Active Participation In Class Research Articles

Preparation Before Class Or Homework After Class? Flipped Teaching Practice in Higher Education

Advanced learning in education needs an effective educational set-up, which allows students to practice what they have learned. In order to realize this, various arrangements are made in educational environments. A blended approach (flipped teaching) is arranged in this study on technology and face-to-face education. This study examines the effectiveness of flipped teaching in higher education and the opinions of students about this practice. The pre-test post-test design for this study was formed with the students enrolled in the Faculty of Education. In the control group, the traditional way of teaching was implemented, where the teacher first lectured in the class and then assigned an homework at the end. In the experimental group, the students were asked to examine the theoretical part of the classroom material before attending the class, while the teacher conducted a more practical training on the subject. In the achievement tests applied afterwards, students from the experimental group performed better than the control group. Students from the experimental group stated that the flipped teaching practice makes them attend to class as prepared and thus ensures an effective learning. Additionally, the students find videos entertaining and catchy; the method encourages active class participation; course notes can be easily accessed; the online interaction with the teacher motivates the students; and different ways of approach to the course draws more interest. However, some students experienced problems in reaching the internet and the online activities (e.g. quizzes and course preparation) created some tension. Other negative aspects stated by the students include short and insufficient course lecture, not feeling comfortable with the online teaching practice and the difficulty of reading a material online.

Motivational Teaching Strategies within Saudi University EFL Classrooms: How to Improve Students’ Achievement?

Motivation is essential because it highly contributes to achievement. Teachers need to motivate their students in order to develop a positive outcome. Research on motivation for foreign language learning has shown that teachers should be aware of their actions and behaviors in classroom because it is very likely that they can demotivate learners. This study explores how motivational strategies used by English as a foreign language (EFL) teachers could increase the motivation of students to learn English as a foreign language. Participants included five EFL teachers along with one hundred first-year female students. The students completed a survey while the teachers took part in an interview. Both measures aimed to explore the attitudes of both teachers and students towards motivation in the foreign language classroom. Results showed that the most used motivational strategies were: resources that satisfy the students’ needs and interests, group work, active participation in class, and praises and rewards. The findings of this study can contribute to teachers’ knowledge of the motivational strategies that work best for students especially those that are pertinent to the Saudi context to improve their current teaching methods and can contribute also to further research on motivation.

Application of biometric fingerprinting to encourage the active involvement of student teachers in lectures on differentiated instruction

The aim of this article was to establish whether a biometric fingerprint device can be used to accurately record and improve active class participation of student teachers when attending lectures on the application of differentiated instruction. Quantitative and qualitative approaches were used to collect data. In the quantitative study a student-teacher class (n = 180) of a university in South Africa participated during the second and third semesters of the academic year. The quantitative data consisted of the number of student teachers’ active participations recorded using a biometric fingerprint device and data from the second and third semesters were compared. Results were obtained from the calculated number of active participations for which student teachers were rewarded “class bucks” for quality comments. Although class bucks were awarded in both the second and third semesters, the number of student teachers who were actively involved in discussions increased by 18% in the third semester (when biometric fingerprint scanning was implemented). After the completion of their training course, a qualitative approach followed, where participants (n = 36) reflected (through responses to open-ended questions) that they still desired more practice and examples to help them create differentiated activities. It was evident that more activities for practical experiences should be created where student teachers could use various forms of assessment, adjust content, select suitable methods and media, create a suitable learning environment, and identify their learners’ learning barriers and learning preferences to create and apply differentiated activities in the classroom.Keywords: active participation; biometrics; differentiated instruction; student teachers; training

21st Century Skills of Pre-Service Secondary Teachers of Bataan Peninsula State University in Dinalupihan Campus

