Meaningful Learning Experiences Research Articles

Importance of STEAM Learning Implementation in Elementary School

As society 5.0 approaches, a learning approach that can help students understand competencies relevant to their era is required. STEAM is extremely important for the development of 21at-century skills. STEAM can improve learning quality by allowing teachers to be more innovative and create interesting and meaningful learning experiences for students. This study uses a qualitative approach, in which it describes the importance of STEAM learning in elementary schools. The study sample was collected from two public elementary schools in Sidoarjo. The goal of this research is to determine the scope of STEAM learning and the challenges associated with implementing STEAM in elementary schools. The Miles and Hubermen technique was used to identify the implementation of STEAM learning in elementary schools. There were three stages: data reduction, data presentation, conclusions, and data verification. The findings of the study were presented in the form of a qualitative description. The study’s findings indicate that STEAM learning has occurred but has not been integrated with learning tools. Teachers face challenges such as the readiness of students and facilities, as well as the necessary tools and materials. The STEAM learning approach aims to improve the quality of learning in primary schools.
 Keywords: STEAM, primary school, 21st-century skills, qualitative

Leaders Circle In Facilitating School Heads' Instructional Supervision Practices For Continuing Professional Development

Instructional supervision is the process of ensuring that a school's educational mission is carried out by supervising, equipping, and empowering teachers to provide students with meaningful learning experiences. The study explored school heads' instructional supervision practices for continuing professional development through Leaders' Circle via a learning management system, which provides school leaders with opportunities to communicate, collaborate, critically think, be creative, and share experiences related to instructional supervision. The process owners of the instructional supervision process encountered a problem that they resolved using the Continuous Improvement (CI) learning cycle. The participants were chosen based on the prioritization matrix. Asynchronous style via Schoology and face-to-face sessions were used. The data collection tools for this study were the leaders circle manual, in-depth interviews (IDIs), and Focus Group discussions (FGDs). Qualitative analysis identified recurring themes. The circle of the leaders promotes the following: (1) professional development; (2) character development; and (3) collaboration with other school administrators.

Implementation of Place Based Education in Lower Primary English Class in Southern Part of Trashigang Dzongkhag, Bhutan

Aims: To explore how Place-Based Education (PBE) is implemented in teaching English in lower primary class. It also explored on the challenges and opportunities the PBE offers as a teaching-learning approach.
 Study Design: The qualitative study with an case study design grounded on the social constructivist worldview was used in this study.
 Methodology: Purposive sampling was used and collected data from twenty-two participants; five face-to-face interviews with teachers and four focus group discussions (FGD) with class II and III students, the data was also collected from one principal and analysed using thematic approach.
 Results: The literature shows that PBE principles were used in several fields of education for different purposes. Further, research suggests that principles of PBE can help students to engage in a meaningful learning experience using local community resources and boost students’ communication skills. In addition, the findings revealed that English teachers of lower primary classes implemented few principles of PBE such as learner-centered, inquiry-based, and community as classroom. On the other hand, teachers do not used local to global, design thinking and interdisciplinary approach due to time constraint and lack of experiences. Thus, the teachers do not fully utilize the local and community resources due to lack of competencies of teachers in terms of knowledge and skills to implement PBE approaches.
 Conclusion: The study recommended that teachers be provided with a monthly refresher course on PBE principles to integrate into teaching English. In addition, administrator, parents and teacher colleagues render full support to implement PBE teaching. Therefore, future research is needed to ascertain how the principles of PBE are effective in helping learners improve academic achievement.

Setting Positive Class Expectations through Shared Language, Civil Practices, and Clear Directions

Instructors seek to create meaningful learning experiences for their students, and through student evaluations and self-reflection, teaching practices can be improved. While feedback from student evaluations at the end of a term can help to improve the experience, there are many proactive tactics instructors can use to create a positive and beneficial learning experience for students. The first step is to evaluate teaching practices and to create and revise courses as needed to reflect the constantly evolving challenges of teaching at a university. Given how content delivery is evolving, instructors need to reflect on how they can create a positive environment that provides structure and support for all students. This article discusses a few ways to improve teaching, including setting up clear expectations for communication and performance, providing clear directions and rubrics, engaging and communicating with students, building a safe community for learning, and providing substantive feedback. While the main goal is to increase student learning, another possible outcome of creating a safe and open space is more positive end of the term evaluations.

