Active Participation In Class Research Articles

A Reflective Study of Educational Practice in Special Education Colleges

This study investigated the educational practices of 100 students enrolled in special education colleges. The objective of this study was to identify the practices and strategies that have been successful in improving the educational outcomes of special education students. The results of the study revealed that students who have had successful educational experiences in special education colleges often participated in a variety of practices and strategies such as regular communication with instructors, active participation in class activities, and a focus on individualized learning plans. Additionally, the study revealed that providing tailored support and resources to students was an important factor in improving educational outcomes. The study also found that successful educational outcomes were associated with regular collaboration between teachers and students.

Factors Influencing Classroom Participation: A Case Study of Undergraduate Students at Education Faculty, Paktia University

There was a lack of students’ participation in classroom activities. Student participation varied according to gender, education level, housing area, and employment, language proficiency and cultural restrictions. It was needed to discover factors that influence students’ participation in classroom activities, to address the current situation and key challenges of classroom participation. Therefore, the objectives of the study were to distinguish the factors that increase and decrease student classroom participation and to investigate the most influential factors that affect classroom participation. In addition, the research recommends sustainable resolutions. The methodology adopted includes the use of questionnaires, two classes of observation in the English department, and a review of relevant documents. The size of the class, a lack of time, and the course policies that were observed in class were major barriers to student participation in class activities. Teachers did not give students enough time to consider the question before responding. The current survey found that the personalities of the instructor and students, the size of the classroom, and the perception of peers influenced students' willingness to speak up in class. It is pointed out that both active and passive students agree that instructors are the main characters in classrooms. The method or style of teaching and positive traits of instructors play an important role in motivating and stimulating verbal engagement among students in the classroom. Students actively participated when they received an equal chance to participate in the classroom. When there was respect, small classes, student support, constructive feedback, and the application of theory to a real-life situation, participation levels in classes were higher. Moreover, teachers must consider and overcome those factors to give students a chance to communicate effectively in classroom participation.

Students' Mathematic Problem Solving Ability with Problem Solving Learning Model in Class VII SMP Negeri 2 Singkawang

Students still need to improve their capacity for solving mathematical puzzles. The study aimed to evaluate how well the Problem-Solving learning model helped students become more adept at solving algebra-related mathematical problems. This study is an illustration of hybrid research (Mixed Methods). Class VIIA served as the experimental class, and Class VIID served as the control class for the study. Test forms, observation forms, and interviews served as instruments. Statistics are used in quantitative data analysis, whereas in qualitative data analysis, data is reduced, presented, and conclusions are drawn. The findings revealed that: (1) Mathematical problem-solving skills were improved in Problem-Solving Learning Model classes compared to classes using the Discovery Learning Model; (2) The Problem-Solving Learning Model defined what was meant by active student participation in class, with the percentage of student activity obtained being 41.12% at the first meeting with the quite active category and 89.74% at the second meeting with the very active category.

Quizizz as Technology to Enhance EFL Students' Active Participation in the Classroom

It is essential that English be taught in schools and universities as a foreign language. However, many English learners do not devote themselves totally to acquiring the language. Additionally, teaching and learning (T&L) activities might occasionally become boring. Due to this matter, EFL students struggle to demonstrate active participation in class. This article intends to highlight how teachers can use Quizizz, a learning application, to enhance their students’ active involvement in studying English.

The Effects of Nearpod-Incorporated English Classes on Korean University Students’ Speaking Performance and A ffective A spects

Nearpod, an online teaching cloud-based platform, offers great potential to generate pedagogical tasks and yield better results in teaching communication skills. This study thus examined the effects of Nearpod-based English-speaking classes. To this end, one-on-one speaking tests were conducted twice in a semester, and a questionnaire was administered to assess university students’ perceptions of the usefulness of Nearpod in offline classroom. The participants comprised 39 university students who took a mandatory English class titled Communication in English. The paired samples t-test results indicated that the students’ overall speaking performance has improved over time. Specifically, compared to the high-level students, the low-level students showed a significant increase in speaking performance. The questionnaire analysis demonstrated that most students were satisfied with Nearpod-based English speaking classes because of enhanced interest, active participation in class, and increased interaction with class content and peers. The pedagogical implications are suggested and the limitations of the study are further discussed.

