Classroom Learning Experiences Research Articles

Open educational practices and virtual learning readiness among B.Ed. trainees

In recent time, Bachelor of Education (B.Ed.) trainees have increasingly adopted technology-oriented learning to enhance their classroom teaching and learning experiences. These trainees are also creating various learning environment, such as self-directed learning, group learning, and other activities with the digital tools. This study examined the integration of Open Educational Practices (OEP) and Virtual Learning Readiness (VLR) among B.Ed. trainees across different districts in Uttar Pradesh, India. With the growing dependence on technology, these trainees are utilizing digital resources like mobile learning applications, Zoom, Google Meet, Google Classroom freckle and digital whiteboards to improve their classroom engagement. The research, which included 960 B.Ed. trainees, employed standardized tools to evaluate their levels of Open Educational Practices (OEP) and Virtual Learning Readiness (VLR). The findings indicated that the trainees exhibited a moderate level of both variables, with notable variations based on certain background factors. A statistical analysis has done, which included percentage, descriptive, differential, and relational methods to analyze the collected data critically. However, the main challenges include limited time to locate suitable resources, insufficient awareness regarding quality assurance, technological constraints. The study suggests that targeted booster programs should be organized to enrich trainees’ technological skills, enabling them to excel in future classroom teaching and learning. The study’s outcomes are expected to significantly contribute to the improvement of the emerging learning society.

Using a flipped classroom teaching and learning approach to promote scientific literacy skill development and retention.

The development of scientific literacy (SL) skills is critical in the life sciences. A flipped classroom reverses traditional learning spaces such that foundational knowledge is acquired by students independently through recorded lectures and/or readings in advance of the lecture period and knowledge is consolidated through active learning activities in the classroom. A flipped classroom learning environment can promote critical skill development and knowledge application, and therefore, could enhance SL skill development. The objectives here were to (a) determine the effect of a flipped classroom learning environment on SL skill development in second-year kinesiology students enrolled in a research methods course and (b) reassess SL skills 4 months later. SL skills were assessed using the validated test of scientific literacy skills (TOSLS) questionnaire at the start and end of the semester (n = 57) and reassessed 4 months later after the summer semester break (n = 46). During the flipped classroom semester, practical SL skills (TOSLS scores) were increased by 16.3% and TOSLS scores were positively correlated with the students' final grade (r = 0.526, P < 0.001). Four months later, average TOSLS scores significantly decreased compared to the levels at the end of the flipped classroom learning experience. Importantly, retention of SL skills (i.e., 4 months later TOSLS scores) were related to learning approach scores and were positively correlated with deep learning approach scores (r = 0.298, P = 0.044) and negatively correlated with surface learning approach scores (r = -0.314, P = 0.034). Therefore, SL skill retention was higher in students utilizing a deep learning approach (e.g., engaged, self-regulation in learning, and seeking a deeper understanding of concepts) and lower in students utilizing a surface learning approach (e.g., limited engagement, rote memorization of concepts). Collectively, the results demonstrate the value of a flipped classroom in promoting SL skills while highlighting the role of students' learning approach in critical skill retention.

Meningkatkan Hasil Belajar Siswa Kelas XII Pada Mata Pelajaran Kewirausahaan Melalui Model Pembelajaran Kooperatif Tipe Group Investigation Di SMK Karya Mandiri

AMSIYAH DWI RIYANTI, Improving the learning outcomes of grade XII students in entrepreneurship subjects through cooperative learning models of group investigation type at SMK Karya Mandiri, Economic Education Study Program, Faculty of Education, Panca Sakti University Bekasi, 2024. At SMK Karya Mandiri, the learning system that has been implemented so far has not maximized student active involvement, resulting in suboptimal classroom learning experiences. Many students exhibit passive attitudes, which negatively impact their learning outcomes. To address this issue, the Group Investigation learning model has been applied through classroom action research. This model is designed to enhance student participation and learning outcomes in the Entrepreneurship subject. This study aims to evaluate the effectiveness of applying the Group Investigation learning model in improving the learning outcomes of 12th-grade students. In this study, the Group Investigation method was implemented in two cycles, each consisting of four important stages: planning, action, observation, and reflection. Each cycle begins with planning, which includes developing group worksheets used in the learning action. Students work in groups to complete tasks and present their results to the class, while observation and reflection processes are conducted to assess the model's effectiveness. The research results indicate a significant improvement in student learning outcomes after the implementation of this model. In the first cycle, the average class score was 63.97 with a classical completeness rate of 55.89%, where 19 students achieved satisfactory results. However, after applying the model in the second cycle, the average class score increased to 70.73, and the classical completeness rate surged to 82.53%, with 28 students successfully reaching the targeted passing level. These findings affirm that the Group Investigation model can effectively enhance student engagement and learning outcomes in the Entrepreneurship subject, and provides a strong foundation for applying similar methods in other learning contexts.

