Mixed Classrooms Research Articles

Learners with Special Needs: Problems faced by Students and Teachers at University Level

Purpose: Every person in this world has the right to be educated and by every person means every single person, yes, the persons of special needs as well. About 15 percent of the world’s population has suffered various forms of disabilities such as visual and hearing impairment, physically handicapped, or mental retardation. The 1st purpose of this research was to find out the problems that a teacher faced while teaching a special learner at a higher education level. 2nd to find out the student’s perspective of studying in an inclusive setting at the university level.
 Design/Methodology/Approach: A phenomenological design was used and both teachers and their students took interviews. Qualitative theme analysis method was used in this study to analyze the teachers and students’ perceptions.
 Findings: The study’s findings provide an understanding of the experiences of teachers as well as perspectives regarding disabilities of learners in the regular classroom. They both recognized four zones that obstruct their capability to efficiently teach in a mixed ability classroom and the regular classroom. (a) Insufficient knowledge of teachers and lack of awareness about inclusion in the classroom. (b) Lack of training employed in inclusive or regular classrooms with differently-abled students; (c) Lack of examination to choose the most suitable aids which helpful for the teaching in the inclusive regular classroom. (d). Learning difficulty and psychological issues in the classroom.
 Implications/Originality/Value: From This research everyone will be benefited: students, as per their learning will be improved by it; educators as it will improve their teaching and efficiency in the classroom and parents, as their children will more likely to have a positive environment in the university. It will provide them an opportunity to learn from each other at the university level.

Features of testing and assessment of knowledge of future masters of pharmacy in the study of the discipline “Pharmaceutical Chemistry” in terms of distance learning

The article reveals the essence of the concept of mixed learning (BT), analyzes the peculiarities of the educational process, testing and assessment of knowledge of students of the Faculty of Pharmacy in “Pharmaceutical Chemistry” in mixed classroom distance learning at the Department of Chemistry of Drugs and Medicinal Toxicology .AT. Worshipers.

Energy Performance and Benchmarking for University Classrooms in Hot and Humid Climates

In this paper, the energy performance of a university campus in a tropical climate is assessed, and four mixed classroom buildings are compared using benchmarking methods based on simple normalization: the classic Energy Use Intensity (EUI), end-used based EUI, and people-based EUI. To estimate the energy consumption of the case studies, building energy simulations were carried out in EnergyPlus using custom inputs. The analysis found that buildings with more classroom spaces presented higher energy consumption for cooling and lighting than others. In comparison, buildings with a greater percentage of laboratories and offices exhibited higher energy consumption for plug loads. Nevertheless, differences were identified when using the people-based EUI since buildings with larger floor areas showed the highest values, highlighting the impact of occupant behavior on energy consumption. Given the fact that little is known about a benchmark range for university campuses and academic buildings in hot and humid climates, this paper also provides a comparison against the EUIs reported in the literature for both cases. In this sense, the identified range for campuses was 49–367 kWh/m2/year, while for academic buildings, the range was 47–628 kWh/m2/year. Overall, the findings of this study could contribute to identifying better-targeted energy efficiency strategies for the studied buildings in the future by assessing their performance under different indicators and drawing a benchmark to compare similar buildings in hot and humid climates.

On Differentiation Strategies in the EFL Mixed-Ability Classroom: Towards Promoting the Synergistic Learning Environment

On Differentiation Strategies in the EFL Mixed-Ability Classroom: Towards Promoting the Synergistic Learning Environment

Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

This article outlines an approach to bridging the gap between the theory and practice of differentiated instruction. Differentiated instruction has long been suggested as a pedagogical approach to cater for student individuality and diversity, particularly in mixed-ability classrooms. Although the theory of differentiated instruction has been applied widely, such instruction has not been taken up widely in teaching practice. The first part of the article explores the relationship of theory and practice of differentiated instruction in relation to pedagogical content knowledge, teacher efficacy, formative assessment, teacher confidence and competence and professional learning. This exploration uses exemplar cases from mathematics teaching to pave the way for an outline, in the second part of the article, of how differentiated instruction could be implemented for the mixed-ability groupings increasingly engaged in the Australian secondary mathematics classroom. A protype practice framework for teachers is presented as part of a project being conducted in regional Australia, with the overall aim of assisting teachers in developing and implementing strategies for differentiated instruction in secondary mathematics classrooms.

