Middle School Learners Research Articles

Analysis of the Educational Effects Regarding the Use of ChatGPT in Compulsory Basic Coding Subjects

Computational thinking and basic coding education are recognized as essential competencies for living in the era of the 4th Industrial Revolution. Therefore, there has been a recent trend in universities to expand the number of required general education classes dealing with basic coding and AI data analysis. Computational thinking and coding are unfamiliar fields to college freshmen, so they often find these fields of study difficult. In addition, there is a large variation in class understanding depending on the student's elementary, middle, and high school learning background, making it difficult to administer the course as a required liberal arts course. To solve these problems, instructors can consider introducing the ChatGPT service, an AI-generated chatbot. In this study, the effectiveness of ChatGPT was analyzed by applying ChatGPT to some classes in the compulsory liberal arts subject in computational thinking at S University in Seoul. Out of a total of 75 classes, 7 classes included the use of ChatGPT in the curriculum and actively utilized it, while the remaining 68 classes used the existing general method. An end-of-semester student survey was conducted, and 966 students participated in the survey. Following this, a t-test was performed to compare the differences in satisfaction and perception between the two groups. As a result of the analysis, this study confirmed that the classes that actively used ChatGPT brought about a positive perception among the students in terms of their satisfaction with the course and their awareness of ChatGPT use. Moreover, this study confirmed a statistically significant difference between the students’ perception and satisfaction with this chatbot. The use of ChatGPT in basic coding has positive aspects, but on the other hand, it may have a negative effect on developing one's capabilities as students become dependent on AI chatbots. In the future, there is a need to develop and operate a more systematic ChatGPT application curriculum and to analyze its effectiveness.

The Gifted Rating Scales - School Form in Greek elementary and middle school learners: a closer insight into their psychometric characteristics.

The Gifted Rating Scales - School Form (GRS-S), an evaluation tool for the identification of gifted elementary and middle school children, was the subject of the current study, which focused on its psychometric features (internal consistency reliability and structural validity). Four hundred and eighty-nine teachers (342 women, 139 men, and 8 without gender declaration) used the GRS-S to estimate the dimensions of giftedness in their students for the current study. Particularly, 489 children (253 girls and 236 boys) were evaluated by their teachers. Eight elementary and middle school classes and sixteen 6-month age bands were used to stratify the student population. The scales' outstanding internal consistency and good factorial validity were revealed by statistical analyses (EFA, CFA, and Cronbach's coefficients). According to the current research findings, the GRS-S as a reliable and valid assessment tool for identifying gifted students (by their teachers) within the Greek cultural environment.

Implementation of the Singing Method to Understand Unggah-Ungguh Basa in Javanese Language Learning in Middle School

Implementation of the Singing Method to Understand Unggah-Ungguh Basa in Javanese Language Learning in Middle School

Осознанная саморегуляция и психологическое благополучие как ресурсы академической успешности младших подростков: структурная модель

<p>The problem of psychological resources of academic achievement is the actual problem of psychology and pedagogy. In the present study on the basis of V.I. Morosanova's resource approach to conscious self-regulation and the results of empirical researches the model of relationship between conscious self-regulation of academic goals achievement, psychological well-being and academic performance in young adolescence was verified. Sample: fifth grade students (N=234, mean age M=11,00, SD=0,28). Research methods: V.I. Morosanova's questionnaire "Self-regulation style of learning activity SSUD-M"; "Scale of manifestations of psychological well-being of adolescents"; "Big Five – child version"; "Attitude to learning in middle and high school". The model of academic success predictors describes the mutual determination of self-regulation, personality (Big Five), achievement motivation, and reveals the direction of cause-effect relationships between variables. It is shown that self-regulation, psychological well-being and achievement motivation are instrumental resources of academic performance. The high own contribution and strengthening of the influence of well-being and motivation on academic achievement provides it key role among its psychological resources. The findings are of practical importance for the organization of psychological support for the education of young adolescents during the transition to the secondary school.</p>

Reliability and Validity of an Automated Model for Assessing the Learning of Machine Learning in Middle and High School: Experiences from the “ML for All!” course