Globalization, international mobilization, and technological innovations are some demands of the future. Students must prepare to face these challenges and grasp the opportunities brought by the changing time. To succeed in this modern world, a wide range of knowledge, aptitudes and character qualities are important. This study assessed the 21st-century skills of the pre-service teachers in the Bataan Peninsula State University, Philippines based on the theory of Eight Habits of Highly Effective 21st Century Teachers by Andrew Churches. The researcher used the descriptive method of research and the respondents of this study were the 212 pre-service teachers. Frequency, percentage, weighted mean, t-test, and ANOVA were the statistical treatments used in this study. The researcher used the SPSS Statistical Package for the Social Sciences in the computation of data. The study found that most of the respondents were 24 years old and female. The study revealed the overall 21st century skills of the respondents as outstanding. Among the skills that respondents have is that being risk-takers, followed by being a model, visionary, adaptor, collaborator, leader, learner, while the lowest mean was on being a communicator. There was no significant difference in the 21st-century skills of the pre-service teachers when they were grouped according to profile. Because communication skills was found to be the weakest skill possessed by the respondents, teachers should focus more on the improvement of this skill by involving more students’ active participation in class and other school activities.

Students’ Perception towards Literature Integration in the English Language Departments at Duhok and Zakho Universities

This study investigates the students’ perceptions towards literature integration in language learning in the English Language Departments (henceforth ELD) at Duhok and Zakho universities. Knowledge about students’ perceptions will influence their interest and language learning development. Literature is an important part of the syllabus at most ELDs in the Kurdish universities. Although studies have shown the importance of the learners’ perception, no studies have examined the students’ perceptions towards their literature modules in the ELDs at the Kurdish universities. The study is based on the responses of 268 undergraduate students to a questionnaire consisting of close-ended, multiple choices (quantitative data) and open-ended questions (qualitative data). The quantitative data is analyzed using the statistical analysis software (SPSS) and the qualitative using thematic analysis. The majority of the students have positive perceptions towards literature integration in their study program. They show that it contributes to the their language development in general and their vocabulary, speaking and reading skills in particular and novel is selected as the most beneficial literary genre for language development. Additionally, literature contributes to develop the learners’ cultural awareness in general and helps to identify the similarities and differences between the English culture and the learners’ own culture. The study also shows the contribution of literature to the learners’ personal growth in terms of active participation in class activities, increasing their critical thinking and analytical skills and helps them to understand theirs and other people’s experiences. The students are satisfied with the selected literary texts and topics and to some extent with the teaching methods which are mostly teacher led, but they suggest more students’ involvement. However, students face some difficulties, mostly language difficulty, that need to be taken into consideration. Thus, it is recommended that literature should be kept in the ELDs curriculum and teachers and administrators should make students aware of the value of the literature, understand the students needs and work to overcome the problems they encounter in literature study. Generally, knowing the students’ perceptions towards literature classes will be helpful for the researchers, educational policy makers and the language teachers to determine English language learners’ genuine needs, motivation or challenges and issues in relation to the use of literary texts as teaching materials and to develop a suitable teaching approach to use the literary texts.

Metodologias ativas

Este estudo objetivou analisar as contribuições da formação continuada de docentes na utilização de metodologias ativas com graduandos. No sentido de atingir o objetivo, o construto teórico acerca da formação continuada, da aula universitária e das metodologias ativas foi referenciado em Gatti, Veiga, Lucarelli, Freire, Zabalza, Cerdeiriña, Masetto, entre outros, enquanto o construto empírico, ancorado na abordagem qualitativa, foi construído por meio de duas vias de coleta de dados: entrevista com quatro docentes; e quatro grupos focais de 28 graduandos, utilizando os pressupostos da Análise Textual Discursiva e do software NVivo para analisar os dados. Os resultados apresentam como principais avanços na utilização de metodologias ativas: muitos professores estão utilizando metodologias ativas, há satisfação dos estudantes nas aulas com metodologias ativas, planejamento/organização das aulas, boa relação professor-aluno, postura ativa do estudante, participação, interesse, diálogo, trabalho colaborativo e aprendizado. Também foram evidenciados alguns desafios: de que forma o professor pode compreender como o estudante apreende, como desenvolver o planejamento coletivo, como lidar com o material inadequado, a resistência inicial dos estudantes, o tempo necessário para a aprendizagem e a pouca contribuição dos estudantes na construção da aula.