Differentiated Instruction in Information and Communications Technology Teaching and Effective Learning in Primary Education

<p style="text-align:justify">This article presents the findings of an action research study that evaluated the effectiveness of differentiated instruction in the subject of Information and Communications Technology (ICT) in primary education in Greek primary schools. Effective teaching poses a challenge to all educators in all educational levels. The subject of ICT poses multiple challenges to educators due to its applied nature, the limited allocated time and the diverse needs of the students. A differentiated teaching intervention was designed and applied from January to March 2020 to 113 upper elementary students from two elementary schools in Athens. The findings of the research highlight the improvement of the quality of the students’ assessment and the level of students’ active participation due to differentiated instruction. Furthermore, the strategy of flexible grouping, the technique of “thumb it up” cards and the applied differentiated working routine proved to be highly effective. Lastly, the implementation of asynchronous working combined with hierarchical learning activities proved to be challenging to the educator due to its complexity. Based on these findings, the article discusses the importance of further research in the systematic implementation of differentiated instruction in mixed ability classrooms and in multiple subjects.</p>

Sociocultural Attitudes Regarding Gender Differences in Mathematics Education and Implications for Related Employment

For many years in several countries there has been gender inequality in mathematics achievement, and girls are less likely to study and specialize in precise sciences. A primary explanation for these gender differences is sociocultural. The attitudes and perceptions prevalent in a society’s culture regarding gen-der can affect students’ attitudes and performance in maths education and their choice to pursue pro-fessional careers in maths related areas. Studies have found that learning in single-sex classrooms can influence girls’ achievements and attitudes. The goal of the present study is to examine the attitudes of girls in mixed and single-sex classrooms towards mathematics and towards gender differences in mathematics. The study population included 281 students in the fifth to ninth grades, attending state-religious schools in Israel. The participants completed a multiple-choice questionnaire, which addressed their attitudes toward mathematics and possible differences between boys and girls. Most of the girls, in both types of classrooms, expressed positive attitudes towards learning mathematics and egalitarian views, although differences were found as girls learning in mixed-sex classes expressed views that were slightly more egalitarian. In addition, girls in single-sex classrooms expressed a moderately higher agreement in the “girls are better” category.

Algorithm of Classroom Teaching Quality Evaluation Based on Markov Chain

The Markov chain model teaching evaluation method is a quantitative analysis method based on probability theory and stochastic process theory, which establishes a stochastic mathematical model to analyse the quantitative relationship in the change and development process of real activities. Applying it to achieve a more comprehensive, reasonable, and effective evaluation of the classroom teaching quality of college teachers is of positive significance for promoting the continuous improvement of the teaching level of teachers and the teaching quality of schools. Therefore, after an in-depth study of Markov chain algorithm theory, this research proposes an improved Markov chain hybrid teaching quality evaluation model and designs comparative experiments and applies it to the hybrid teaching quality evaluation system of universities, designs a corresponding hybrid teaching quality evaluation model, and finally verifies its effectiveness through experiments. The mathematical model of mixed classroom teaching quality evaluation given in this research focuses on the development and change of the teaching process. For the teaching process that is closely related to the causality of teaching quality, the model established in this paper is more objective and reasonable for evaluating the quality of teaching.

The Impact of Differentiated Instruction on Students’ Reading Comprehension Attainment in Mixed-Ability Classrooms

This explanatory sequential quasi-experimental study investigated the impact of differentiated instruction on reading comprehension attainment in mixed-ability classrooms. Fifty-four tenth grade students from two classes in two different schools took part in the study. They were randomly distributed into an experimental group (n = 27) and control group n = (27). The experimental group was taught reading comprehension following differentiated instruction strategies of homogeneous grouping, tiered assignment and tiered instruction in the areas of content, process and product. The experimental group was supported with modified reading comprehension texts from Action Pack 10, supplementary materials and leveled short stories. The control group was taught in the one-size-fits-all method using Action Pack 10th text books only. The study is a mixed-method design where quantitative and qualitative methods were used to collect data. The main objective was to investigate the effect of differentiated instruction on secondary stage. The researchers used the pre-test/post-test scores to collect the quantitative data followed by a student semi-structured interview after the experiment. T-test results revealed that differentiated instruction was effective in increasing reading comprehension achievement for the early secondary stage. The experimental group outperformed their counterparts in the control group.

Design of a Hybrid Classroom Teaching Quality Evaluation System Based on Information Technology

With the rapid development of today’s information technology, it is an inevitable trend for the reform and development of education and teaching in colleges and universities to promote education modernization through education informatization. Information management has penetrated into the teaching and management of colleges and universities. Based on information technology, this paper studies the design of a data mining algorithm-based hybrid classroom teaching quality improvement evaluation system model, which fully reflects the quality of hybrid classroom teaching based on information technology in universities. In order to accurately grasp the current status of the current mixed classroom teaching quality, this experiment has been collected, sorted, and studied in recent years for analysis. A neural network algorithm is used to construct a model for it. This algorithm is combined with a questionnaire survey method to screen the mixed classroom teaching quality evaluation indicators of college information technology. Finally, a BP model is constructed through the classroom teaching quality and the model calculation samples are selected., The teaching quality can be obtained after calculation. Experimental research results show that with the advent of the information age, the development of blended teaching is divided into three stages. The first is based on technology, and the second is based on the interactive method of online and offline technology teaching. The third is to focus on the learning experience of learners. Blended teaching is a sublimation of traditional teaching mode and a return to traditional concepts. This brand-new teaching model will surely become the new normal of the education model in the future.