The Role of Technology in Enhancing Work-Study Integration for Chinese Students

The rapid integration of technology into education and the workforce demands innovative approaches in order to the gap between classroom learning and real-world experience. This review paper analyses the growing role of technology in enhancing work-study integration for Chinese students, specifically focusing on virtual internships, online learning platforms, and AI-powered assessments. In the context of higher education, the integration of work and study is one of the key components, as a result of which the students not only study theoretical materials but also receive practical knowledge and first-hand experience. The Chinese students’ perception of technology is of paramount importance because apart from merely creating an integrated relationship between work and study, the latest technological advancements enable an individual to pursue new ways of learning, cooperation, and sharpening particular abilities. This paper reveals the complex nature of technology-related integration between work and in-school study for Chinese learners and contributes to the wider holistic view of education. The analysis of the existing research and successful initiatives coupled with how these technologies facilitate workplace learning, and develop essential skills is core to improving overall work-study experiences for Chinese students.

Empowering Educational Leaders: Nurturing Strong Teaching and Learning Environments in Kenyan Schools.

Purpose: Kenya’s paradigm shifts in curriculum from content based to competence-based curriculum is geared towards improving the quality of education to meet the global demands. This prompts the need to build a firm foundation from early childhood education through appropriate classroom learning experiences and good leadership. This study explored educational leaders' practices in their management of primary schools in Kenya. Methodology: This article draws evidence from the Longitudinal Study which was designed among other things to establish the best practices that teacher educators can adopt to inform the professional learning of Student Teachers to become effective champion teachers, and leaders. The study adopted a mixed method approach with a sample size of 29, comprising 4 education officers, 25 head teachers in Mombasa and Kilifi counties in Kenya. Findings: The findings revealed that most education leaders have embraced transformative leadership styles and policies to motivate their subordinates through action research, portfolio, mentorship, coaching, collaboration, and networking. Findings revealed further that mentorship is key in educational leadership and thus should be regarded as a vital aspect in teacher education and in professional learning. Data also indicated that leadership styles differ in relation to the context. Unique Contribution to Theory, Policy and Practice: The leader’s role is deeply involved with setting the school’s direction; thus, teacher leadership preparation is essential for successful implementation of education processes and programs. Hence, we recommend that school leaders should be adequately prepared to face the tasks and the accompanying contextual challenges they face once assigned the responsibilities to lead institutions.

Exploring Secondary School Students' Classroom Learning Experiences: A Qualitative Investigation

Exploring Secondary School Students' Classroom Learning Experiences: A Qualitative Investigation

Investigating Boredom Among Chinese Senior High School Students in English as a Foreign Language Classrooms

&lt;p style="text-align:justify"&gt;Boredom is a commonly experienced unpleasant emotion in foreign language classrooms and may negatively influence students’ learning status and outcomes. Unfortunately, limited attention has been directed to classroom boredom among students while learning foreign languages. To address this gap, this study adopted a mixed-methods approach to investigate English as a Foreign Language (EFL) classroom boredom experienced by students. We invited 675 Chinese senior high school EFL students to participate in the questionnaire survey about their classroom boredom, and 4 of them voluntarily participated in semi-structured interviews. The results of quantitative data analyses indicate that Chinese senior high school EFL students experienced medium levels of classroom boredom, with male students feeling significantly more bored than females and no difference in boredom in terms of grade and class type. Qualitative data also reveal students’ preferences for challenging language learning activities and learner-centered pedagogy. Our findings shed light on ways of improving EFL learners’ classroom learning experiences and emotional status.&lt;/p&gt;

ChatGPT in education: benefits and challenges of ChatGPT for mathematics and science teaching practices