PENGARUH PROFESIONALISME, KECERDASAN EMOSIONAL ORGANIZATIONAL CITIZENSHIP BEHAVIOR TERHADAP KINERJA ANGGOTA DPRD KOTA SORONG

Penelitian ini bertujuan untuk menguji, menganalisis danmenginterpretasi : 1) Pengaruh profesionalisme terhadap kinerja kinerja; 2) Pengaruh kecerdasan emosional terhadapkinerja; dan 3) Pengaruh Organizational Citizenship Behavior terhadap kinerja anggota DPRD Kota Sorong. Desain dalam penelitian ini menggunakan metode penelitian kuantitatif dengan menggunakan metode survey dengan sampel 30 orang.Penelitian ini dianalisis dengan software SPSS 25.Kesimpulan dari hasil penelitian ini adalah : 1) Profesionalisme berpengaruh positif dan signifikan terhadap kinerja Anggota DPRD Kota Sorong, semakin tinggi tingkat profesionalisme pegawai maka akan meningkatkan kinerjanya sebagai anggota DPRD khususya dalammelaksanakan tugas dan wewenang lain yang diatur dalam ketentuan peraturan perundang-undangan; 2) Kecerdasan emosional berpengaruh positif dan signifikan terhadap kinerja Anggota DPRD Kota Sorong,anggota DPRD yang memiliki kecerdasan emosional dapat menggunakan perasaannya secara optimal guna mengenali diri sendiri dan lingkungan sekitarnya, sehingga dapat menyerap aspirasi rakyat dan 3)Organizational citizenzhip behaviorberpengaruh positif dan signifikan terhadap kinerja Anggota DPRD Kota Sorong.Secara umum Anggota DPRD memiliki sikap membantu sesame Anggota DPRD lainnya meskipun tidak menjadi keharusan, dengan cara seperti ini mereka saling membantu untuk meningkatkan kinerjanya dalam melakukan pengawasan terhadap pemerintah Daerah dan menyerap aspirasi rakyat

Identification of the reasons behind students' lack of participation in classroom activities using a Delphi technique

Background: Participation is considered as a pivotal concept in understanding classroom instruction and development of critical thinking skills necessary for students. Students who actively participate in classroom settings will perform far more than those who do not. Therefore, it is important to establish a consensus about the underlying reasons for students' lack of participation in classroom activities as interpreted by faculty members. Methods: A Delphi technique was used in three rounds to obtain the perspectives of faculty members of Kerman University of Medical Sciences (KMU) concerning students’ lack of participation in class activities in 2014. A total of 13 expert panelists from diverse disciplines were invited to the study using purposive sampling. Content analysis ensured consensus on the identified reasons. Results: In the first round, 78 reasons were identified by the panelists. After removing duplicates and similarities 52 reasons were obtained and categorized into 14 condensed units. In the second round, preliminary consensus was obtained and the included 14 factors were scored on a Likert scale from 1 to 5 to rank order them. In round three, final consensus was granted from all participants. Data were analyzed using content analysis and by obtaining the sum of answers, seven factors were highlighted as the most important. These included factors related to motivation (4.80), grading system (4.72), meaningful teaching (4.50), major influence (4.27), peers influence (4.13), challenging assignment (4.03), and environmental influence (4.00). Conclusion: Students' learning to a large extent is dependent upon their participation in the classroom. The identification of the reasons concerning students’ lack of participation in this study may help teachers arrange an environment to enrich dynamic learning for every learner to enthusiastically take part in classroom activities.

Case Study: Supporting Students with an Autistics Spectrum Disorder

Autism spectrum disorders (ASDs) are a group of developmental disabilities characterized by impairments in social interaction and communication and by restricted, repetitive, and stereotyped patterns of behavior. there is increasing concern about how to teach and support students with autism in the school environment and how to meet the best of their needs. Teachers are required to demonstrate programming and planning that accommodates all learners. The aim of this case report is to demonstrate how to cater to the teaching and learning needs of a young student with autism in a mainstream school.The Method of this case study is a 6 years old boy were three strategies used for 1 year; (1) Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) program, (2) Antecedent Strategies in the Classroom (ASC) , and (3) visual cues program (VCP). The Results as the following; (A)TEACCH: Increasing Ahmad’s participation in class activities has the added benefit of increasing his social acceptance amongst his peers and improving his overall social skills. (B) ASC: Ahmad begin to spend more time sitting on the mat and participating in activities, rather than actively walking around the classroom and being disruptive. (C) VCP: Assist Ahmad to develop his play skills and improves his friendships thereby facilitating social inclusion in the school environment. (D) (Collaboration and Partnerships: The role of the teacher needs to be as an equal as partner with Ahmad’s parents, not professional as expert, in order to facilitate a successful partnership. As a Conclusion; Effective collaboration amongst key stakeholders is important in addressing the difficulties experienced by students with ASD in order to support and improve their participation and engagement within the school environment and also within the wider community. Keywords: Autism spectrum disorder, supporting students, programs, strategies, Treatment and Education of Autistic and Related Communication Handicapped Children, Antecedent Strategies in the Classroom, visual cues program. DOI : 10.7176/JEP/10-5-06

