materials, and competence insufficient to implement PBL pedagogy were the barriers. The study recommends that the Ministry of Education, Science and Technology improve the teaching and learning environment, providing in-service training to mathematics teachers on PBL pedagogy and employing more mathematics teachers in schools.

Engaging Mixed-Age Learners with Personal Interests in ESL Beginners

This study explores the effectiveness of using personal hobbies and daily routines to engage mixed-age learners (ages 12-17) at A1-A2 English proficiency levels over a 34-week course designed to help them progress toward B1 proficiency. The research focuses on how integrating personal interests into lessons increases motivation, participation, and language acquisition. A class of 18 students was divided into sub-groups based on age and proficiency, with activities tailored to meet their developmental needs. The findings show that connecting lessons to students' lives significantly improves engagement, vocabulary retention, and oral communication. Collaborative tasks involving both younger and older students fostered peer learning, creating a supportive and inclusive classroom environment. This approach proves beneficial in mixed-level classrooms and could be adapted for higher proficiency levels and larger class sizes.

Spatial variability of sedimentary assemblages reflects variations in bioerosion pressure of adjacent coral reefs.

The composition of coral-reef sediments is highly variable across space and time, and differences in the life histories of the dominant calcifying organisms on reefs contribute to the heterogeneity of reef sediments. Previous studies have suggested that variations in coral-reef bioerosion can influence spatial and temporal variations of sedimentary assemblages: elevated erosion rates of dead coral skeletons can trigger a pulse of coral-derived sediments and cause a shift in the dominance of sedimentary grains from coralline algae, such as Halimeda, to coral. We assessed the variability of the sedimentary composition and bioerosion rates of reefs at different spatial scales to determine the association between these two variables. We surveyed the benthic assemblages on reefs exhibiting different ecological states and collected samples of the associated sediments. We calculated the carbonate budget for each site and compared their variability at different hierarchical levels to the variability of their respective sedimentary assemblages. At the scale of sites (1-10 km), Halimeda cover was a significant predictor of the relative abundance of Halimeda grains. Both the relative abundance of coral grains and reef bioerosion rates varied significantly at the scale of locality (tens to hundreds of km), with high abundances of coral grains in the sediments coinciding with high rates of bioerosion. The main drivers of bioerosion at our localities were parrotfish assemblages dominated by large size classes of excavating species such as Sparisoma viride. Reef sediments may reflect the gross degree of bioerosion pressure that reefs experience, and historical changes in bioerosion rates could potentially be assessed by examining the sediments across temporal scales.

Effects of Smart Classroom on Students' Learning Outcomes

This meta-analysis examines the influence of smart classrooms on students' learning outcome, synthesizing findings from 21 empirical studies. The results indicate a significant overall effect size (SMD = 1.10), suggesting that smart classrooms positively affect learning outcomes more than traditional settings. Cognitive development (SMD = 1.014) and behavioral development (SMD = 2.155) saw the most substantial impacts, while the effect on emotional development was minimal (SMD = -0.001). Moderator analyses revealed that primary school students benefited most, and STEM subjects showed greater improvement. Larger class sizes and specific teaching strategies, such as Problem-Based Learning, were associated with better outcomes. Despite the positive findings, limitations include study exclusions due to lacking statistical data and variability in smart classroom definitions and implementations. The study highlights the potential of smart classrooms to enhance educational experiences and calls for further research to optimize their use.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik (PAK) Dengan Model Problem Based Learning (PBL) Berbantu Media Powerpoint Pada Materi Saya Tumbuh dan Berkembang Bagi Siswa Fase B Kelas III SD

Study aims to examine the enhancement of student motivation and affective aspects related to collaboration and critical thinking through the Problem-Based Learning (PBL) model at UPT SPF SDN 101864 GUNUNG RINTIH. The research is grounded in issues such as low motivation, limited student engagement due to large class sizes, and the need to improve social skills within the context of Catholic Religious Education (PAK) and Character Education. This research employs a classroom action research design, involving the steps of planning, implementation, observation, and reflection in each cycle. The study consists of two cycles conducted with third-grade students at UPT SPF SDN 101864 GUNUNG RINTIH focusing on PAK content. The research is carried out in September 2024. Data collection techniques include observation and rubrics for assessing student motivation and affective dimensions of collaboration and critical thinking. Data analysis utilizes descriptive qualitative techniques. Results from the first cycle indicates an improvement in student motivation and engagement, though the targets were not fully met. In the second cycle, there was a significant increase in both student motivation and affective dimensions. The research demonstrated a 35% increase in student motivation and engagement in PAK learning, suggesting that the PBL approach fosters a more active and collaborative learning environment. This study is expected to contribute to providing holistic and meaningful education for students, aligning with the objectives of the Merdeka Curriculum and the values outlined in the Pancasila Student Profile.