The insertion of Machine Learning (ML) in everyday life demonstrates the importance of popularizing an understanding of ML already in school. Accompanying this trend arises the need to assess the students’ learning. Yet, so far, few assessments have been proposed, most lacking an evaluation. Therefore, we evaluate the reliability and validity of an automated assessment of the students’ learning of an image classification model created as a learning outcome of the “ML for All!” course. Results based on data collected from 240 students indicate that the assessment can be considered reliable (coefficient Omega = 0.834/Cronbach's alpha α=0.83). We also identified moderate to strong convergent and discriminant validity based on the polychoric correlation matrix. Factor analyses indicate two underlying factors “Data Management and Model Training” and “Performance Interpretation”, completing each other. These results can guide the improvement of assessments, as well as the decision on the application of this model in order to support ML education as part of a comprehensive assessment.

Research Trends in Problem Based Learning in Middle School (1998-2023): A Bibliometric Review

Problem-based learning is a learning model that uses real-life problems that require authentic investigations to construct knowledge actively and collaboratively. The aim of this study was to capture the research landscape related to problem-based learning applied to students at the middle school level from 1998 to 2023. A descriptive bibliometric analysis method was used in this study. The data obtained was taken from the Scopus database. The results of the study show that publications related to problem-based learning, especially in middle schools, go up and down every year. Publications in 2003 have been cited more than any other year. The United States of America is the most influential country in this field. publications in journals related to problem-based learning research applied to middle school students are mostly at the Q1 rank, namely 45 journals. The research focus is divided into 3 namely, 1) knowledge, skills and development; 2) effect, self-efficacy, achievement and effectiveness; 3) middle school students, environment and abilities. These three research focuses can be used as a reference for future researchers to determine the focus of their research related to problem-based learning

The problem of adolescent personality self-realization in the context of psychological and pedagogical knowledge

Within the expansion of opportunities for personal creative potential development in the modern world, the problem of self-realization is of particular relevance. A theoretical analysis of the existing provisions in the academic community on the personal selfrealization problem was carried out. The notions of „self-realization” and „experience of self-realization” are specified. The level of social and personal maturity of adolescents allows them to accumulate the experience of self-realization in the context of the middle and high school learning. The creative potential of integrating drama elements into the humanities cycle lessons and extracurricular activities is revealed. Pedagogically competent use of the documentary drama possibilities allows the adolescent self-realization experience accumulation in educational activity

AI Made by Youth: A Conversational AI Curriculum for Middle School Summer Camps

As artificial intelligence permeates our lives through various tools and services, there is an increasing need to consider how to teach young learners about AI in a relevant and engaging way. One way to do so is to leverage familiar and pervasive technologies such as conversational AIs. By learning about conversational AIs, learners are introduced to AI concepts such as computers’ perception of natural language, the need for training datasets, and the design of AI-human interactions. In this experience report, we describe a summer camp curriculum designed for middle school learners composed of general AI lessons, unplugged activities, conversational AI lessons, and project activities in which the campers develop their own conversational agents. The results show that this summer camp experience fostered significant increases in learners’ ability beliefs, willingness to share their learning experience, and intent to persist in AI learning. We conclude with a discussion of how conversational AI can be used as an entry point to K-12 AI education.

Leveraging School and University Partnerships to Provide Accelerated English Language Arts Instruction to Gifted and High Potential Middle School Learners

Project OCCAMS is an accelerated English language arts curriculum and delivery model for high ability middle school learners. This program was initially developed in a research-practitioner partnership with two universities and a state department of education. Over 6 years, it was implemented in Columbus City Schools, Ohio’s largest urban school district, through careful collaboration with the district’s gifted department and other district teams responsible for day-to-day school operations. This article explores strategies for establishing and sustaining partnerships among organizations, both externally and internally, to develop innovative programs to benefit gifted students, such as those developed during Project OCCAMS.

Enhancing Middle School Learning about Geography and Topographic Maps Using Hands-on Play and Geospatial Technologies

The objective of this research was to determine if and to what extent students’ learning of geographic concepts can be improved through incorporation of hands-on play with Play-Doh® and LEGO® and geospatial technologies, specifically drones. The project team conducted six months of biweekly, collaborative instruction at Comstock Middle School in Michigan incorporating in-class activities such as drawing mental maps, creating contour lines of model landscapes in water boxes, constructing 3D landscapes from 2D topographic maps, building and operating small drones, and more. Compared pre- and post-tests reveal a 14% increase in overall scores, a statistically significant improvement in student performance.