Adoption of Mobile Technologies in Learning: An Agribusiness Case

The purpose of this study is to identify the impact of mobile learning technologies in agribusiness education by examining the effectiveness of a DISCOVERe mobile technology classroom program on students' participation in class activities, their use of instructional materials, their interaction with peers, and their overall learning experience. Online survey data collected from agribusiness students at a California State University during the spring 2018 semester were analysed, hypothesis tests were conducted and a three-stage learning adoption framework was estimated. The results demonstrate that taking the DISCOVERe course significantly improves students' participation in class activities, enhances their access of course materials, makes it easier for them to interact with fellow students, and improves students' overall learning experience. The conclusion is that as students become more familiar with new technologies, they will be more confident in their ability to learn and will be more efficient in acquiring knowledge and exchanging ideas.

Gender and Student Participation

Active class participation has been associated with student engagement and can be an important aspect of a successful learning experience in college classrooms. Several factors influence student participation including classroom dynamics (such as classroom connectedness, instructor-student rapport) and individual characteristics (such as biological sex and psychological gender). With respect to individual characteristics, previous research has evaluated sex differences in participation and has yielded inconsistent findings. The present study investigated the relationship between psychological gender and student participation both in- and out-of-class. Classroom connectedness and professor-student rapport were assessed as possible moderating factors. Results indicated that masculinity and androgyny were associated with more in-class participation while femininity and androgyny were associated with student professor interaction outside of class. While both classroom connectedness and instructor-student rapport were correlated with student participation, there was no evidence of them moderating the relationship between gender and participation. Professor gender type was not associated with student participation. Implications for college classrooms and higher education are discussed.

Designing Communication-centered Book Review Writing Class and Its Educational Effects

본 연구는 대학 글쓰기 프로그램 중 서평쓰기에 주목하여 소통 중심의 강의를 설계하고 실제 강의에 적용ㆍ분석하여 그 교육적 효과에 대해 논의하고자 하였다. 2장에서는 먼저 서평쓰기 과정에 내재하는 소통의 양상을 텍스트와의 소통, 작가와의 소통, 사회 문화적 소통, 담화공동체 내 소통으로 구분하였다. 그리고 이와 연계하여 서평쓰기의 교육과정을 실제 교육내용에 따라 읽기과정, 사고과정, 담론참여과정, 쓰기과정의 4단계로 구분하고 각각의 내용에 맞는 교육활동을 설계하였다. 3장에서는 서평쓰기 강의 설계에 따라 실제 강의를 운용하며 경험한 문제와 학습자들이 겪는 어려움, 그리고 지도방안에 대해 논의하였다. 서평쓰기 강의의 교육적 효과는 학습자의 차원, 교양교육의 차원, 교수자의 차원으로 구분하여 설명하였다. 다양한 소통의 양상과 실제 교육과정을 연계하여 설계한 서평쓰기 강의는 텍스트에 대한 비판적 읽기와 확장된 사고, 능동적 상호작용을 토대로 학습자의 적극적인 수업 참여를 유도하고 문제해결 능력을 신장하는 데 기여할 것으로 기대한다.The purpose of this study is to design communication-centered class focusing on book review writing, one of the university writing programs, and then apply it actually to class and analyze and discuss its educational effects. Chapter 2, first, this researcher divides the aspects of communication internalized in the process of book review writing into communication with text, communication with the author, socio-cultural communication, and communication in a discourse community. In connection with it, this study divides the curriculum of book review writing into four steps, the reading process, thinking process, discourse-participating process, and writing process, according to the actual contents of education and designs educational activities properly for each of the contents. In Chapter 3, actually operating class according to the design of book review writing class, this author discusses problems experienced, learners difficulties, and teaching methods. Book review writing class educational effects are explained here in learners perspective, the aspects of culture education, and also the instructor s viewpoint. Book review writing class designed by combining the actual curriculum with various aspects of communication is expected to contribute to encouraging learners active class participation and enhancing their problem-solving ability based on their critical reading about the text, extended thinking, and active interaction.

