Lesson Time Research Articles

Strategies for effective learning interaction of Russian learners

Introduction. Research on constructive communication between a teacher and students has a long tradition. For decades, one of the most popular ideas in Russian linguistics is the idea that a teacher is responsible for building learning interaction. Student’s contribution in this regard often remains out of sight. This gap is partially illuminated by works on learning strategies. It would be of special interest to analyze social strategies used by students in learning context. The aim is to characterize and categorize the repertoire of social strategies of foreign students at a Russian language class in Russia. Materials and methods. Data were collected by pedagogical observation: 144 academic hours, including 9 lessons that were audio recorded (18 academic hours). The group of foreign students included 11 members – students of Novosibirsk State Technical University. Audio and diary of supervision were transcribed. Through qualitative cluster-analysis of data the author produced a list of social strategies employed by students. The strategies were then classified; frequency analysis of different social strategies was conducted. Various implementations of these strategies by different students were described. Research results. Activity on the use of social strategies yielded 5.6% of general lesson time. The most frequently employed strategies were: correcting and guiding groupmates in speaking tasks (30 actualizations); indicating problems understanding the material (23 actualizations); searching for help from groupmates to understand communicative questions (17 actualizations); cooperating while doing oral and written assignments and to infer meaning of a new word (17 actualizations). Conclusion. By comparing the results from observation with commonly known classifications of social strategies we determined that some significant strategies of learning interaction have not been addressed in previous research. In particular: using jokes and demonstrating interest towards the languages of groupmates in a multinational group. We also analyzed the strategies: feedback, helping other students, strategies for working in a small group, combining social strategies with affective, cognitive, compensation, and metacognitive strategies. The article also describes destructive strategies: avoiding asking for help, imitating comprehension, and cheating.

Exploration of the Application and Practice of Digital Twin Technology in Teaching Driven by Smart City Construction

Traditional engineering education cannot effectively respond to the demand for talents in the construction of smart cities. The application of digital twin technology in education is mostly based on case studies and lacks empirical tests. This study takes the practical teaching of a project-based course on smart city parks as an example to explore the action intention of graduate students to use digital twin technology consistently, and to provide a theoretical basis and teaching practice guidance to promote the rational application of digital twin technology in engineering education. This study set up a quasi-experimental design through the digital twin learning system, grouping 24 graduate students with 4 faculty members. The experimental group is digital twin-assisted practical teaching, and the control group is traditional teaching method, the experimental cycle is 12 weeks, and the total lesson time is 24 h. Secondly, combined with UTAUT2 model and TTF theory, the variable factor hypothesis was adopted as the scale design means, and the experimental validity was improved through questionnaire data analysis. Meanwhile, the influencing factors in the use of digital twin platform were recorded in detail through the process of data collection, data processing and modeling, as well as the application practice of digital twin platform. Finally, the results of the comprehensive survey data show that the graduate students in the experimental group are significantly better than the control group in terms of self-confidence, skill enhancement, learning outcomes, and learning experience. All these results provide information for course teaching practice, training professional teaching teams, optimizing innovative teaching paths, and promoting the cultivation and delivery of smart city technology talents.

Hydration, mood, and cognition in primary aged school children in the United Kingdom