Bahasa Indonesia bagi Penutur Asing (BIPA): Masalah Kefasihan, Kebakuan, Rujukan Belajar, dan Kesusastraan

Bahasa Indonesia is one of the languages with the most speakers in the world. However, Bahasa Indonesia still needs to be campaigned to become one of the most important languages in the international arena. This is the context of why the BIPA or Indonesian Language for Foreign Speakers program was born. It has been going on for a long time, the BIPA program continues to experience improvements. This article aims to provide some input in to improving Indonesian language learning through the BIPA program. Observation, survey, and interview through informal conversations were used in conducting qualitative investigations to describe BIPA learning related to fluency, standard language, learning tool or reference, and literature . These were conducted from around February to early August 2022. Th is research show s that active class participation and learning consistency of BIPA students have a major impact on the progression speed of Indonesian language mastery. This study also shows that the misuse of Google Translate has caused a negative impact on BIPA students and the urgency of using local folklore materials in BIPA learning in Indonesia.

An Examination of the Factors and Challenges to Adopting Gamification in English Foreign Language Teaching

The purpose of this study is to identify key factors and barriers to implementing gamification in English Foreign language teaching. In alignment with the purpose of the study, the perspectives of English teachers (which grades) were obtained. This study was designed as a qualitative study. A total of 16 teachers participated in the study. Structured interview questions were used as the data collection instrument. The data obtained from the interviews were analyzed using content analysis. The result of the study demonstrated that most teachers use gamification in their English Foreign Language teaching. Some teachers who participated in the study indicated that gamification is very effective and important for their teaching and that they use gamification frequently in their teaching. Teachers emphasized that games facilitate language learning, ensure active class participation, make learning more enjoyable, and make the learning process effective and efficient. In addition, games facilitate the development of student language skills and make learning more enjoyable by making lessons interesting. Factors such as the occurrence of problems like irregularities, objections, and challenges during the game, the creation of a negative competitive environment, the extension of the time allotted for the game, and the creation of a noisy environment were found to be barriers to the use of gamification in the classroom. In addition, technical difficulties and problems with digital games, lack of technology and internet, technology, screen, and game addiction, and health/psychological issues are some of the main reasons why teachers do not use gamification in their EFL teaching.

Reviewing the role of positive classroom climate in improving English as a foreign language students' social interactions in the online classroom.

The teacher and learners are cooperatively involved in the creation of a positive climate in an L2 class. In the online language learning environment today, teachers can make the best use of technology, multimedia learning, and accessibility of learners to create a supportive and effective climate. In this productive climate, the teacher and learners can have multiple forms of social interaction which can improve language learners' communicative skills. Not only can the teacher expect better learning outcomes, but s/he can also ensure students' wholehearted attendance in, attention to, and participation in class activities. A positive class climate and the consequent better social interactions can also enhance learners' affective well-being. For example, higher self-esteem leads to lower levels of anxiety and better emotional health. This study aims to review the contribution of a positive classroom climate to the improvement of students' social interaction in the online L2 classroom. To do this, the findings of the relevant studies have been presented and their implications for the construction of a positive online L2 classroom climate have been provided. Suggestions are made on how to help teachers create a positive climate in online L2 classes and how to pave the way for more effective social interactions between teachers and students and among students. Also, implications are provided for L2 teachers, researchers, and trainers, especially in the post-pandemic era.

Strategies In Learning Fluid Mechanics: A literature Review

One of the broad and intricate subfields of physics is fluid mechanics. Learning techniques for students are an essential component of learning fluid mechanics because they increase their motivation to learn, enhance learning outcomes, and encourage active participation in class. An overview of the prior research was highlighted in this publication, and several fluid mechanics learning methodologies were looked at in this review. The study found that the majority of students performed well in group settings, particularly when fluid mechanics principles are used in practical settings, which is the most successful teaching method. The studies that were reviewed in this literature review demonstrated that offering students team-based experiential learning is the best way to inspire them to learn fluid mechanics and to recognize the value of doing so. Therefore, by developing ideas and putting them into practice through active exploration, students learn more.