Helping Clients find their True North: Increasing Client Engagement through In-Vivo Clinical Offerings and Collegiate Based Services

College participation and substance use disorder treatment do not need to, nor should they, be pursued in isolation from one another. Modern treatment opportunities exist which place an emphasis on school as a restorative and curative aspect of the treatment plan and encourage active class participation throughout the traditional treatment continuum. This interactive presentation will enhance participants' efficacy through reframing of clinical interventions through a Narrative Therapy lens in order to assist clients in finding their purpose through developmentally appropriate interventions, and the use of academics and "In-Vivo" offerings as an intervention to increase engagement in treatment. Adjusting our concept of a "continuum of care" to include real world experiences in order to challenge, empower, and inspire emerging adults; thereby creating a paradigm shift in the lives of recovering students in early stages of recovery.

Communication in Authoritarian Parenting on Learner Participation in Early Childhood Education Science Class in Homabay County, Kenya

Communication is the process of reaching mutual understanding where participants not only exchange information, ideas and feelings but also create and share meaning. Effective communication imparts knowledge and paves way towards building and strengthening relationships which uphold peace between parents and children for lasting associations. However, the authoritarian parenting style tends to manipulate communication which creates fear and compromise learner participation in class. The study explored the relationship between communication in authoritarian parenting model and participation of learners in Early Childhood Education (ECE) science classroom in Homabay County, Kenya. The population of the study involved 314 respondents including 4 County education officers; 60 head teachers; 60 ECE teachers attached to public primary schools; 120 learners and 70 parents. The teachers’ questionnaire was used as the main data collection tool. Correlation analyses were performed to determine which demographic characteristics should be used as control variables. Regression analyses were also performed to examine the relationship between communication in authoritarian parenting model and children’s participation in class activities. Data was gathered, summarized and analyzed by reading the information collected through the research instruments and pattern trends and relationships from the information gathered were established. Descriptive statistics were used to analyze qualitative data while quantitative statistics were employed to match authoritarian parenting numbers to learner participation attributes. Frequency distribution tables were used to present the data. Anchored on social learning theory, the study findings supported the view that communication in authoritarian parenting model is negatively related to children’s participation in class. The 91% of ECE teachers confirmed that learners from authoritarian settings could not express themselves well as a result of limited communication existing between the child and the parent and only 9% observed eloquence in the learners of authoritarian parents. For further research the study suggested that since authoritarian mothers and fathers behave differently, studies should be done separately to assess consistency of the parenting model in both parents.

Is Students’ Speaking Participation Related to Students’ Personality and Gender?

Pedagogically, students will gain more when they engage in a discussion actively rather than as passive observers. Therefore, active participation in class is a prominent aspect of enhancing students’ competencies. Additionally, there are several studies of personality traits and gender differences proven to influence students’ participation, which encourage the author to observe the relationship between students’ speaking participation, personality traits, and gender differences. The author also investigated other factors that influence students’ participation in classroom discussions based on the students’ perspectives. Using mixed methods empirical research, the results of this study reveal that introverted students have a slightly higher participation rate than extroverted students which contradicts findings of some previous research. Meanwhile, investigation of gender shows that the average of male students’ speaking participation is relatively higher than females. Further investigation of factors that possibly influence students’ engagement indicates a strong relationship between English education background and students’ speaking participation. Thesee findings are expected to contribute to the literature for higher education researchers interested in understanding factors influencing students’ participation and as a consideration for higher education practitioners to enhance students’ engagement in class activities.

Is Students’ Speaking Participation Related to Students’ Personality and Gender?