Research and Practice of Online and Offline Mixed Classroom Teaching of Pathology Based on Computer Technology

We can see that the teaching method of pathology in the old times was very single. According to the students’ reaction, the traditional teaching method and its effect are very poor. To some extent, it may limit students’ initiative thinking and creative thinking. This is a very unfavorable way to cultivate innovative talents. In order to meet the needs of Pathology Teaching in today’s society, people invented a mixed classroom teaching mode of online teaching and offline teaching[1]. Online teaching and offline teaching mode is a new teaching method that connects offline general teaching with Internet platform. With the support of computer technology, many medical schools have begun to implement the mixed teaching mode of pathology teaching. According to statistics, this teaching process can promote the learning of pathology.

A futuring approach to teaching wicked problems

ABSTRACT This paper investigates how the teaching and learning about “wicked” environmental problems may be fostered through an educational approach premised on futuring – the active imagination of the future. The growing academic interest in possible and desirable futures provides a promising starting point for restructuring education as coupling knowledge to imagination and teaching to policy practice can open up new, experiential ways of learning. Empirically, this paper draws upon research on an experimental futuring course employing a “mixed classroom” formula in which students and policy-makers learn together about sustainability challenges. Drawing on the notion of inquiry, this course is set up with the aim to foster a critical engagement with the ways futures are imagined in political debates and decision-making. Through complementary activities, the students were pushed to imagine possible futures around a central theme, the transition to a circular economy, in interaction with the policy-makers and other practitioners. This culminated in a “Museum of the Future”. From our action-research-based investigation of the learning experiences in the course, we conclude that a futuring approach to teaching wicked problems results in a more active attitude of students towards the space in which wicked problems and solutions are collectively imagined and deliberated.

Research on Online CAD Course Teaching Mode Based on N+X Mode

In order to further enhance the design and innovation ability of students, students are taught hierarchically through the online learning teaching platform and the knowledge module setting of product structure design. Meanwhile, based on the curriculum research of the mixed classroom teaching model, this paper is composed to enhance the initiative of students in learning, realize layered teaching, and enhance the effectiveness of teaching. Classrooms are not the only place to give a lecture, and the diversification of teaching locations and learning time can be achieved, which makes communication and guidance between teachers and students as well as cooperation and communication between students and students more convenient, so that students' team assistance ability can be effectively improved. Therefore, on the online learning platform, curriculum resources can realize the quantification of resources, which enriches the classroom and achieves the process and data evaluation of students so as to implement the objectivity and effectiveness of the evaluation.

How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms

One challenge teachers have when teaching mixed-ability classrooms is ensuring that each student is appropriately supported and challenged based on their current ability. Tiering is an instructional strategy proposed in the Differentiated Instruction approach to address this issue. This article explores how an English reading course that tiered the content, process, and product affected the reading comprehension of ninth grade EFL students. The three elements were tiered to serve three groups of students—basic, grade-level, and advanced. Two parallel pretest and posttest were used to collect the data. The positive effects of the tiered instruction on the students’ reading comprehension in this study suggest further implementation of tiered instruction in other EFL classrooms. Further research should explore how tiered instruction functions with different learner demographics and in other language skill settings.

Teachers’ Perspectives on the Use of Differentiated Instruction in Inclusive Classrooms: Implication for Teacher Education

Implementing differentiated instruction (DI) in inclusive classrooms presents many challenges that often limit the teachers’ ability to use the strategy. Research tends to indicate that, though DI is a viable approach to meeting the le individual learner’s needs in mixed ability classrooms; it is poorly implemented in regular schools. This study sought to investigate the perspectives of primary school teachers on the use of DI in an inclusive classroom in Enugu state, Nigeria. The study adopted a descriptive survey research design using a sample of 382 primary school teachers in the study area. Data were collected using a validated researcher-developed Teachers’ Use of Differentiated Instruction Questionnaire (TUDIQ). Percentages, pie-charts, and bar charts were used in analyzing and presentation of data collected for the study. Results indicated that the extent to which teachers implement DI was low, and time constraint limits the use of DI. The results further revealed that teachers need more information on how to develop rubrics; students’ directed assessments; how to manage large class while implementing DI; how to use differentiated instruction without watering down the curriculum contents; the need for changes in classroom structure to accommodate small groups; and the need for more training on DI and the provision of diverse learning aids in schools. The implication for teacher education is that DI has to form critical curriculum content for colleges of education and faculties of Education in the Universities.