Do eagle owls select larger water voles?

Optimal foraging theory predicts that a hunter should hunt the energetically most profitable prey, often the larger size classes. The eagle owl is a formidable hunter of water voles. Measurements of mandibles of voles eaten by eagle owls indicated a size frequency distribution more skewed toward larger individuals than could be expected, suggesting a selection of voles by the owls.

Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education

This study examines the barriers and facilitators to integrating ICT in teaching and learning English pronunciation among university lecturers and students. Three female lecturers from a Jordanian government university's Department of Pharmacy, with teaching experience spanning 3 to 10 years, participated, along with six focus groups of male and female students aged 20 to 23 from the Faculty of Pharmacy. Thematic analysis uncovered barriers such as limited ICT access, inadequate training, large class sizes, time constraints, and students' negative attitudes and low ICT skills, alongside facilitators including leadership support, ICT tool accessibility, basic training for students, and consistent ICT integration in assessment and curriculum. Students advocated for lecturer support, mobile device integration, ICT training, smaller class sizes, consistent ICT tool integration, tool accessibility, and specialized pronunciation courses. This study offers fresh insights into understanding perceptions of ICT adoption barriers and facilitators among university lecturers and students, benefiting researchers and policymakers focusing on teacher professional development to enhance ICT integration in English pronunciation teaching and learning at the tertiary level.

Challenges faced by head teachers in the management of students' indiscipline in secondary schools in Anambra State

This study explores the challenges encountered by head teachers in managing students’ indiscipline in secondary schools in Anambra State, Nigeria. Using a descriptive research design, data were collected from head teachers through structured questionnaires and semi-structured interviews. The study revealed several challenges, including difficulties in identifying root causes of indiscipline, ensuring consistency in disciplinary actions, addressing peer pressure and social dynamics, and managing large class sizes. Despite these challenges, head teachers implemented various strategies to manage indiscipline, including fostering positive relationships, encouraging open communication channels, offering counseling and support services, and promoting student involvement in decision-making processes. The findings underscore the importance of proactive interventions and collaborative efforts among school stakeholders to address indiscipline effectively. This study contributes to the existing literature by providing insights into the unique challenges faced by head teachers in Anambra State and offers recommendations for improving disciplinary practices in secondary schools.

English Teachers’ Perspectives towards the Implementation of Differentiated Instruction in the Classroom

This study aims to explore the perspectives of junior high school English teachers in Kalimantan Barat on the implementation of differentiated instruction (DI) in culturally and linguistically diverse classrooms. Using a descriptive survey method, data were gathered from 108 teachers through a validated closed-ended questionnaire. The findings reveal that while teachers generally possess a strong understanding of DI and hold positive beliefs about its effectiveness, its application varies, particularly in addressing students' readiness, interests, and learning profiles. Key barriers include limited resources, large class sizes, and insufficient administrative support. The study highlights the need for targeted professional development and resource allocation to support DI implementation. Recommendations include improving training programs and increasing support from school administrations. Limitations of the study include a focus on one geographic region, which may limit the generalizability of the findings. These insights are relevant for enhancing DI practices in similarly diverse educational settings.

Effective Vocabulary Teaching Techniques for EFL Teachers in Primary Classrooms

The aim of this study is to explore vocabulary teaching techniques applied by EFL teachers in primary schools in Depok, Indonesia. Using a qualitative case study approach, the study involved observations, semi-structured interviews, and document analysis as primary data collection methods. Three EFL female teachers from three primary schools in Depok participated in this research. The findings reveal that repetition drills and translation are the most commonly used strategies due to their effectiveness in vocabulary retention and comprehension. Visual aids and interactive activities like games also play a significant role, though their use is often limited by resource constraints, and large class sizes. The research suggests that combining traditional methods with innovative approaches can improve vocabulary teaching, but further support in terms of resources and professional development is necessary for teachers to maximize their effectiveness. The study recommends future research focusing on digital tools and technology-based interventions, assessing the impact of teacher training programs, and comparing urban and rural contexts. Additionally, exploring the long-term effects of these techniques on students’ language proficiency would provide valuable insights for enhancing English education in Indonesia.