Pedagogically, students will gain more when they engage in a discussion actively rather than as passive observers. Therefore, active participation in class is a prominent aspect of enhancing students’ competencies. Additionally, there are several studies of personality traits and gender differences proven to influence students’ participation, which encourage the author to observe the relationship between students’ speaking participation, personality traits, and gender differences. The author also investigated other factors that influence students’ participation in classroom discussions based on the students’ perspectives. Using mixed methods empirical research, the results of this study reveal that introverted students have a slightly higher participation rate than extroverted students which contradicts findings of some previous research. Meanwhile, investigation of gender shows that the average of male students’ speaking participation is relatively higher than females. Further investigation of factors that possibly influence students’ engagement indicates a strong relationship between English education background and students’ speaking participation. Thesee findings are expected to contribute to the literature for higher education researchers interested in understanding factors influencing students’ participation and as a consideration for higher education practitioners to enhance students’ engagement in class activities.
 
 Key Words: English, speaking, participation, personality, gender, university, Indonesia

“Because We Are Peers, We Actually Understand”: Third‐Party Participant Assistance in English as a Lingua Franca Classroom Interactions

This study qualitatively investigates miscommunication moments during which a teacher of English who speaks a first language other than English and students with various linguacultures collaboratively resolve communicative problems with the assistance of other students in the classroom. These other students, referred to as third‐party participants because they are not originally part of the miscommunication phenomena, help resolve miscommunication by sharing their interpretations of what their peers say. Combining sequential analysis with ethnographic information, this study examines how students as third‐party participants take initiative in resolving miscommunication by representing their peers' viewpoints and how teachers elicit assistance from these third‐party participants. The analysis reveals that third‐party participants' repair efforts can be effective in multilingual classrooms in various ways, including helping to save face among interlocutors involved in miscommunication, negotiating meaning, creating active class participation patterns, and engendering the class norm that dealing with miscommunication and achieving mutual understanding are everyone's responsibility in multilingual classrooms. The analysis also demonstrates the important role of nonverbal elements (e.g., gaze, smile, and gesture) for enhancing explicitness in English as a lingua franca communication. This study suggests recommendations for second language teacher education regarding the need for second language teachers to develop a mindset for intercultural, multilingual classrooms.

Evaluating Philippine Students’ Class Participation with a Token Currency System

Although past studies have validated the importance of active class participation in facilitating student learning, evaluating class participation remains a major issue. This study applies a token economy system to a Philippine university by awarding token currency to students who contributed meaningfully in class. After course completion, an online survey was administered to the 65 participating students, of which there were 26 completed responses. There was no evidence that the token economy increased student performance. However, survey results, coupled with student feedback, suggest that using a token economy is a viable alternative to traditional methods of evaluating student participation.

Experiences of Students with Special Needs on Sport Education Model

The aim of the study was to examine the experiences of the students with special needs on the sport education model (SEM). In this research, action research method was used (Mertler, 2009). In the scope of the research, a mini-volleyball season was practiced with SEM in a secondary school - 6thgrade - for 16 weeks. The physical education teacher has 6 years of teaching experience and for the first time she has tried SEM at her school. In total, there were 12 participants in the research; 7 of them (3 girls, 4 boys) with special needs who have attended to this lesson and were chosen with purposeful sampling, and the other 5 students who were also the trainers and the captains of the teams. Collecting data includes the teacher’s reflective diary, weekly discussions with the expert, two focus group interviews with the students and volleyball skills observation forms. Skill observation forms were analyzed by descriptive statistics and the other data analyzed by content analysis. The findings of the study were gathered under three themes: (1) the effect of the SEM on the skill levels of the students with special needs; (2) the students’ opinions on the non-player roles; and (3) the relationships of the students with special needs with their teammates. As a result, it has been seen that, the SEM, giving active roles to the students with special needs in the team in accordance with their talents and interests has promoted their active participation in class, motivation and socialization.

Using Twitter to Energize the Introductory Statistics Class

In an effort to increase student learning in the introductory statistics class and simultaneously cater to their social media personas, an innovative pedagogical approach was developed using the social media platform Twitter. Our approach took advantage of over two decades’ worth of research findings regarding the established and successful pedagogical innovations in the teaching of statistics. By deploying a planned multi-tier approach that rests heavily on active learning strategies, we observed favorable outcomes from student learning, including active class participation, enhanced engagement and enjoyment, application of statistics concepts to everyday life, and aspects of improvement in statistical literacy, reasoning and thinking skills. This innovation used a combination of analytical writing, small group discussions, and Socratic discussion to accomplish these results.