EFFECTIVENESS OF TOOL KIT USING DIGITAL TECHNOLOGY ENHANCED LEARNING APPROACHES (TELA) IN TEACHING SCIENCE SIX

This study was conducted to determine the effectiveness of the Digital Technology Enhanced Learning Approaches (TELA) Toolkit in teaching Science six during the school year 2020-2021. The study included 10 Grade VI pupils. There were two instruments developed namely the pretest and posttest and the Digital TELA toolkit. Specifically, a pre-experimental design was used to determine the effect of the instructional materials. The study revealed that there was a significant difference between the pretest and posttest of Grade VI pupils. The posttest score of Grade VI pupils in Science was higher than the pretest score. It was concluded that there was a significant difference between the pretest and posttest of Grade VI pupils. This implies that the use of the Digital Technology Enhanced Learning Approaches (TELA) Toolkit was effective in teaching Science in Grade VI pupils. Teachers are encouraged to employ TELA materials as an approach to teaching science. In addition, the Digital Technology Enhanced Learning Approaches (TELA) Toolkit as a tool for instruction should be used for meaningful learning experiences. The researcher highly recommended that it should be used in delivering the lessons, especially during virtual classroom interactions. KEYWORDS: EFfectiveness, toolkit, digital TELA, science six, Philippines

Critical literacy: an approach to child rights education in Uganda and Canada

AbstractFor children to know how to fully participate in and most effectively lead the world they will inherit, they must learn how to critically engage with it and be knowledgeable about foundational rights and instruments that support such engagement. Together, critical literacy, which encourages the examination and interrogation of the underlying assumptions of dominant narratives and ‘legitimate’ knowledge, and children's rights education, which involves children in learning how to express their ideas and fully participate in society (as appropriate to their age and ability), offer a powerful approach—theoretical and pedagogical—to engage children in active engagement of the world, especially with respect to the promotion of social justice. However, the layers of complexity and risks associated with deep consideration of challenging topics require expert guidance and compassionate role modelling from teachers of young children. Our paper considers the intersections between critical literacy and global child rights with reference to a study conducted with young school children in Canada and Uganda to discuss how teachers can support meaningful learning experiences in the classroom that can promote children's agency and social justice commitments.

Attributes of physical education 4 students playing esports: A mixed study

Esports integration into PE 4 courses amidst COVID-19 is quite challenging for physical education instructors as part of the distance learning component. This study aimed to identify the attributes developed among the 70 PE 4 students playing Mobile Legends Bang Bang (MLBB) at Christ the King College de Maranding, Inc. The study utilised a triangulation mixed-methods design and revealed that most of the PE 4 male and female students (85.7%) spent at most 3 hours per day playing MLBB. Their top 2 rankings in MLBB were either epic or legendary, and their medal system scores reached either gold or gold MVP. The students' levels of attributes such as interpersonal communication, cooperation, integrity, self-discipline, teamwork, leadership, and problem-solving skills were developed. There was a significant relationship between the students' attributes and their MLBB medal system scores. Moreover, it revealed four themes that represented the experiences of the participants: (1) creating problems and difficulties that students have to overcome; (2) developing in the students the attributes for personal growth and interpersonal development; (3) allowing students to form meaningful relationships and interactions; and (4) giving students a sense of achievement and satisfaction. Hence, playing esports has enhanced the PE 4 students’ meaningful learning experiences and inspired them to embrace esports as part of the curriculum. For further validation, the same research is needed to identify the other areas or factors that affect playing eSports in physical education courses.

Student-athletes’ perceptions of relationship quality and life skills development

Positive developmental outcomes for youth are likely to occur when adults intentionally design environments to facilitate that development. However, in sport, studies typically examine only one adult relationship at a time, as opposed to the many that exist. The purpose of this study was to examine high school student-athletes’ perceptions of how a variety of stakeholders in their sport-ecosystem contribute to their life skills development and well-being. Bronfenbrenner’s Bio-Ecological Model and Prilleltensky’s concept of psychopolitical validity served as a guiding framework for interviews conducted with student-athletes (N = 46) in three different states in the United States of America. Themes suggested that the student-athletes’ relationships have a reciprocal interaction with their developmental experiences to create three different forms of development. Student-athletes had basic life skills recognition when learning without meaning was fostered by low-engagement relationships, development through adverse experiences when learning through necessity occurred through challenging relationships, and meaningful development when anchored learning experiences were supported by transformative relationships in their sport world. Lay summary: High school student-athletes were asked about their life skills development and how adults in their sport system influenced or hindered that development. Student-athletes favored highly engaged adults that supported opportunities by anchoring their learning in meaningful experiences. The relationship with the adult and the meaningful experience reciprocally influenced each other. IMPLICATIONS FOR PRACTICE Coaches, parents, and athletic directors should aim to provide opportunities for athletes to practice life skills in a meaningful way. Fostering positive relationships with student-athletes and being highly engaged in their development is favored by student-athletes. Transformative relationships and meaningful learning experiences may promote a better sense of community well-being.