Cooking Up Health: Academic-Community Collaboration to Teach Nutrition Education

Physicians are at the frontline of advising patients on nutrition; however, only 29% of medical schools teach the recommended 25 hours of nutrition, and fewer than 14% of practicing physicians feel adequately trained.1,2 Moreover, limited nutrition education in medical school may focus on vitamin deficiencies or treatment for specific disease states rather than general wellness.1 These outcomes negatively impact not only patients, but also the well-being of physician trainees themselves.Our project leverages existing community expertise by collaborating with a nonprofit, Common Threads, to deliver a hands-on nutrition curriculum to family medicine residents. Through a train-the-trainer model, resident physicians later apply what they learned to teach nutrition education to local middle school students. The purposes of this project were to (1) assess the feasibility of conducting a culinary medicine pilot within the context of an existing residency curriculum; and (2) determine the impact of a culinary medicine curriculum combining academic, culinary, and community components to achieve nutrition competencies.Twenty-three residents at the Northwestern McGaw Family Medicine Residency at Lake Forest were assigned asynchronous learning on the topics delineated in the Table, followed by 3 weekly synchronous virtual hourlong culinary training sessions led by Common Threads professional chefs. Topics were selected for their relevance to primary care.These sessions were followed by a 30-minute debrief and discussion of prework, led by residency faculty. Gift cards were provided to purchase groceries for each recipe. Applying knowledge learned in weeks 1 to 3, residents led three 45-minute classes during weeks 4 through 6 at a local middle school where 80% of students qualify for free or reduced-price lunch. By connecting trainees with local schools, we aim to increase community engagement and positively impact our surrounding community, all while fostering self-care in health professionals around nutrition.Residents completed validated assessments and follow-up surveys, including the PrimeScreen self-reported dietary intake and others. Following the course, residents showed significant increases in their confidence in nutrition counseling (t=3.8, P=.004), confidence in cooking skills (t=2.8, P=.018), and ability to prepare plant-based meals (t=2.9, P=.016). There was also a significant increase in resident knowledge of plant-based diets (t=0.5, P=.002) and substituting animal-based proteins with plant-based proteins (t=4.3, P=.002). Eighty-one percent (13 of 16) reported a positive or neutral impact on their knowledge due to the virtual nature of the cooking classes.This pilot demonstrates the feasibility and positive impact of a residency and nonprofit collaboration to launch a culinary medicine curriculum for both resident and middle school learners. This model could be adapted for residents of any specialty with downstream impact on factors related to obesity and nutrition in patient care. Not only does each trainee interact with children during the course, but throughout their training and career each will touch the lives of thousands of patients. As a secondary benefit, this curriculum increases middle school student exposure to STEM careers through their interaction with resident physicians. This type of collaboration can empower future health care professionals and patients as agents of change for healthier schools and communities. In conclusion, this framework may offer a new model to deliver nutrition education to residents and fellows that can be replicated by many specialties and types of residency programs.The authors would like to acknowledge Kassandra Hinrichsen, Lindsey Fritz, and Stephanie Folkens of Common Threads, as well as Jennifer Martinez of Northwestern University Feinberg School of Medicine for their contributions to the development of this manuscript.

“Winning could mean success, yet losing doesn’t mean failure”—Using a mobile serious game to facilitate science learning in middle school

Researchers have recognized the potential of using Mobile Serious Games (MSG) in teaching various subject matters. However, it is not clear how MSG impacts students differently based on their in-game performance. To fill this gap, the current study examined the MSG “SpacEscape” that teaches middle school students about the solar system through problem-solving activities. To understand whether SpacEscape could facilitate middle school student science learning based on their in-game performance, this study adopted a randomized experimental design and collected pre-test, post-test and game play data from the participants. Independent sample t-test and MANOVA with repeated measures (N = 228) were conducted. The results showed that SpacEscape significantly improved science learning for middle school students. In addition, the game significantly improved students’ science knowledge test scores regardless of their in-game performance. Furthermore, students enjoyed playing SpacEscape in the class, and we hope this study will inform the direction of future study in the field.