하브루타 활용수업과 토론수업의 교육효과 비교연구

This study conducted the debate class and class using Havruta targeting the students who were taking a general education course called <Thought and Expression 1> in C university. In the results of comparing the improvement of self-directed competency, creative/convergent competency, and considerate/collaborative competency, the class using Havruta showed the higher educational effects than debate class. Such results of this study must be originated from the fact in which Havruta could induce students’ active participation in class more than debate; Havruta could improve the bond and consciousness of collaboration between students; and the Havruta teaching method develops ‘thinking power’. However, the class using Havruta caused pressure and resistance because of its unfamiliar teaching method in which the whole process should be designed and proceeded by students. In order to solve this, it would be necessary to develop various teaching models and effective learning materials for classes using Havruta.

Boosting International Humanitarian Law Active Class Participation; Lesson Learned from Blended Learning Policy (Kemendikbud Circular No.4 2020)

University is required to adapt the teaching method, creativity, and innovation during the covid outbreak. The learning method used in Learning Management System (LMS) is mixed with online methods by utilizing both synchronous and asynchronous multimedia. This study developed into several steps; the first step is identifying the problem in class participation before applying LMS and comparing it with the class participation afterward. Problem identification is carried out with a learning survey currently being carried out at the International Humanitarian Law class in Universitas Sultan Ageng Tirtayasa while applying mobile LMS to enhance class participation. Untirta's bold LMS (SPADA Untirta) can be upgraded to a more practical level by implementing SPADA mobile LMS applications as a valuable embodiment of LMS

THE IMPACT OF THE CONSUMPTION OF VARIOUS DRUGS ON STUDENTS’ ACADEMIC ACHIEVEMENT IN MOGADISHU, SOMALIA: EXPLORATORY FACTOR ANALYSIS

The aim of this study was to use exploratory factor analysis to investigate the impact of consumption of various drugs (smokeless tobacco as known as Tabu in Somalia, Tramadol, and cannabis) on students’ academic achievement in light of the students’ lack of discipline, poor communication skills, participation in-class activities, and GPA at secondary schools in Mogadishu, Somalia. This study applied factor analysis to advanced quantitative research methods. This study also concentrated on target respondents 266 and featured teaching and non-teaching staff who work in public and private schools. To collect and analyze the data, a questionnaire and SPSS Version 20 were used. Cronbach’s Alpha The.908 indicated that the data’s dependability was correct. The correlation of the variables in this article was (r =.865*). The KMO value of the data .869 appears to be convenient for factor analysis in terms of sample size. Also, Barlett’s Test is found to be scientifically significant. Factor analysis The performed scree plot curve, the total variance explained, rotated components matrix, and anti-image values varied from 0.859 to 0.844. The main findings show that drug misuse, including cannabis, tramadol, and smokeless tobacco, has a negative effect on a student’s academic achievement in terms of conduct, poor communication, participation in-class activities, and GPA in secondary schools in Mogadishu. We recommend the government of Somalia cracks down on traffickers who bring smokeless tobacco and other drugs that harm Somali students and produce rules that protect them against drug abuse. We also recommend that the Somali community, particularly teachers, school principals, and religious leaders, raise awareness about how to prevent and treat drug abuse, particularly with tabu and tramadol. KEYWORDS: drug abuse, smokeless tobacco, tramadol, cannabis, students academic achievement

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. Three teacher educators were invited to develop flipped instructional materials for chemistry teacher education. The materials included course plans, online videos, tasks, teaching, and online and face-to-face instruction learning sequences. This study examined opportunities and barriers to using the flipped classroom approach for chemistry teaching. Teacher educators were interviewed before and after running the course using the developed instructional materials. The interviews were then analyzed to identify the teachers’ rationale, the opportunities, and the challenges of using the flipped classroom. Teacher educators found that integrating technology into their classrooms can enhance their ICT skills and that of their students. Educators believed flipped instructions could promote student-centered learning where students take responsibility for their learning, where and when it is most convenient. The teacher educators perceived that the approach helped students take an active role in their learning and enhance their participation. They also felt that it improved academic performance. Teacher educators also noted that their workload was reduced, and they had more time to interact with students. Some barriers and challenges were recognized as well. In the interviews, teacher educators described how ICT competencies and inadequate ICT infrastructures, such as poor internet connectivity and lack of ICT equipment, limited the use of the flipped classroom approach. The study provides suggestions for future research that can contribute to understanding the practical application of the flipped classroom approach.