Implementing Task-Based Language Teaching in Saudi EFL Classrooms

This study explored the implementation of task-based language teaching (TBLT) in English as a foreign language (EFL) classrooms in Saudi Arabia. Data were collected from 60 EFL teachers using a demographic information questionnaire, lesson description prompts, reflective journals, and a semi-structured interview. The findings revealed that the teachers generally held positive beliefs about TBLT and recognized its effectiveness in developing language skills through meaningful, contextually rich tasks. These beliefs were clearly reflected in their instructional practices, which emphasized student-centered and collaborative learning. Factors such as the teachers' educational background, ongoing professional development, and institutional support had a positive impact on TBLT implementation. However, challenges such as alignment with traditional examination requirements, large class sizes, and insufficient resources were noted. The study concludes with pedagogical recommendations and suggestions to further explore best practices for effective and widespread implementation of TBLT.

STRATEGIES FOR INCLUSIVE EDUCATION AND INTERCULTURAL COMMUNICATION IN PRIMARY SCHOOL

This academic article delves into the realm of inclusive education and intercultural communication within the context of elementary schools. The study sheds light on the crucial role of culturally sensitive teaching and intercultural training, while also recognizing the challenges confronted by elementary educators, such as inadequate training, limited resources, and handling large class sizes. To enhance inclusive education and intercultural communication, this paper recommends targeted strategies, including fostering collaborative co-teaching partnerships between primary and resource teachers.

Management of Teaching Space and Time: Evidence from Tertiary Institutions in Ghana

Overcrowding in classrooms is a common issue in tertiary institutions in Ghana. Proper management of teaching space and time is critical for maximising the use of available resources and stressful-free learning environment for students in tertiary institutions. This article aims to provide empirical evidence and practical recommendations for improving the management of teaching space and time in Ghana's tertiary institutions. The study is grounded in utilization theory, and adopted a descriptive survey design. The population for this study consists of 26 general-purpose lecture rooms available at a university in Ghana. Census Sampling was applied to select all the 26 general-purpose lecture rooms. The instruments used for data collection was an observation checklist. Quantitative results from the observation checklist were analysed using teaching space utilization formulas. The study revealed that general-purpose lecture rooms were underutilized in terms of time but were efficiently utilized in terms of space. The study also found that the lecture rooms have high utilization rates on Mondays and low utilization on Fridays. Additionally, morning sessions revealed efficient utilization, while afternoon and evening sessions were underutilized. The study recommends implementation of centralized timetabling and computerization of space allocation. Additionally, the study recommends for provision of a few more large general purpose lecture rooms to accommodate very large class sizes, which can also be partitioned effectively to accommodate small class sizes for efficient utilization of the lecture rooms.

STRATEGIES IN ORAL ENGLISH INSTRUCTION: A PEDAGOGICAL STUDY OF SOME GHANAIAN SENIOR HIGH SCHOOLS

Research on English language instruction, particularly on oral English, is increasingly growing in Ghana and in many countries where the English language is not only used as an official language but also as a language for the medium of instruction and a subject of study in schools. This can perhaps be attributed to the global demand for and use of the English language despite the many difficulties in its instruction. The current study investigates the instructional strategies teachers of English in selected senior high schools in Ghana employ during oral English instruction. Utilizing a mixed-method approach with a convergent parallel design, the study collected data through questionnaires, interviews, and classroom observations involving 43 English teachers from five senior high schools. The findings reveal a predominant reliance on traditional and direct instructional strategies such as question-and-answer sessions and drills in lieu of more interactive and indirect methods like paired conversations, oral reports, debates, etc. Meanwhile, teachers attribute their instructional choices to large class sizes, teaching environment, instructional resources and the teacher’s pedagogical skills. Based on these findings, The study concludes by advocating for the integration of a diverse range of instructional strategies, especially interactive and experiential strategies, to enhance student engagement and improve oral language competencies both inside and outside the classroom.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0770/a.php" alt="Hit counter" /></p>

Evaluation of inclusive education in Indonesia: Elementary school teachers' perspective

This quasi-qualitative study explored the concerns, barriers, and impacts of implementing Inclusive Education (IE) in elementary schools in Sumatra and Java, Indonesia. Despite the Indonesian government's mandate to implement IE through Ministry of Education Act No. 70 of 2009, various challenges hinder its effective implementation. A survey and semi-structured interviews were conducted with 25 elementary school teachers to gain insight into their experiences and perceptions of IE. The findings suggest that teachers often lack confidence in employing inclusive strategies because of limited knowledge and large class sizes, highlighting the need for ongoing professional development. Additionally, while there is evidence of positive attitudes towards special educational needs (SEN) students among peers and parents, teachers may not fully embrace IE. This study aims to provide a thorough assessment of IE strategies employed in Indonesian elementary schools by analyzing key factors and offering recommendations to enhance the effectiveness of IE for both students and teachers. These findings will inform policymakers, educators, and stakeholders about the current state of IE and the necessary steps to improve it, ultimately contributing to the development of a more inclusive and equitable education system in Indonesia.