From place attachment to sense of belonging: Promoting good citizenship through civic education

This paper describes the importance of emphasizing a sense of belonging in civic education to foster good citizenship. Several studies indicate that a sense of belonging can help enhance citizens' participation and contribution to society. This article discusses how place attachment can aid in forming a sense of belonging and how sense of belonging can be promoted through civic education. Teachers should consider the context and needs of students in order to create relevant and meaningful learning experiences. Additionally, local wisdom and cultural ties to a place can be integrated into civic education. Therefore, in civic education, sense of belonging can be enhanced through learning experiences that are connected to familiar places or environments. Through effective and place-integrated learning, students can develop a strong sense of identity and belonging, which can enhance their participation and contribution to society and citizenship.

Teaching Professional Peer Review With the Use of Simulation.

Quality improvement practices such as peer review and just culture are important components of patient safety initiatives, and health professions students should be introduced to these practices during their education. The purpose of this study was to evaluate a peer-review simulation learning experience using just culture principles in a graduate-level, online nursing education program. The students rated their learning experience with high, positive scores in all 7 domains on the Simulation Learning Experience Inventory. Responses to the open-ended question indicated that the students thought the experience provided opportunities for deep learning, increased confidence, and enhanced critical thinking skills. A peer-review simulation program using just culture principles provided a meaningful learning experience for graduate-level students in an online nursing education program.

Challenges and Strategies Taken by English Language Educators in Tertiary Institutions during Emergency Remote Teaching and Learning (ERTL)

The strike of COVID-19 pandemic has affected various sectors tremendously, including the education sector around the globe. This situation has forced the closure of most educational institutions, which include higher learning institutions. Since the Movement Control Order announcement, most teaching and learning processes in higher learning institutions were transferred online. The shift to online learning brings different challenges for teachers in higher learning institutions, including English teachers, regarding technological skills and assessment. In this study, the researchers adopted a multiple case study to explore the strategies of 34 English teachers from nine universities in Malaysia, Indonesia and Maldives to overcome the challenges during Emergency Remote Teaching and Learning. The data was collected through focused group interview sessions, individual open-ended responses via Google Forms and Whatsapp discussion threads. The recorded sessions were transcribed verbatim and analysed using NVIVO software to identify the common categories and themes. The findings showed that the teachers of English overcome problems concerning their technological skills by seeking help from their colleagues, attending courses, training and webinars and choosing suitable platforms for online learning, also conducting better online assessments. The faculty could also provide more webinars, online training, and courses to help teachers to perform better during online learning. This study is believed to shed some light on aspects that need to be considered while planning and executing a meaningful ESL online teaching and learning experience in higher learning institutions, particularly in developing countries.

Hasil Belajar Matematika Melalui Model PJBL dalam Blended Learning Ditinjau dari Tingkat Integritas Akademik

Integrity is honest, fair behavior and shows consistency between words and actions. In the field of education, the term academic integrity is known. Academic integrity is behavior that is in accordance with the norms of truth in the academic context. there are five aspects in academic integrity, namely honesty, trust, fairness, respect, and responsibility. Academic integrity is very important to have so that a person behaves ethically in the learning process. a decrease in academic integrity has the potential to affect students' professional lives when working later. Lack of integrity in academics in a person can be influenced by several factors, both internal and external. The internal factor causing the lack of integrity is academic anxiety. This happens because of the worries that arise over failure in the exam, so students do various ways to get good test scores. the purpose of this study is to determine with the application of the PjBL learning model, whether there are significant differences in learning outcomes between students with high, medium and low integrity. The project given in the application of the PjBL model is expected to provide a different, fun, meaningful and challenging learning experience for students. The method used in this research is through cluster random sampling technique. The application of PjBL in blended learning with a project-shaped evaluation model produces the same learning outcomes for the three integrity groups. With the highest average learning outcomes coming from the medium integrity group followed by the high integrity group and the lowest average coming from the low integrity group.