Children are at increased risk of dehydration(1–3), which can adversely impact cognition and mood(4–6). Many children begin their school day dehydrated and fail to replenish fluids adequately throughout the day(7–11), however, these findings have not been confirmed using objective measures of hydration(12,13). This study aimed to confirm hydration status of primary school-aged children across the school day using objective hydration assessments and to examine if changes in hydration are associated with cognition and mood.Thirty children (mean age 9.4 ± 0.5 years old, stature 1.4 ± 0.5m, body mass 36.5 ± 4.2kg, and body mass index 18.9 ± 1.7 kg/m2) were recruited from a local primary school. Food and fluid intake were tracked via nutritional analysis of photographs. Urine osmolality (Uosm), serum osmolality (Sosm), urine specific gravity (USG) and self-reported urine colour (Ucol) were assessed at first void (Uosm only) or the start (9:00) and end (16:00) of the school day. Children’s self-reported mood were obtained via Visual Analogue Scales(100mm) (9:00, 10:30, 13:30, 16:00). Children completed cognitive assessments using the Computerised Mental Performance Assessment System (15:3016:00).Mean total water intake was 759.9 ± 240.7 mL. Children consumed more fluid at mealtimes than from water bottle (Mean Difference (MD) 154.3mL, t(29) = -5.763, p<0.001). From the start to the end of the day, significant increases in Sosm (MD 3.3mOsm/kg, t(21) = 4.011, p = 0.002), USG (MD 0.0066, t(29) = 8.514, p = 0.005) and Ucol (MD 1.2, t(26) = 15.558, p = <0.001), indicated reduced hydration. The prevalence of dehydration (Sosm >290mOsm/kg USG >1.030) increased from the start (17%) to the end of school (40%). A series of ANOVAs from the start to the end of the day showed feelings of boredom, hunger, tiredness, and thirst increased, and focus, and happiness decreased (p’s <0.05). Hydration measures were significantly associated with long term memory (LTM) (changes in Sosm, r = 0.437, p = 0.042) and working memory (WM) (changes in Sosm r = 0.462, p = 0.031, and USG, r = 0.403, p = 0.033).Children were less hydrated at the end of the school day suggesting inadequate fluid replacement during the school hours. Changes in hydration status across the school day were associated with subjective mood states. Furthermore, a decrease in hydration resulted in decreased performance in the memory tasks which could potentially hold implications on school performance. Children in this study had access to water throughout the day, however, most fluids were consumed at breakfast and lunch, suggesting interventions promoting sustained drinking throughout the day are required. For example, measures could be taken to educate parents and school staff on the importance of adequate hydration, and the need to remind children to drink throughout the day. For this to be effective, action needs to be taken across lesson time, meals, and break times.

Tantangan Perkembangan Pencak Silat di Kota Tangerang Selatan: Analisis Keterbatasan Fasilitas dan Pendidikan

Pencak silat is a form of traditional martial arts that has high cultural and philosophical values in Indonesia. However, in South Tangerang City, the development of pencak silat faces significant challenges. This study aims to identify and analyze the obstacles faced in the development of pencak silat in this area, focusing on the lack of facilities and infrastructure as well as the lack of lesson time in schools. Through in-depth interviews with five figures from various martial arts institutions, namely Deni Asmara from Tapak Suci, Ahmad Maulana from Perguruan Silat Al Qoyyum, Fitrah Febri Salam from MS Jalan Enam Pengasinan, Gufron from Pencak Silat Padjajaran Cimande, and Delima Bungsu Andy, Chairman of IPSI Kota Tangerang Selatan, this research reveals that limited infrastructure and inadequate educational support are the main obstacles. The results of this study are expected to provide insights for stakeholders in formulating pencak silat development strategies in the city.

Student perspectives on the flipped classroom concept in secondary math lessons

The flipped classroom concept is the reversal of the traditional teaching activities so that new content is first worked through by the learners independently and then the joint lesson time is used to practise and consolidate this content. This concept can result in didactic advantages. However, it is assumed that the concept also places increased demands on learners. As part of an intervention study with 452 participants in 15 lower secondary schools in Lower Saxony (Germany), pupils were given a questionnaire including the following items “I like this in the flipped classroom” and “I don’t like this in the flipped classroom”. This article analyses the answers to those questions using a qualitative content analysis. The resulting categories are analysed in more detail in a thematic analysis to identify specific aspects of the flipped classroom that the learners like or dislike. The preparation through videos, self-directed learning and adaptability of the learning speed were named particularly frequently in the positively connoted categories. The negative aspects included comprehension problems, the desire for more explanations from the teachers, time pressure, and time management problems. These results contrast with previous research results on the flipped classroom concept in higher education didactics.

Perancangan Sistem Informasi Pembelajaran Online Berbasis Website di MA Al Barokah Malangbong Garut

dEvelopment of information technology (IT) has driven its integration into various aspects of life, including education. MA Al Barokah, an educational institution in Malangbong, Garut, faces the challenge of using an unoptimal internet network for teaching and learning activities. Currently, the learning process is still conducted in a conventional face-to-face manner in the classroom, which has constraints such as lesson time that can only be done during school hours and depends on the physical presence of teachers and students. To address this problem, the study aims to design and implement a web-based learning information system (e-learning) at the MA Al Barokah. It is expected to facilitate learning without time and place constraints, as well as allow the teaching and learning process to continue even if teachers or students are not physically present. The development method used is Unified Modeling Language (UML) and integrates the concept of Rational Unified Process (RUP) with the PHP programming language and MySQL database. The results of the implementation of this system show that e-learning can improve the flexibility and effectiveness of the teaching and learning process at the MA Al Barokah, as well as have a positive impact on improving the service and confidence of students' parents in the school.

