Participation In Class Discussion Research Articles

COMBINING INNOVATIVE HISTORY LEARNING TECHNOLOGY

This study aims to examine the impact of using information and communication technology (ICT) in history education on students' motivation, understanding, and engagement. A mixed methods approach, combining quantitative and qualitative data collection, was employed to gather comprehensive insights. Based on the survey results from 100 history education students, 78% reported increased motivation, and 65% indicated enhanced understanding of historical materials after using e-learning platforms. Interviews with 10 history teachers revealed that e-learning facilitates the delivery of complex content and boosts student participation in class discussions. Additionally, e-learning provides high flexibility for students to learn anytime and anywhere, addressing the limitations of traditional classroom settings. The findings suggest that integrating ICT into history education enriches the learning experience, improves academic outcomes, and makes history education more engaging and relevant in the digital era.

Student Engagement in Flipped English Classrooms: A Case Study of General English for Adults in an English Course in Jakarta

This research investigates the influence of flipped learning on the engagement of adult participants in non-formal English language programs, considering diverse language proficiency levels. Employing a comprehensive methodology involving observations, interviews, and surveys, the study assesses engagement indicators and captures participants' perspectives. The incorporation of pre-class materials emerges as a significant contributor, empowering students to anticipate and prepare for in-person sessions, thereby fostering confidence and active participation in class discussions. The integration of collaborative group work further enhances engagement by introducing diverse viewpoints. Survey findings align with observations and interviews, affirming the effectiveness of the flipped learning model in augmenting student engagement. The approach also positively impacts students' perceptions of English learning, encouraging a deeper exploration of its practical relevance. This study highlights the crucial role of flipped learning in fostering dynamic and meaningful student engagement, offering valuable insights for educators seeking to optimize their teaching methodologies. Acknowledging limitations in sample size and educational context, the research emphasizes the necessity for future studies in more diverse settings.

Using icebreaker questions to improve Chinese students' engagement in transnational education – An action research

AbstractEnhancing student engagement yields a multitude of benefits for students. It not only improves their satisfaction but also increases their motivation, enriches their learning experience, reduces their sense of isolation and ultimately enhances their academic performance. However, Chinese students in transnational education are known for being silent in the classroom. With overwhelming and consistent research findings in the pedagogical literature that participation in class discussion and asking questions are crucial activities that cultivate independent learning skills and develop the ability to apply knowledge, how to get Chinese students to speak up in class has clearly become an issue of concern to educators. Informed by the UK professional standards framework (UKPSF) and underpinned by Brookfield's four lenses model, this action research examined and confirmed the positive effect of using both personal‐related and course content‐related icebreaker questions at the beginning of the class to increase Chinese students' engagement. It also identified different effects these two types of questions might have on students' engagement and the potential concerns associated.

Learners’ Active Engagement During Lessons on the Turning Effect of a Force (TEOF): The Impact of the Peer-Assisted Learning (PAL) Strategy.

Physics learners encounter challenges in understanding the Turning Effect of a Force (TEOF) despite its real-world applications. Furthermore, learners in ordinary-level physics are not fully engaged in lessons due to the perpetual use of traditional teaching strategies. The purpose of this study was to examine the effectiveness of the Peer-Assisted Learning (PAL) strategy on learners’ active engagement during lessons on TEOF in which a qualitative approach was used with Solomon four group and Quasi-experimental designs. Through simple and purposive sampling there were 131 learners from four secondary schools in Kabwe district were chosen. Focus group discussion guide, questionnaires and lesson observation schedules were used to collect the data and analyzed thematically. The results showed that the experimental groups had a significantly higher level of active engagement in the lessons compared to the control groups. Specifically, experimental groups had higher levels of participation in class discussions, asked more questions, demonstrated more active listening skills and increased learners’ attention during lessons because they were motivated to see other learners who knew more about TEOF. In addition, the experimental groups demonstrated improved social and academic outcomes, such as better communication skills and higher academic achievement, compared to the control groups. Therefore, this study recommends physics educators consider incorporating the PAL strategy into their teaching practices. Using the PAL strategy would foster teamwork and collaboration among learners, subsequently providing opportunities for learners to enhance their communication skills, coordination abilities, shared responsibility, interdependence and the learning processes among learners.