The feasibility of self-directed POCUS training in Physician Assistant education

The increasing use of Point of Care Ultrasonography (POCUS) in medicine and healthcare prompted this pilot study, which aims to gain insight into the feasibility of online, self-directed POCUS training in the Physician Assistant (PA) curriculum. A mixed-method approach was used, gathering and analyzing data obtained from two cohorts of students in their didactic phase of training. Students completed a baseline survey, followed by the completion of several self-directed POCUS training modules, after which a post-survey was obtained. Seventy-six percent of the students had never used POCUS before. At the completion of the training, students demonstrated an increased level of confidence and comfort level using POCUS. The self-directed, self-paced, online format was not very favorable among the students. The recommendations for modifications, to incorporate live hands-on instruction were well received. It is important for PA programs to evaluate all aspects of a proposed POCUS training, including students’ perception, for a more meaningful learning experience.

The Conceptual Framing, Design, and Development of Mobile-Mediated Professional Development for Primary Mathematics Teachers

This paper examines the design and development of a mobile-mediated professional development program for primary school teachers. It explores learning design frameworks and strategies to offer effective, 24/7, anywhere-anytime PD using mobile technology. The study highlights the significance of design requirements and best practices in mobile-mediated TPD, and presents a conceptual framework incorporating various pedagogical/andragogic approaches and instructional design possibilities enabled by mobile technology. The framework is based on the integrative learning design framework (ILDF), CSAM, RASE, Keller's ARCS, and TPACK framework. The resulting framework enacts evidence-informed and theory-led models, and best practices to cater to instructional design requirements for creating meaningful mobile-based learning experiences for teachers.

Benefits of Facebook Usage (as a Web 2.0 Application) in Foreign Language Instruction in Higher Education: A Meta-Analysis Study

Using technology and social networking sites in education has become a variable that should be considered and utilized by educators to cope with learners’ needs and demands in the era of the technological revolution, especially after the COVID-19 pandemic. This study aimed at reviewing and analyzing the benefits of using one of the social networking sites (Facebook) in foreign language instruction, particularly teaching and learning English at higher educational institutions. A meta-analysis qualitative approach was followed as thirty-three studies were reviewed, summarized and synthesized based on predetermined criteria and procedures. The findings revealed five main roles and benefits that Facebook as a Web 2.0 technology can have in foreign language instruction, which were: (a) the impact of using Facebook on adult learners’ engagement; (b) the impact of using Facebook on improving college students’ academic performance and achievement; (c) the role of using Facebook in supporting cross-cultural awareness and collaborative learning; (d) the role of using Facebook in enhancing the interactive and communicative learning; (e) the role of using Facebook in immersing students in a meaningful learning experience. Accordingly, some conclusions and recommendations were suggested.

Effectiveness of Chemicooking as A Gamified Intervention in Nomenclature of Compounds: Learning Experiences of Grade 11 Students in A Public School

This research study sought to document the different learning experiences of the Grade 11 students of Santa Fe National High School while they (control and treatment groups) were exposed to the conventional manner of instruction (modules and video lessons) and gamified instruction, in the form of the ChemiCooking e-game, for the school year 2021-2022. Data were gathered using a researcher-made instrument: a pre-test, a post-test, and a checklist of student’s learning experiences. The quantitative data were subjected to various statistical analyses, specifically the mean, standard deviation, and t-tests of the pre and post-tests scores. Moreover, the qualitative data were transcribed, analyzed, and thematized. The findings and results of the study indicated that the control and treatment groups’ pretest scores were not significantly different from those of the control and treatment groups. Furthermore, results showed that the post-test scores significantly differ, as reflected in their mean scores of 10.15 (sd=3.88) and 14.7 (sd=4.84). The difference in mean and standard deviation between the control and treatment group’s gain scores speak of the effectiveness of the ChemiCooking mobile e-game as an instructional material. Moreover, there is a significant difference in the knowledge gained by the control group (unexposed to the ChemiCoooking e-game) and treatment group (exposed to the ChemiCooking e-game) based on their respective post-test scores and gain scores, with the treatment group performing better. This leads to the conclusion that gamified intervention (ChemiCooking) is way more effective than the conventional delivery of instruction. The learners exposed to the ChemiCooking e-game have different and meaningful learning experiences. Keywords: gamification, knowledge gain, intervention material, ChemiCooking, e-game