The Complex Relationship between Teachers' Instructional Practices and Students' Reading Amount

AbstractThe purpose of this study is to develop understanding of the relation between instructional practices and students' reading amount. As part of a larger mixed‐methods study of reading practices across the curriculum in Swedish compulsory school, a selection of 14 classes from Grades 6 and 9 were observed over a total of 59 lessons. The data generated were coded and analyzed using both quantitative and qualitative methods. The results reveal a great variation in teachers' instructional practices which is shown to have both direct and more indirect consequences for students' reading amount. By combining the results from quantitative and qualitative analyses in the light of Self‐Determination Theory, the study shows that most reading is done in classrooms where teachers manage to fulfill students' need for competence, relatedness, and autonomy while maintaining classroom structure and ensuring lesson time for reading. The findings are discussed considering previous research on instructional practices in relation to students' reading motivation and reading amount, adding to our understanding of what makes students read in everyday classrooms. Limitations of the study, directions for further research, and implications for practice are also discussed.

KENDALA GURU DALAM MENERAPKAN MODEL KOOPERATIF TIPE MAKE A MATCH DALAM MATA PELAJARAN SOSIOLOGI KELAS XI IPS SMAN 2 SOLOK SELATAN

This research is motivated by the fact that student learning success is always a problem in every subject, especially sociology in class XI IPS at SMAN 2 Solok Selatan, so that teachers must have other learning models that encourage students to work collaboratively in achieving learning goals. The purpose of this study was to identify the constraints and solutions faced by teachers in applying the make a match type of cooperative learning model in sociology class XI IPS at SMAN 2 Solok Selatan. The approach used in this study is a descriptive qualitative approach, with a total of 6 informants which was carried out by means of purposive sampling. The types of data used are primary data and secondary data with data collection methods: observation, interviews and document study. Meanwhile, data collection techniques were carried out by observation, interviews, and document studies. The data analysis technique used is the Miles and Huberman model, namely data collection, data reduction, data presentation, drawing conclusions. The results showed that the teacher's constraints in applying the make a match type cooperative learning model in sociology class XI IPS at SMAN 2 Solok Selatan were difficulties in controlling the class, low student motivation, less effective time management and lack of workshops on learning models . As for the solutions made to overcome these obstacles, namely conditioning the class well so that the class atmosphere is not noisy, designing cooperative learning model activities of the make a match type, setting lesson time limits and attending workshops specifically for teachers.

Current teachers' perceptions and students' perspectives regarding activities modalities, instructional settings during primary school physical education classes in China: a cross-sectional observational study.

This study set out to understand the association between teaching practices, teacher confidence, competence, self-efficacy, and the resulting student outcomes. Data regarding teaching behaviours were collected via video recording and then evaluated using the MASTER Observation Tool. The information about demographics, self-reported teaching confidence, competence, self-efficacy, and student outcomes was collected using questionnaires. The association between teacher characteristics, and teacher and/or student outcome variables were tested using a one-way analysis of variance (ANOVA). A total of ten primary schools were involved, including 597 children (age range: 10-12 years, grade 4-6) and 16 grade 4-6 PE teachers (with 16 PE classes). Most of the Physical Education (PE) lesson time was spent in training-form activities (60.2% ± 9.1), followed by instructional time (33.1% ± 8.6%), reflection (3.4% ± 2.3%), and warm-up (2.9% ± 2.0 %). It was observed that teaching behaviours and student outcomes were significantly better in urban than rural areas. Smaller class sizes (21-30 children) were found to have more positive feedback than larger ones (41-50 children). PE teachers with more than 10 years of teaching experience reported more teaching competence and self-efficacy than teachers with less than 10 years of experience. PE teachers with class sizes of 21-30 children enjoyed significantly better scores in self-efficacy than classes with 41-50 children. They also scored more highly in confidence and competence than classes with 41-50 and 51-60 pupils. The current study confirmed that teachers dedicated a large proportion of lesson time to PE delivering training-form activities, followed by instructional time. Teaching behaviour and student outcomes were associated with location and class size, but not gender. The study contributes to our understanding of PE instruction in Chinese primary schools and offers preliminary evidence to improve future PE teaching strategies in the country.