Influence of Teachers’ Preparedness on Students’ Academic Performance in Public Secondary Schools in Rwanda

The standard level of preparedness among secondary school teachers plays an important role in improvement of students’ academic performance. Hence, the study sought to examine the influence of teachers’ preparedness on students’ academic performance in public secondary schools in Gatsibo district in Rwanda. Correlation research design was employed. The target population was 308 respondents including 280 teachers and 28 directors of studies. The sample size was 174 (158 teachers and 16 directors of studies). Yamane formula was utilized to get the sample size. Interview guide, question and document analysis were taken as instrument of data collection. The findings revealed that majority of respondents with the mean of 3.13 and the standard deviation of 1.28 corresponding with 45.6% of teachers’ agreed that they have effective use of instructional materials. It was also revealed that majority of the respondents with the mean of 3.19 and 1.28 of standard deviation revealed they use computer to prepare their lessons. The study also indicated that majority of respondents having the mean of 3.09 and the standard deviation of 1.35 corresponding with 40.5% of teachers agreed that there is active class participation. The findings also reveal that there is 26.2% of teacher preparedness able to affect the level of students’ academic performance and the remaining 73.8 % of students’ academic performance can be affected by other variables. The study found there is a statistically significant high correlation between teacher preparedness and students’ academic performance (P=.000 and r = .817). The study recommended the school head teachers to make regular checking of teachers’ documents for the purpose of enhancing the level of teachers’ readiness. The Ministry of education responsible to improve teaching profession is recommended to enhance to quality and quantity of professional training given to teachers. The Non-governmental organizations should make collaboration with the school administration for the purpose of improving the level of teachers’ preparedness and students’ academic performance. Keywords: Teacher preparedness, Students’ academic performance, Public secondary schools

Attitudes and Motivation towards English Language learning in Senior High Schools: A case study of Accra Senior High School, Ghana

This research study investigated the attitudes and motivation toward English language learning in senior high schools using Accra Senior High School as a case study. The study employed a quantitative approach using descriptive-correlational design to investigate the relationship between students’ motivation and attitude in the learning of the English language toward their English language achievement. This study adopted a questionnaire to gather data from 100 English students and 5 English teachers who were randomly selected through a simple random and convenience non-probability sampling technique. The findings revealed that students are instrumentally driven to learn the English language in comparison to integrative and personal motivation. The majority of the students indicated they learn English because they need it for their studies. The majority also indicated they learn English because it makes it easier to contact English-speaking people and get a well-paid job. Second, students' attitude towards the learning of the English language was found to be positive. The study revealed students were very interested in speaking the English language. The teachers attested to this and revealed students take active participation in class and make an effort to speak English. Lastly, there existed a moderate positive and statistically significant correlation between English learners' motivations (r = .45) and attitudes (r = .35) towards the English language with their English performance. It was concluded that as English learners’ motivations and attitudes in learning the English language grow, their English Performance improves. In addition, there existed a strong positive correlation between English learners' motivations in the English language and their attitudes towards the language. This implied that learners' motivation in learning English had an influence on their attitude towards the English language. The study recommends that instructors or teachers should assist in the creation of an environment that is favourable to reducing feelings of nervousness or shyness.

Virtual Reality Metaverse System Supplementing Remote Education Methods: Based on Aircraft Maintenance Simulation

Due to the COVID-19 pandemic, there has been a shift from in-person to remote education, with most students taking classes via video meetings. This change inhibits active class participation from students. In particular, video education has limitations in replacing practical classes, which require both theoretical and empirical knowledge. In this study, we propose a system that incorporates virtual reality and metaverse methods into the classroom to compensate for the shortcomings of the existing remote models of practical education. Based on the proposed system, we developed an aircraft maintenance simulation and conducted an experiment comparing our system to a video training method. To measure educational effectiveness, knowledge acquisition, and retention tests were conducted and presence was investigated via survey responses. The results of the experiment show that the group using the proposed system scored higher than the video training group on both knowledge tests. As the responses given to the presence questionnaire confirmed a sense of spatial presence felt by the participants, the usability of the proposed system was judged to be appropriate.