Learners’ Perspectives on ARCH + STEM: Integration of Archaeology and Indigenous Knowledges with Western Knowledges of STEM

It is often the case that the integration of archaeology and Indigenous knowledges with science, technology, engineering, and mathematics (STEM) concepts, practices, and processes is missing in school-based contexts, which limits learners’ perspectives of STEM. This study examined how an afterschool program focused on the intersection of STEM and the field of archaeology and Indigenous knowledges developed and/or enhanced middle school learners’ perspective of (a) Indigenous people; (b) the field of archaeology; and (c) STEM concepts, practices, and processes. Data were collected through 15 focus group interviews held approximately six weeks after the program’s conclusion. The results demonstrated that learners gained a new perspective of STEM, integrating Indigenous and Western perspectives; gained an understanding of archaeology and archaeological concepts; and made connections between STEM concepts embedded in the program and those within and outside of their school experience. Based on the results, we contend that the integration of alternative knowledges and ways of being and seeing the world within nonformal learning environments has the potential to diminish differences and/or tensions between Indigenous and Western knowledges and perspectives of STEM, as well as support archaeology as an approach to facilitating the learning and application of STEM concepts, practices, and processes.

Tapping Into Creativity: Crafting Engaging Math Lessons for Middle Schoolers with Macromedia Flash

The aim of the research is to design media based on Realistic Mathematics Education (RME) spatial material; producing RME media with Macromedia Flash for class IX educators and students building materials; knowing the responses of educators and students after using the media; find out the results of learning about curved sided space figures. RME media development refers to the model of William W. Lee and Diana L. Owens by going through four stages out of five existing stages, namely: analysis; product design; development; implementation; and evaluation. In this research, the evaluation stage was not carried out. The results of expert validation obtained an average score of 88.8%, individual trials an average of 81.33%, small group trials an average of 80.89%, educators' responses to the media an average of 87.33%, and responses students average 83.73%. The use of RME media in learning has an impact on learning outcomes, where the average learning outcome for the experimental class is 81.65 while the average learning outcome for the control class is 78.39. The differences in learning outcomes show that RME media is effective when used in classroom learning.Explore a dynamic approach to math education as students delve into real-world scenarios, navigating building spaces with interactive Macromedia Flash tools. This innovative learning media sparks curiosity and deepens understanding, fostering a practical grasp of mathematics concepts for middle school learners.

MODEL PENGAMBANGAN RPP DAN SILABUS DENGAN MODEL INSIDE OUTSIDE CIRCLE (IOC) DALAM MENINGKATAN HASIL BELAJAR SISWA KELAS VIII SMP AL-FURQON TEBUIRENG JOMBANG

Learning Implementation Design and syllabus as a set of plans and arrangements regarding curriculum development, are basically one of the prerequisites in determining learning objectives and outcomes. Apart from learning tools, another thing that can improve student learning outcomes is the selection of the right learning model used by the teacher. The Inside Outside Circle (IOC) learning model is a learning model that stimulates active learning so as to improve student learning outcomes. The purpose of this study was to determine the use of lesson plans based on the Inside Outside Circle (IOC) learning model in Class VIII Language at Al Furqan Middle School and student learning outcomes using the Inside Outside Circle (IOC) learning model in Class VIII Language at Al Furqan Middle School. This study uses a research and development (R&D) approach. The results of this study were obtained in the form of validation results of the implementation of learning designs from 2 experts showing an average result of 3.84. Meanwhile, the results of the syllabus validation show the results of 3.37. Both of these results indicate that the learning device is feasible to use without revision. Student responses to Inside Outside Circle (IOC) learning showed very good results of 61%. In student learning outcomes, the average posttest score is greater than the pretest score so that the average student learning outcomes taught by the Inside Outside Circle (IOC) learning model produce better scores

Assessing the Vocabulary of Middle-School Textbooks of English

The present research paper investigates the vocabulary size of the EFL textbooks designed for middle-school learners in Algeria. Particularly, this study focuses on the frequency and range of lexical items included in the glossaries of the four textbooks with reference to established word lists that were designed for learners of English as a foreign language, namely the New General Service List (NGSL) and Oxford 3000. The results indicate that many of the headwords included in the glossaries of the four coursebooks are off the NGSL list and that a lot of words are difficult, low-frequent and thus unnecessary for beginners. Textbook authors have to consider the selection of frequent and useful vocabulary in the future editions of the middle-school coursebooks of English.