Improving Student’s Vocabulary Using Information and Communications Technology

Vocabulary is important in English and has become the primary communication skill in the teaching and learning process. Based on the several problems found, the researchers are interested in implementing ICT in learning English in the classroom. The use of ICT in this research is to make the students more efficient and interested in learning progress. This study has conducted using classroom action research (CAR). This study was conducted in MTs Muhammadiyah Karangkajen, Special Region of Yogyakarta. This study focuses on improving the vocabulary mastery of grade VIII students using ICT. This study was conducted in the first semester of the academic year of 2022/2023.The participants of this study were grade VIII-F students of MTs Muhammadiyah Karangkajen. Vocabulary, learning activities, creativity, students' sense of happiness, and their participation in class discussions were all highlighted as areas for improvement. Students' vocabularies tend to improve when visual media are used in the classroom. Students see positive impacts on the growth of their vocabulary mastery as a result of the use of ICT in the classroom.

Students Talking Time (STT) Technique to Elevate Speaking Skills in Senior High School Students

This study investigates the efficacy of the Student Talking Time (STT) technique in enhancing the speaking skills of second-year senior high school students. Employing a Classroom Action Research (CAR) approach based on Kurt Lewin's cyclic design, the study comprises four phases: planning, acting, observing, and reflecting. Data collection methods include observations, questionnaires, and tests. The findings indicate successful implementation of the STT technique, meeting predefined criteria for success. In the diagnostic test, 12.5% of students achieved the minimal mastery level criterion of Indonesian school, rising to 43.75% in the first cycle's post-test and a remarkable 75% in the second cycle's post-test. Observations reveal increased student confidence and active participation in class discussions and conversations, reflecting improved speaking skills. Questionnaire results indicate high student interest (69.68%) in using the STT technique for speaking practice, with students acknowledging enhancements in their speaking abilities. In conclusion, this study demonstrates the effectiveness of the STT technique in enhancing the speaking skills of senior high school students, as evidenced by improved test scores, heightened confidence, and strong student interest in this teaching approach.

Use of instructional videos in leadership education in higher education under COVID-19: A qualitative study.

The use of online teaching mode has grown rapidly in recent years, particularly under the COVID-19 pandemic. To promote the learning motivation of students and teaching effectiveness, development of attractive online teaching material such as videos is important. In the present study, we developed 15 theory-related videos and 9 case-based videos in the context of a leadership course focusing on psychological well-being and psychosocial competence. Using a qualitative research methodology via focus groups (N = 48 students) to evaluate these videos, six themes emerged from the data, including video arrangement, design of videos, content of videos, benefits to students' pre-lesson self-learning, benefits to students' learning of course content, and contribution to students' class participation. The findings suggest that the videos can elicit positive perceptions of the students in a flipped classroom arrangement. Students also benefit from the videos in terms of their understanding of course content and their participation in class discussion. Besides, the study suggests that the videos promote the learning efficiency of the students. The present qualitative findings concurred with the previous quantitative findings, suggesting the value of using virtual teaching and learning to promote psychosocial competence in university students.

Digital Learning Quality: Bring Your Own Device (BYOD) and 4C Skills at Higher Education

The digital era has an impact on education and the quality of learning. Digital devices are a necessity in classroom learning. Bringing equipment to class for learning is still considered 'unnatural' for educators and educational institutions. On the other hand, the device can be used as a medium to find materials in classroom learning. The purpose of this study is to examine the quality management of learning in higher education by bringing their own tools (BYOD) to classroom learning to improve 21st century skills in the Islamic Education Management study program at UIN KHAS Jember. This research is qualitative research, using observations, interviews and documentation as data collection and interactive data analysis. This research used 45 students as informants. The results showed that the personal devices used by students in classroom learning brought benefits to critical, creative, collaborative, and communicative thinking skills. The benefits of using BYOD in the classroom are motivating and improving student participation in class discussions.

Exploring the Obstacles EFL Learners Encounter in Classroom Oral Participation from the Perspective of Tertiary Level Instructors

English as a foreign language (EFL) instruction places special emphasis on students' active participation in class discussions. EFL learners encounter obstacles which prevent them from oral participation in the classroom. The purpose of this research is to discover why EFL students are not more engaged in class, as well as recognizing factors that impede students’ class engagement. Moreover, the study aims at casting the light on the Techniques and Strategies for Enhancing Students Participation. Data was gathered through an interview in this descriptive-analytical study and analyzed using SPSS. The samples of the study consist of forty EFL professors from two Saudi universities. Findings from the study urged educators to help their students form positive self and social perceptions. Better class participation can be achieved through good rapport and the enhancement of the targeted teaching practices. The study concludes that EFL students are often disinclined to be engaged in oral class participation due to a mélange of a poorly managed classroom, language anxiety, and lack of vocabulary.