This study investigates the utilisation and perceptions of artificial intelligence (AI) applications among mathematics and science teachers in enhancing students’ learning experience in mathematics classrooms. One prominent AI application this research seeks to explore, given its recent rise in popularity and usage, is ChatGPT. The study aims to explore the frequency and purpose of ChatGPT usage, its potential for student engagement, and its implementation’s perceived effectiveness, benefits, and challenges. A sample of 109 respondents was surveyed to gather insights into the usage patterns and perceptions of ChatGPT. The findings shed light on how teachers utilise ChatGPT, including generating examples, assessing difficulty, providing explanations, supporting problem-solving, and test preparation. Additionally, the study reveals that ChatGPT shows promise in enhancing student engagement and understanding. However, respondents highlighted challenges such as accuracy, connectivity, and language limitations. These findings contribute to our understanding of the role of AI technologies, specifically ChatGPT, in mathematics and science educational settings and provide valuable insights for the effective integration of AI in teaching and learning practices in various course contents and topics.

Study of the Use of Augmented Reality Technology in Improving the Learning Experience in the Classroom

The use of Augmented Reality (AR) technology in education has become an intriguing research topic in recent years. This study aims to explore the use of AR in enhancing the learning experience in classrooms. A literature review method is employed to analyze various approaches, benefits, challenges, and future prospects of AR in the educational context. Findings indicate that AR holds great potential in enhancing student engagement and conceptual understanding but faces challenges in infrastructure and teacher training. Therefore, investments in AR infrastructure development and adequate training for educators are suggested to maximize the benefits of this technology in classroom learning. Further research is also needed to explore broader applications of AR in education.

Enhancing analytical thinking in grade 8 science education: Integrating 5E inquiry-based and 5W1H techniques

This research investigates how combining the 5E Inquiry-Based Approach with the 5W1H technique can improve analytical thinking skills among eighth-grade students. This action research included two educational sessions following a detailed teaching plan, targeting 36 eighth-grade students who scored below 70% in their placement tests. The teaching plan was adjusted and improved throughout the research. The analysis of the collected data showed that students' analytical thinking skills were significantly enhanced. Furthermore, students reported finding this combined method helpful, especially in building on what they already knew and learning to ask meaningful questions. The study underlines the success of this approach and its contribution to developing new teaching strategies in science education. It suggests areas for future research and practical application in teaching, highlighting the need for student-focused teaching methods and support to fully realize students' abilities. This study points out the value of merging the 5E and 5W1H methods to develop comprehensive skills and improve the learning experience in modern classrooms.

Profile of Celestial Object Identification Skills of Junior High School Students in Indonesia

The ability to identify celestial objects provides significant benefits for improving students' motivation, understanding of the subject matter, reasoning, and skills, yet this area remains underexplored by researchers. This study aims to describe the profile of junior high school students' ability to identify celestial objects in science learning, particularly in the Solar System topic, focusing on their experiences in recognizing the names of celestial objects at night. Using a qualitative approach, this research involved semi-structured interviews with three science teachers and a survey of 31 7th-grade students who had not been taught the Solar System topic. The research instruments included student characteristics, availability of learning resources, challenges faced by students, teaching methods, and responses to the idea of outdoor learning with the assistance of an Augmented Reality (AR) application. The results indicate that, generally, students are not yet able to identify celestial objects other than the Moon due to limited prior experience and knowledge. Although teachers have attempted to introduce identification methods through instructional videos and direct explanations, this method is considered less accurate due to discrepancies between classroom learning and field experiences. However, both teachers and students recognize that identifying celestial objects can enrich understanding of the subject matter, increase motivation, and stimulate gratitude for God's creation. The positive response to the idea of outdoor learning with an AR application indicates high interest from both teachers and students in this approach.