Rancang Bangun Aplikasi Pembelajaran Tajwid Menggunakan Metode Agile Berbasis Android

Background: The lack of time for lessons on Tajweed in official or formal schools is due to the fact that the subject matter of the study of Tajweed is quite a lot of material and will not be enough to be completed with only Islamic-Religious Education subjects. For example, the initial introduction to the science of tajwid, the place where letters are issued (makhroj), the nature of the letters, the law of nun sukun/tanwin, and many other materials. Methods: In this study, researchers used the SDLC (Software Development Life Cycle) system development method. The type of SDLC used is the Agile Method. Research Results: In this study using black box testing, which shows that the application of recitation learning media is able to make students interested in learning tajwid. Conclusion: Based on the results of the implementation and the results of the tests that have been carried out, the authors conclude that the system or application of this recitation learning can run as expected. Keywords: Tajweed, Al-Qur'an, Applications, Learning, Android.

Learning in motion for inclusion at school

Spaced learning is a teaching methodology whose peculiarity is the articulation of lesson time, which maximizes students' concentration and memorization. Kelley & Watson (2013) developed this technique to test whether it was possible to encode complex information in long-term memory (LTM) in students using repeated stimuli in a very short time scale. Spaced learning conceives the lesson as an alternative situation that makes students participate and aware. We are designing a training program to develop the spaced learning methodology in enhancing linguistic, mathematical, and scientific skills in children between 8 and 11 years old. We hypothesized an intervention in five phases, three moments of input and two intervals with distracting activities. Motor activity favors spaced learning because it stimulates students to consolidate knowledge and information through meaningful interactions between mind and body; this is also possible in children with special education needs. To allow students to learn in a relaxed and effective way, lessons will be interspersed with motor activities and interactive games through a 10-minute physical setting. We will use spaced learning to strengthen hard skills in primary school: text comprehension, grammar, solving math problems, and scientific conceptualizations. The experimental research will be articulated into phases over the course of two years; it will be aimed at a sample made up of 70 classes of Sicilian schools.

Investigating the role of Java Frameworks in enhancing web UI design with the design thinking method

The purpose of this study is to investigate how the Wix platform and JavaScript collaborate to create user interfaces (UI) for educational blogs that are robust and simple to operate. The purpose of this study is to investigate the extent to which Java technologies, particularly Spring and Hibernate, might enhance user interface designs on the Wix platform. The study also focuses on the significance of striking a balance between design and technology. Through the incorporation of tools for online lesson preparation and time management, the project intends to improve the overall quality of the user experience. This is because educational applications have challenges that are unique and need to be eliminated. Using Java technologies like Spring, Hibernate, and Jakarta Faces, the research project involves the creation of an instructive blog. The research makes use of the Design Thinking methodology and takes a human-centered approach to its methodology. To facilitate user comfort, aesthetic appeal, and efficient interaction, the design makes use of visual harmony, simplicity, and refinement at various points throughout. In the context of this research, the use of wireframing, high-fidelity mockups, and prototype assembly on the Wix platform helps the growth of the internet as well as the development of instructional resources. One of the objectives of this project is to develop a design for an educational blog that is consistent and visually appealing.

Elementary teachers’ use of adaptive diagnostic assessment to improve mathematics teaching and learning: A case study

This case study examined teachers’ perceptions and use of adaptive diagnostic assessment for improving teaching and learning of elementary-level mathematics. The purpose was to understand how the teaching and learning of mathematics occurred in the classroom and changes that transpired due to the implementation of diagnostic assessments. Findings illustrate that diagnostic assessment can be a critical tool for improving pedagogical practice by enhancing mathematics teaching and learning by creating groups of students, planning lesson time, focused pedagogy, giving student feedback, communicating with stakeholders, and improving teacher efficiency. Participants demonstrated satisfaction with the benefits offered by diagnostic assessment for improving mathematics teaching and learning. Participants described challenges that hindered their effective use of diagnostic assessment tools. The findings of this study support a case for the adoption of diagnostic assessments to improve pedagogical practice and promote mathematics learning among elementary-level students.