Stress in Adolescents During the Pandemic

Due to COVID-19 the Indonesian Government issued a policy for Indonesian students to carry out learning activities from home. Teenagers are one of the main victims of the effects of the quarantine strategy, so they are vulnerable to various mental health problems. This study aimed to find out the relationship between the factors in stress levels in adolescents in the Public Health Center. This cross-sectional study was conducted in Juny 2021 until August 2021 at Public Health Center and involves 170 respondents. The sample was filled in questionnaires based on six variables studied: age 13-24 years, gender, education level consisting of middle school, high school, and college, sleep quality, academic burden, and online learning with stress levels. Furthermore, this research conducted data analysis and coding, which was then compiled in the discussion. The study used primary data by filling out Google forms independently and then analyzed using a univariate test, and bivariate analysis tests and then processed using SPSS. The chi-square statistical test found a relationship between the variables of gender, online learning system, academic load, and sleep quality with levels, namely sig values = 0.019; 0.018; 0.001; 0.002. Meanwhile, the age and education level variables were not found to correlate with stress levels with sig values = 0.376 and 0.240. After the multivariate test, the results obtained were not significant (P > 0.05). It was concluded that the results of this study were clinically significant but not statistically significant. There was a relationship between gender, online learning system, academic load, and sleep quality on stress levels in adolescents. Further study is needed on other factors that can affect the stress levels of adolescents during the COVID-19 pandemic, such as economic, social and social interaction. The Public Health Center is expected to form a consulting team or work with psychologists and psychiatrists that aims to be a forum for consultation on mental health and reduce stress cases in adolescents. Furthermore, school-age and teenage health programs can work together with mental-health programs to conduct stress screening in adolescents.
 Keywords: stress, adolescents, COVID 19, online learning

The effects of a STEM-based intervention on middle school students science achievement and learning motivation

The effects of a STEM-based intervention on middle school students science achievement and learning motivation

Demotivating Factors of English Learning for Chinese Middle-school Learners

Demotivation has not been extensively researched in the second language study compared with a well-investigated field on learning motivation. Motivation is significant to influence learning performance of language that students will gain. According to the reviews on many previous research solving demotivated English learners issues, the study specifically pays attention to Chinese younger middle school ESL (English as a second language) learners, as analysis of learners learning experiences in public education might promote findings on influencing factors of demotivation. In this research, it focuses on the demotivated English learners, and explores the main factors for deficiency of motivation. The instrument applied in this study is a questionnaire modified from Sakai and Kikuchis [20] and focusing on 6 possible demotivating factors from literature review, which includes 28 items and has been tested on 197 Chinese ESL younger students. The results in this paper illustrate that students might be positively influenced by teachers. However, features of classes and students English learning experiences are considered as the most demotivation items by Chinese younger learners of English study.

The Survey on Students’ Emotional State in Oral English Learning of Junior Middle School—Taking No.11 Junior Middle School of Yichang City as an Example

Under the background of the new curriculum reform, the inspection of listening and speaking ability has become an important part of the high school entrance examination, with the score accounting for about one third. The training and cultivation of oral English ability is an increasingly important task in English learning and teaching in junior middle school. For most junior middle school students who lack oral English learning skills and experience, the part of listening and speaking is the weak link in their language learning. Therefore, junior middle school students are prone to have negative emotions towards oral English, which is not conducive to English language learning. On the basis of the affective filter hypothesis, this paper analyzes the emotional variables of students, investigates the emotional attitudes of 80 students, from two classes of Grade eight, towards oral English learning, in No.11 middle school in Wujia District, Yichang, Hubei Province, in the form of questionnaire, and explores the influencing factors of anxiety about oral English learning and coping strategies to increase students’ confidence and motivation, and relive anxiety, thus improving their oral English.