E-Moticon's Effective Curriculum Revolutionizes Technical Education

This research focuses on developing an E-Moticon E-Module as a digital learning tool for classroom use in the field of basic computer network and telecommunications. Utilizing the ADDIE method, the study includes expert validation and student trials to assess the media's effectiveness. Results show an 84.31% approval rate from experts and an 82.14% acceptance rate from students, indicating high feasibility and positive reception. This E-Module addresses a knowledge gap in tailored technical learning resources and highlights the potential impact of digital media integration in enhancing classroom learning experiences. Further research is recommended to validate its broader applicability and effectiveness in larger-scale classroom settings. Highlight: Tailored Technical Resource: E-Moticon fills gaps in technical learning for classrooms. High Feasibility: Expert and student approval rates exceed 80%, validating effectiveness. Structured Development: ADDIE method ensures systematic and effective media creation. Keyword: E-Moticon, E-Module, Digital Learning, Classroom Integration, ADDIE Method

Employing Gamification-Incentive-Feedback (GIF) Model in Enhancing Classroom Learning Experience

Employing Gamification-Incentive-Feedback (GIF) Model in Enhancing Classroom Learning Experience

Meningkatkan Kemampuan Peserta Didik Dalam Literasi Dan Numerasi Serta Adaptasi Teknologi Di SDN Menampu 02 Melalui Program Kampus Mengajar Angkatan 6

The Teaching Campus embodies part of the educational learning program in basic education units, the Merdeka Belajar Kampus Merdeka (MBKM) activity, which provides students with classroom learning experiences by partnering with educators in learning methods in primary and secondary education units. In other words, the Teaching Campus activities realize the Independent Campus goal by providing opportunities for students to learn and grow through programs outside the classroom. This research uses a qualitative approach with a descriptive method. Qualitative research is an analysis carried out to find out and describe existing events and evidence by describing them in the form of data, images and text. Basic education embodies the basic education phase for children aged 6 to 12 years which is developed according to educational units, basic expectations and social culture. Students from Muhammadiyah University and Jember University Jember who are studying for the Class 6 Teaching Campus Program are currently undergoing a number of work programs. One of them is related to literacy and numeracy in the Regional Technical Implementation Unit (UPTD) SDN Menampu 02 education unit.

Study of Classroom Climate, Student Engagement, Self-Efficacy and Learning Experiences An Analyses Employing Social Cognitive Theory

This study investigated the impact of classroom climate on students' engagement, self-efficacy and learning experience. Using a quantitative research design, the data was collected from diverse participants in public sector colleges in Sindh, Pakistan. The study employed path analysis to test the hypotheses developed based on literature to assess the causal relationship between classroom climate and the selected critical variables. The Social Cognitive Theory was employed to assess the causal relationship. The path analysis revealed that all three hypotheses were supported. The statistical results of the research show the positive impact of a supportive classroom climate on students' engagement, self-efficacy and learning experience. The results of this research align with the theoretical framework based on Bnadura's social cognitive theory, which emphasises the reciprocal impact between social factors and personal development. The findings offer practical implications for teacher policymakers to uplift educational practices. This study identified classroom climate's significant and vital role in harnessing students' engagement, self-efficacy and learning experience. The results offer the foundation for future research.

The Impact of Synchronous Zoom Learning on Course Comprehension and Psychological Well-Being in the College Classroom

The present study aimed to investigate the optimal learning environment for synchronous Zoom learning courses in terms of course comprehension and psychological well-being. Several courses in the Psychology and Counselling Department (N=473) agreed to participate in the study, and were assigned to one of the three Zoom conditions: 1. Camera use (cameras mandatory, cameras encouraged, or no restrictions) 2. Breakout rooms (breakout rooms used during class or not); and 3. Background (a calm, relaxing virtual background or no background). At the end of the semester, students filled out a brief survey about their course comprehension and psychological well-being in the classroom. The results found that students who had cameras mandatory or encouraged during class and students who had a calm, relaxing background had significantly higher levels of mindfulness and course comprehension. In addition, results found that courses that did not utilize breakout rooms had significantly higher levels of course comprehension and mindfulness as compared to the control group. The results from this study provide practical solutions for creating a positive learning experience in synchronous online classrooms. Understanding the importance of which Zoom conditions create the best learning environment can allow institutions and instructors alike to employ effective teaching strategies to help students continue to be successful in higher education, regardless of which teaching modality is employed.