초등학교 영어교과서 아동문학 비교 분석

Objectives The purpose of this paper is to compare and analyze all the children's literature books on primary English textbooks that are currently used in primary school English classes in Korea, and to discuss their current status, problems, and improvements.
 Methods Five types of primary English textbooks for each of 3rd, 4th, 5th, and 6th grades were collected. Children's literature included in each English textbook was compared and analyzed by dividing it into four criteria: type, subject matter, degree of original content modification, and teaching method by referring to previous re-search and related theories. The teaching method was subdivided into language function and learning time for comparative analysis.
 Results As for the types of children's literature, ‘traditional literature’ was the mainstream in the 3rd & 4th grades while there were many ‘realistic literature books’ in the 5th & 6th grades. For the subject matter, the 3rd & 6th graders introduced ‘personal life’, the 4th graders introduced ‘public morality’, and the 5th graders introduced ‘cultural differences’ the most. In terms of the degree of adaptation of the original content of children's literature, 3rd, 4th, and 5th graders partially adapted the original children's literature work in the form of a script to review the learning goals and communication functions of the learned unit. Most of the 6th children's literature was newly created by the textbook writers so that students can review the lesson of the learned unit. The method of teaching children's literature focuses on speaking, listening, and some simple writing activities in the 3rd grade, and at-tempts were made to integrate speaking, listening, writing, and reading in the 4th, 5th, and 6th grades. Children's literature was organized so that most of the grades were simply taught as a single lesson.
 Conclusions Since the types of children's literature are limited to a few types in primary English textbooks, it is necessary to introduce more diverse types of children's literature. In addition, children's original literature was adapted so much to review the communication functions of learned lesson, depriving of students’ interest on the literature, so more careful consideration is needed when modifying children's literature. It is also needed to in-crease the lesson time of teaching children’s literature and to provide children's literature guidance with more di-verse and interesting activities.

Implementation of character education in establishing a holistic personality at SMAN 1 Enam Lingkung

The purpose of this study is to understand the implementation of character education in the formation of students' holistic personality. The method used is qualitative research carried out at SMAN 1 Enam Lingkung. To obtain information, direct observation activities were carried out to the school and then searched for various literature and conducted interviews with key informants consisting of the principal, vice principals, homeroom teachers, teachers and students. After the interview activity was carried out, the researcher processed the data using inductive techniques with steps consisting of data reduction activities, data presentation and data verification. The results of this study are: (1) there are two strategies in the implementation of character education in SMAN 1 Enam Lingkung, namely internal and external; (2) the form of internal strategy can be pursued through five pillars, namely teaching and learning activities in the classroom, self-development activities before entering the lesson time at start, daily activities at school, habituation activities, co-curricular activities, and extra-curricular activities; and (3) external strategies can be implemented by cooperating with parents or guardians of students and the community.

Characteristics of physical activity during beginner-level group tennis lessons and the effect daily activity

Tennis is a popular leisure sport, and studies have indicated that playing tennis regularly provides many health benefits. We aimed to clarify the characteristics of physical activity during beginner-level group tennis lessons and daily physical activity of the participants. Physical activity was measured using an accelerometer sensor device for four weeks, including the 80-min duration tennis lessons held twice a week. Valid data were categorized for tennis and non-tennis days. The mean physical activity intensity during the tennis lesson was 3.37 METs. The mean ratio of short-bout rest periods to the tennis lesson time in 90 and 120 s was 7% and 4%, respectively. The mean physical activity intensity was significantly higher (p < 0.0001) and the duration of vigorous-intensity physical activity (VPA) was increased in 76% of participants on days with tennis lessons compared to without tennis lessons. Beginner-level tennis lesson has characteristics of less short-bout rest physical activity than previously reported competitive tennis match and increased the duration of VPA in daily activity compared to without tennis lessons, suggesting that beginner-level tennis lessons contribute physical activity of health benefits.