Revolutionizing Teacher Productivity: Unravelling the Secret of High-Performance Work System in Strategic Human Resource Management

High-performance work systems (HPWS) have been a topic of interest in various industries, but their impact on teachers’ productivity in Nigeria is a crucial area of study. The education sector in Nigeria faces numerous challenges, including inadequate resources, large class sizes, and limited professional development opportunities. In addressing the challenges, this research was conducted to seek their perception of the role of HPWS on teacher’s productivity. Data were collected from the six educational districts of public schools, among 492 teachers in Lagos, Nigeria. The data was analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The findings provide new insights into the value of HPWS in SHRM in the education sector. The result showed that implementing high-performance work systems in this context could potentially lead to improved teacher productivity, benefiting both educators and students alike.

Demographic but not competitive time lags can transiently amplify climate-induced changes in vegetation carbon storage.

How terrestrial ecosystems will accumulate carbon as the climate continues to change is a major source of uncertainty in projections of future climate. Under growth-stimulating environmental change, time lags inherent in population and community dynamic processes have been posed to dampen, or alternatively amplify, short-term carbon gain in terrestrial vegetation, but these outcomes can be difficult to predict. To theoretically frame this problem, we developed a simple model of vegetation dynamics that identifies the stage-structured demographic and competitive processes that could govern the timescales of carbon storage and loss. We show that demographic lags associated with growth-stimulating environmental change can allow a rapid increase in population-level carbon storage that is lost back to the atmosphere in later years. However, this transient carbon storage only emerges when environmental change increases the transition of adult individuals into a larger size class that suffers markedly higher mortality. Otherwise, demographic lags simply slow carbon accumulation. Counterintuitively, an analogous tradeoff between maximum adult size and survivorship in two-species models, coupled with environmental change-driven replacement, does not generate the transient carbon gain seen in the single-species models. Instead lags in competitive replacement slow the approach to the eventual carbon trajectory. Together, our results suggest that time lags inherent in demographic and compositional turnover tend to slow carbon accumulation in systems responding to growth-stimulating environmental change. Only under specific conditions will lagged demographic processes in such systems drive transient carbon accumulation, conditions that investigators can examine in nature to help project future carbon trajectories.

Investigating English Communication Barriers for Foreign Teachers in the English for International Communication Program

The objectives of this research were to examine the barriers and English communication skills in interactions between foreign English teachers and 1st to 3rd-year students majoring in English for International Communication at Rajamangala University of Technology Lanna Tak. The study involved 45 undergraduate students from this major during the first semester of the academic year 2021. The research instruments used were a questionnaire and an interview form. Quantitative data collected were analyzed for frequency, percentage, mean (????̅), and standard deviation (S.D.) using the SPSS program. The results indicated that the overall level of English communication barriers among 1st to 3rd-year students was high. The primary issues, in descending order, included: lack of confidence in communicating in English with foreign teachers (????̅ = 3.93; S.D. = 0.80). Fear and difficulty in recalling necessary vocabulary when conversing in English with foreign teachers (????̅ = 3.94; S.D. = 0.84 and S.D. = 0.76). Limited opportunities for students to communicate with foreign teachers in English due to large class sizes (????̅ = 4.00). The analysis summarized the current interactions between students and foreign teachers, highlighting that most students have limited opportunities to interact with foreign lecturers. This limitation is exacerbated by the aggressive behavior and insufficient number of foreign teachers at the university, which hinders students' ability to practice English in daily life.

Variability in resource use of sympatric cowfish Aracana aurita and A. ornata in southeastern Australian waters

Sympatric species that share morphological similarities tend to diversify their prey resources to coexist. The striped cowfish (Aracana aurita) and ornate cowfish (A. ornata) live together on the continental shelf from western to southern Australia including Tasmanian waters. The present study analyzed stomach contents and stable isotope ratios (δ13C and δ15N) to investigate the use of food resource between the two species collected in Tasmanian waters, Australia. In total, 139 A. aurita and 46 A. ornata were collected from 2014 to 2018. The small size class of A. aurita (<140 mm SL) mainly consumed polychaetes and amphipods, while its large size class (≥140 mm SL) preyed more on bivalves and crustacean decapods. The main prey items of the small size class of A. ornata (<140 mm SL) were amphipods and crabs. No differences in diet were observed between the sexes of either species. Stable isotope analyses showed significant differences in δ15N and δ13C between the two species, but not between the two size classes of A. aurita (ANOVA, P < 0.05). Integrating analyses of stomach contents and stable isotopes indicated that the two species preferred different food resources based on different trophic sources. Consequently, although the habitats of the two species overlap, both species can co-exist through dietary segregation.