Contextualizing Learning: A Multi-Variable Analysis of Student Characteristics, Educational Settings, and Academic Success

Students’ academic success is influenced by a complex of factors, including individual characteristics, social, environmental, and institutional factors, which collectively mold students’ learning outcomes in education. The study investigated the interplay between student characteristics, educational settings, and academic success to better understand the multidimensional context of learning. The study is descriptive-correlational research in nature. More importantly, the study used multiple regression analysis to gain deeper insights into the interplay of the variables. The findings highlight the impact of demographic factors and educational context on academic performance, emphasizing the importance of tailored student support based on their unique needs. The study reveals that academic performance significantly varies across grade levels and senior high school tracks or curricula. Predictors such as class size and classroom learning environment are positively associated with students’ academic outcomes, indicating the importance of smaller class sizes and high-quality learning experiences, F (2,188) =26.1, p &lt; .001. Higher quality classroom learning experiences, such as engaging instructional methods and a supportive learning environment, can positively impact student outcomes. Educators and school administrators can use these findings to develop targeted interventions and support systems to address disparities and promote student success, creating a more inclusive and supportive learning environment.

Exploring the Acceptance of Instructional Videos to Bridge Knowledge Gaps in Physical Geography among Senior Secondary School Students in Oyo State Nigeria

The integration of videos in the instructional process has become increasingly prevalent, offering a dynamic approach to enhancing students’ learning experiences. Specifically, this study focuses on factors influencing the acceptance of instructional videos, emphasising internet self-efficacy and access to mobile/digital devices as critical variables. While previous studies have examined the effectiveness of video in students’ learning outcomes in geography, this research fills a gap by investigating its acceptance, with a view to harnessing the potential of instructional videos for a more immersive learning experience in physical geography classrooms. The study adopted a descriptive survey research design. The participants comprised 302 students randomly selected across six senior secondary schools in all three senatorial districts in Oyo State, Nigeria. The results showed that the level of acceptance of instructional videos and internet self-efficacy among senior secondary school students were high with weighted averages of 3.0 and 2.8 respectively, suggesting reasonable dispositions to accept and utilise these learning resources to facilitate learning. The Analysis of Variance (ANOVA) further shed light on the critical roles of internet self-efficacy and access to devices in determining the level of acceptance of instructional videos in physical geography education. The p-values of 0.000 indicated that there were significant effects of internet self-efficacy and access to mobile/digital devices on the level of acceptance of instructional videos. The results, therefore, underscore the critical impact of internet self-efficacy and access to devices on the extent to which students accept the use of instructional videos in physical geography classrooms.

Enhanced cultural awareness and collaborative learning via inter-country inter-campus global classroom learning experience

A growing body of literature recognises the importance of cultural awareness and collaborative learning in the classroom. The COVID-19 pandemic has spurred the emergence of global classrooms providing students with multicultural awareness and learning opportunities. This paper describes innovative inter-campus teaching across two countries utilising the Zoom platform and various communicative learning tools to encourage active engagement. The activities presented students with exposure to multicultural learning experiences and educators with the opportunity to revitalise their pedagogical practice. The findings will be of interest to practitioners and academics who are interested in creating opportunities for a global classroom. Feedback from students suggests that they value the opportunity to connect and collaborate. The paper concludes with the students’ reflective thoughts about the unit and how these discussions can enhance classroom engagement.

Workshop on Using Microsoft PowerPoint and Canva Platform as Teaching Tools for Teachers to Boost Children's Learning Enthusiasm in Lembang Public Elementary School

Purpose: This study highlights the need to enhance teachers' proficiency in Microsoft Office and Canva Platform at Lembang Public Elementary School. The purpose of the workshop was to equip educators with essential skills using these tools, thereby addressing the existing proficiency gap among teachers.&#x0D; Method: The workshop employed a straightforward approach involving material presentation and hands-on exercises. Teachers actively participated, demonstrating an 80% success rate in comprehending and applying the knowledge, validating the effectiveness of the workshop's methodology.&#x0D; Practical Applications: The workshop's outcomes have significant practical implications. Teachers, now adept in these technologies, can effectively integrate them into their teaching methods, enhancing classroom engagement and learning experiences. Additionally, these skills empower teachers in various real-world scenarios, fostering a more interactive and modern educational environment.&#x0D; Conclusion: This study underscores the workshop's success in bridging the proficiency gap among teachers, resulting in a more technologically proficient teaching faculty at Lembang Public Elementary School. The hands-on methodology proved highly effective, ensuring practical application of Microsoft Office and Canva Platform skills in educational settings.