AN ANALYSIS OF EARLY CHILDHOOD TEACHERS’ INVOLVEMENT IN COMPETENCE-BASED CURRICULUM IMPLEMENTATION IN KISUMU CENTRAL ZONE, KENYA

This study analyzed early childhood teachers’ involvement in competence-based curriculum (CBC) implementation in Kisumu Central Zone, Kenya. Drawing on the stakeholder theory (Freeman, 1984), a descriptive research approach was utilized to assess 142 private and public teachers about their engagement in the implementation of CBC and the challenges experienced in the process. The results revealed that teachers were actively involved in CBC implementation and recognized its effectiveness. However, inadequate parental support, insufficient resources, and limited time for practical lessons presented hurdles. Recommendations include improvement in staffing, parent sensitization, emphasis on digital literacy, and communication enhancement. This study contributes insights on teacher involvement to inform CBC implementation and policy.

К ВОПРОСУ О ЕМКОСТИ УЧЕБНОГО ПЛАНА СОВРЕМЕННОЙ ОБЩЕОБРАЗОВАТЕЛЬНОЙ ШКОЛЫ

The article presents the author’s view on the concept of “curriculum capacity”, which is understood as the maximum amount of educational time provided for achieving educational results, taking into account the amount of time for lessons, extracurricular educational activities and independent (home) study work in all academic subjects (courses) during a certain academic period. The formula for calculating the value of the indicator is proposed, examples of the relationship between the capacity of the school curriculum and operational (for 1 year) and long-term (for several years or for the level of general education) planning of the educational process are given. It is shown that in the process of selecting the content of education, the curriculum capacity sets the framework within which the distribution of teaching time between subjects, the development of programs and textbooks take place in the future.

Gender Differences in Students’ Moderate to Vigorous Physical Activity Levels During Primary School Physical Education Lessons: A Systematic Review and Meta-Analysis

Purpose: We aimed to determine gender differences in students’ moderate to vigorous physical activity (MVPA) levels measured in primary school by accelerometry. Methods: Our systematic search (PROSPERO: CRD42023422799) was developed using four electronic databases (from January 2013 to December 22, 2023). Our meta-analysis was conducted based on a random-effects model. Results: The search yielded 6255 manuscripts. Only 24 manuscripts were included in the systematic review, reporting 7550 participants. Finally, 19 manuscripts were meta-analyzed. Our analyses indicated that the mean percentages (SMD = 0.32, 95% CI = 0.24 to 0.40, p &lt; .001) of MVPA in primary school physical education (PE) lessons were 28.75 ± 13.75 for boys and 25.99 ± 12.35 for girls. In addition, the mean minutes (SMD = 0.22, 95% CI = 0.15 to 0.27, p &lt; .001) were 13.75 ± 9.91 for boys and 12.15 ± 8.88 for girls. Students failed to meet the 50% recommendation of MVPA lesson time. Conclusion: Boys spend significantly more time in MVPA than girls during PE lessons in primary school. The findings show the need for methodological changes in PE to reduce this gender gap.

Dil Öğretiminde Anadil Kullanımı: Öğretmenlik Uygulaması Deneyimi Yabancı Dil olarak İngilizce Öğretecek Öğretmen Adaylarının Görüşlerini Değiştirir mi?

The use of the mother tongue in language teaching is a long-standing debate that cannot be resolved. While some advocate for the use of the mother tongue (L1), others believe that the use of the mother tongue impedes and adversely impacts foreign language learning. The present study aims to determine whether practicum experience has an impact on ELT student teachers' opinions about the use of the mother tongue in language teaching. This study employed a mixed-methods approach with a questionnaire conducted with 52 student teachers and interviews conducted with 9 participants. The findings of the study indicated that while participants' favorable opinions about L1 use had more than doubled, their unfavorable opinions fell by a factor of three. This occurrence demonstrates unequivocally that ELT student teachers' opinions about the use of L1 changed positively during their practicum experience. This study also seeks to investigate the factors that influence student teachers' opinions about the use of L1 during their practicum experience. The real classroom environment and experience, students' short attention spans, classroom management issues in schools such as crowded classrooms, seating arrangement, and short lesson time, the pressure of the parents and administration as well as students' English proficiency level and interest, are the factors that influence student teachers' opinions about the use of L1. These findings highlighted that student teachers must be trained that using one's mother tongue is not a sin or an ineffective technique, but it conversely may be a valuable instructional instrument for language teaching if it is employed appropriately and efficiently.