The Impact of Mobile Digital Game in Learning Arabic Language at Tertiary Level

In the 21st century, the advancement of technology has changed how people, especially the younger generation communicate and socialise with each other, as well as how they learn, acquire and process information. Therefore, this study aims to explore the impact on the employment of digital game-based learning in Arabic class at the tertiary level. This study is a qualitative study and data obtained through semi-structured interview sessions with 16 students at tertiary level, who exposed to the mobile digital game in learning the Arabic language. The students were chosen purposively based on several determining characteristics. The major findings indicated that the mobile digital game produces a significant effect on their learning achievement and enhances their Arabic vocabulary acquisition. Besides, the digital game-based learning also promotes a student-centred and interactive learning, while additionally creates an enjoyable environment for learning that could encourage student participation in class activities, sustain their learning engagement, and improve their motivation. This study explored opportunities for Arabic language lecturers to practice digital game-based learning as it promotes student-centred learning, which would enhance student’s participation in language activities and provide them with a joyful, fun, and active learning environment.

Willing, Silent or Forced Participation? Insights from English for Academic Purposes Classrooms

This study explores students’ participation in English for Academic Purposes classrooms from both teachers’ and students’ perspectives. Data were collected from videotaping of 11 English for academic purposes classes, semi-structured interviews with 12 teachers and stimulated-recall interviews with 33 students. The results indicate that three types of participation were identified, including willing, silent and forced participation. The results also show that a range of contextual and individual factors affect students’ participation in class activities and discussions. The contextual factors include class atmosphere, teacher support, peer participation, task, topic and interactional pattern. The individual factors include students’ confidence, personality and their perceived and actual communicative competence. Pedagogical implications and directions for future research are also discussed.

Gamification during Covid-19: Promoting active learning and motivation in higher education

Virtual teaching modalities urgently implemented during the Covid-19 pandemic require strategies to motivate students to participate actively in higher education. Our study found that gamification using a reward-based system is a strategy that can improve the educational experience under exceptional circumstances. This article reports the results of two gamified undergraduate courses (Calculus and Development of Transversal Competencies) designed with a reward system. The results derived from analyses of online surveys, the final grades, and their correlations revealed that gamification helped motivate students to participate actively and improved their academic performance, in a setting where the mode of instruction was remote, synchronous, and online. From the results we conclude that gamification favours the relationship between attention, participation, and performance, while promoting the humanisation of virtual environments created during academic confinement. Implications for practice or policy: Gamification using a reward-based system promoted active class participation and improved student performance after the transition from face-to-face to virtual instruction required as a result of the global pandemic. Systemic recognition in a reward-based system improved the participants' emotional states, reducing their anxiety and the feeling of isolation caused by the pandemic, and leading to student engagement with . Gamification works as an accompaniment for students to help the increasement of teacher-student and student-student interactions.

Evaluating Electronic Learning Reality in Fencing Class in Physical Education and Sport Sciences from Students Point of View

The study aimed at designing a questionnaire for evaluating e-learning reality in fencing class as well as identifying the evaluation of e-learning from the students’ point of view. The researcher used the descriptive method on (170) students who attend electronic fencing classes from the third-year college of physical education and sport sciences students. The subjects were divided into three groups and the researcher designed a questionnaire using google drive after applying it in a pilot study on (5) students. The data was collected and treated using SPSS to conclude that e classes support academic knowledge in fencing class from the students’ point of view but it decreases the students’ active participation in class. Fencing class requires continuous correction from the teacher a matter that negatively affected learning as well as the fencing class requires a teaching program that suits the equipment used in the practical lesson a matter that cannot be provided outside of sport halls. The researcher recommended developing a fencing classes with suitable electronic programs for fencing to increase the students’ role. He finally recommended providing material appropriate to electronic learning that can be used during emergencies such as Covid -19.