El Currículo nicaragüense para la enseñanza de la lectura en la modalidad multigrado

El estudio analiza el currículo nacional en lo referido a las formas en que orienta la enseñanza de la lectura en aulas multigrado; así como las formas en que el profesorado lo aplica para ofrecer una instrucción efectiva. Se diseñó una investigación cualitativa de tipo exploratorio, con dos etapas: a) análisis documental para conocer las orientaciones del currículo sobre la enseñanza de la lectura, con énfasis en las particularidades para multigrado; b) un estudio de casos para analizar cómo los docentes contextualizan el currículo a esta modalidad. Para este segundo punto, se visitaron seis escuelas multigrado ubicadas en zonas rurales del país. Se realizaron entrevistas a docentes, así como observaciones de aula para determinar las influencias del currículo en las prácticas educativas de maestras/os. Como resultado, se han identificado márgenes de mejora en el currículo nacional referidos a la enseñanza de la lectura en la modalidad multigrado. Se identifica un currículo que parece limitar las posibilidades de una enseñanza efectiva en estas aulas.

A model of integrating elder learning into higher education: a case from a Hong Kong university

ABSTRACT This article describes a learning unit for seniors within a university in Hong Kong, as an example of offering lifelong learning opportunities for senior adults. This article reports and discusses findings from a small-scale research study conducted at the unit, which aimed to explore the effectiveness of the current mode of integrating elder learning into higher education, specifically how this related to the promotion of intergenerational learning between elders and university students. This article reports on the findings of a quantitative survey conducted with elders, university students and instructors, in order to compare their views on the impact of a mixed intergenerational classroom and to identify the benefits of elder learning. The most positive impact of the mixed-class arrangement was upon the elder learners, who reported very positive learning experiences and a number of positive benefits to learning. All three groups positively reported that the class arrangement did improve intergenerational learning. Whilst all three groups responded very positively to the mixed-class arrangement and presence of elders, there were less positive responses reported from both undergraduates and their instructors as to the impact of elders in the same class upon helping undergraduates learn better.

The Effectiveness of Differentiated Instruction by Streaming: A preliminary Study of Current Practices in the UAE

Differentiated instruction is modifying teaching to suit one, small group, or all learners. There are two ways to classify students into differentiated classes. The first one is grouping students by mixed-ability schoolrooms, and the other is to split by streaming. This qualitative exploratory study explored the advantages and challenges of differentiated instruction by streaming in the UAE. The authors aim to search the benefits and disadvantages of streaming in the UAE context because the UAE applied splitting instead of mixed-ability classrooms. Twelve cycle two English teachers, and 20 cycle two EFL students, from four different schools, which are applying differentiated instruction by streaming, participated in a semi-structured interview to answer the questions of the study based on a convenience sampling. The study indicated that streaming helps all students’ proficiency levels. The above-average students benefit the most from streaming, and some profound benefits were suggested for the below-average students. The most apparent advantages were having equal opportunity for participation among all the three levels, having better achievement grades, and the increase of independent learning. However, the disadvantages suggested by the respondents were the use of native language, classroom interruption, having negative behavioral issues, and labeling the below-average as weak students. https://doi.org/10.26803/ijlter.19.6.6

Challenges of Teaching English in Mixed Ability Classrooms

Abstract in the full text.

Self-efficacy and Differentiated Instruction: A Study among Malaysian School Teachers

The implementation of the mixed-ability classrooms in all secondary schools in Malaysia since 2019 calls for effective teaching strategies. Differentiated instruction is a teaching framework that takes into account the differences amongst students in creating learning opportunities for all. This study aimed to identify the level of teachers' self-efficacy and its significant influence over the differentiated instruction practices. Data was collected using an online questionnaire from 428 teachers teaching in the east coast zone of Malaysia. Two sets of inventories, namely Teachers' Sense of Efficacy Scale (TSES) and the differentiated instruction practice inventories, were adapted and modified to suit the purpose of this study. Findings showed that teachers' self-efficacy level is Excellent. The results of this study also proved the existence of a significant positive relationship between teachers' self-efficacy and teachers' practice of differentiated instruction, which in turn proved that teachers' self-efficacy has a major influence and can predict teachers' practice of differentiated instruction in the classroom. Therefore, it is hoped that the Ministry of Education Malaysia, the State Education Departments, the District Education Offices, as well as the schools can create a conducive climate for learning in schools, apart from providing practical and continuous professional development training to support teachers' self-efficacy towards further developing the practice of differentiated instruction in the classroom.