Explaining variation in teachers’ use of ICT: a learning analytics approach

ABSTRACT Significant attention has been paid to the use of ICT by teachers, especially during the COVID-19 health crisis. This usage has mostly been captured through self-reported survey measurements. Learning analytics can complement such findings, by using log data to document precisely how long teachers use ICT, and what ICT behaviors they perform online. Using log data of 800 teachers, the present study documents their use of ICT in mathematics on a digital learning platform used across Luxembourg during COVID-19 remote education. Our findings confirm the large differences between teachers’ use of ICT found in previous research, measured here through the time spent active on the platform. The types of ICT behaviors teachers engage with online, measured via the SAMR model, explain most of this variation. Specifically, more time on the platform is associated with activities that create a meaningful learning experience, and redefined tasks that could engage students as active learners. Experience with the technology, and participation in incentive events and teacher training, explain another significant part of this variation.

Exploring Mentoring Practice for In-service Teachers’ Professional Development

This study explores how untrained and trained mentors practise mentoring with their mentees and how trained mentors make mentoring practice effective. This study also exhibits the value of teachers’ professional development (TPD) to update teachers’ knowledge and skills. Mentoring is one of the key components of TPD that helps teachers continuously update and upgrade their performance. However, in the Nepalese context, mentoring is taken as an evaluation or judgement. A review of the literature examines mentoring practice by a trained mentor useful for teachers in their professional development. It enables mentee teachers to reflect on their practice. The mentee teacher receives support and feedback from their mentor that helps them to develop meaningful learning experiences. I used a qualitative case study design to study the impact of mentoring practice by trained mentors on the professional development of English language teachers in Nepal. The data drawn from teachers’ reflective journals, semi-structured interviews and mentoring sessions’ notes were collected data and triangulated to produce fair results. The results indicated that for effective mentoring practice, mentors should be trained before practising mentoring for teachers’ professional development.

Analisis Pemanfaatan Macromedia Flash 8 sebagai Upaya Pengembangan Media Pembelajaran Tematik Terpadu di Sekolah Dasar

The 2013 curriculum which applies to elementary school education, is a curriculum that emphasizes integrated thematic learning from class I level to class VI. It is integrated thematic learning then combined with a saintifical approach. Merging integrated thematic learning with a saintifical approach should provide students with a meaningful learning experience through the full delivery of learning materials without feeling a barrier between matter one to the other through scientific learning activities. But in reality, the process of corresponding learning is still hinted at by the inadequate use of the learning media for unified thematic learning. Thus, there is a learning medium that can convey a unified, comprehensive, unified thematic learning material that is needed. To that end, this research aims to review the Macromedia Flash 8 development of integrated thematic study-based Macromedia Flash 8 at elementary school. The method of this research used is the literature study obtained through searches of relevant journal articles, books, and other scientific sources. Analysed studies have proved that the unified thematic media based Macromedia Flash 8 is characterized by quality, fun, effective, and practical learning media.

ANALISIS PEMANFAATAN MACROMEDIA FLASH 8 SEBAGAI UPAYA PENGEMBANGAN MEDIA PEMBELAJARAN TEMATIK TERPADU DI SEKOLAH DASAR

The 2013 curriculum which applies to elementary school education, is a curriculum that emphasizes integrated thematic learning from class I level to class VI. It is integrated thematic learning then combined with a saintifical approach. Merging integrated thematic learning with a saintifical approach should provide students with a meaningful learning experience through the full delivery of learning materials without feeling a barrier between matter one to the other through scientific learning activities. But in reality, the process of corresponding learning is still hinted at by the inadequate use of the learning media for unified thematic learning. Thus, there is a learning medium that can convey a unified, comprehensive, unified thematic learning material that is needed. To that end, this research aims to review the Macromedia Flash 8 development of integrated thematic study-based Macromedia Flash 8 at elementary school. The method of this research used is the literature study obtained through searches of relevant journal articles, books, and other scientific sources. Analysed studies have proved that the unified thematic media based Macromedia Flash 8 is characterized by quality, fun, effective, and practical learning media