The Effectiveness of Edmodo as E-learning in English Learning Practice Discussion at Indonesia Senior High School

This research aimed to find out the effectiveness of the use of social networking media Edmodo on class discussions on practical learning of English; and the relationship between the use of social networking media Edmodo and students’ participation in class discussions on practical learning of English. The sample of this research was 32 students of class XI in the 2022/2023 academic year of Kebangsaan senior high school Medan, North Sumatra, Indonesia. This research was an experimental research type using a factorial design, where the test variable (x1) was the use of Edmodo social media, the control variable (x2) was without the use of Edmodo social media, the dependent variable (y1) consisted of students’ participation in class discussion in the first simulation on practical English teaching materials (y1), and the second simulation on practical English teaching materials (y2). The results of the MANOVA test proved that the effectiveness of using discussion forums using Edmodo to increase students' English learning participation. As a result, there were differences in students’ participation in class discussions in the first simulation on English practice teaching material (y1), and the second simulation on English practice teaching material (y2) with those who did not take part in discussions on the social networking media Edmodo (x2).

Autonomy supportive and Controlling behavior of Senior High School and Grade XI Students' participation in Class discussion in Ilocos Region, Philippines

Autonomy supportive and Controlling behavior of Senior High School and Grade XI Students' participation in Class discussion in Ilocos Region, Philippines

Descriptive Study of the Stress Level and Stressors among medical cluster Students during Covid-19 Pandemic

Stress is a normal and necessary part of life. It is the fight-or-flight response to challenges in the world. This natural reaction has specific physical effects on the body to better handle these challenges. Among university students, stress is ubiquitous. They face stress throughout their education journey that may affect their academic achievement with other effects such as mental disturbance, suicidal thoughts and more. This research studies the stressors and measures the stress levels among medical students in a private Malaysian university. The data were collected through an online questionnaire based on the Medical Students Stressors Questionnaire (MSSQ) and General Health Questionnaire (GHQ). The results of MSSQ show that verbal or physical abuse by other students, parental wish to study medicine and not enough medical skill practice are those factors that cause no stress to the respondents. In contrast, the factors that cause mild stress are self-expectation (40%), conflict with personnel (20%), lack of guidance from the teacher (34.3%), feeling incompetence (30%), lack of time for family and friends (30%), learning content full of competition (35.7%) and lack of teaching skills from teachers (27.1%). Mild stressors include examinations (32.9%), talking to patients about problems (47.1%), conflict with other students (28.7%), quota system in examinations (32.9%), not enough study material (25.7%), participation in class discussion (24.3%), falling behind in reading schedule (31.4%), participation in class presentation (35.7%) and uncertainty of what is expected of themselves (32.9%). The major stressor is having a heavy workload (32.9%). According to GHQ, the mild stressors include the inability to overcome difficulty (28.6%), inability to enjoy regular day activity (30%), facing up to problems (30%), feeling unhappy or depressed (30%) and losing confidence (28.6%). Mild stressors include the inability to concentrate on the study (37.1%), loss of sleep (31.4%), inability to feel useful (38.6%), the inability of making the decision (35.7%), being under strain (28.6%) and being reasonably unhappy (34.3%).

Research ability and research motivation of postgraduate nursing students in traditional Chinese medicine colleges.

AimTo investigate the relationship between research ability and research motivation of postgraduate nursing students in traditional Chinese medicine colleges and identify other factors that may have an impact on the research ability of postgraduate nursing students.DesignA cross‐sectional electronic survey was used to collect data from 191 postgraduate nursing students.MethodsA total of 191 postgraduate nursing students from seven traditional Chinese medicine colleges were investigated from October to November 2020 using self‐rated scales for research ability and research motivation. The relationship between the variables affecting the research ability of postgraduate nursing students in traditional Chinese medicine colleges was determined.ResultsThere was a positive correlation between the score of self‐rated research ability and research motivation among 191 postgraduate nursing students in traditional Chinese medicine colleges. Multiple stepwise regression analysis showed that grade, research motivation, age and active participation in class discussions were the main factors affecting the self‐rated research ability.ConclusionThe self‐rated research ability of postgraduate nursing students in traditional Chinese medicine colleges is positively correlated with research motivation. According to the research motivation orientation, adopting targeted training methods and establishing correct professional understanding may improve the research ability of postgraduate nursing students.

The Application of Case Method in the Teaching of Investment Project Evaluation

Case Method originated in the 1920s and was initiated by Harvard Business School in the United States. At that time, it adopted a unique style of case study, which was based on real situations or events in business management, in this way, it is helpful to cultivate and develop students’ active participation in class discussion. For investment students, specialized courses such as Investment Project Evaluation and corporate finance are concentrated in the upper grades, and in the freshman, sophomore phase has completed the Finance, finance, macroeconomics and other basic courses. On the basis of students’ existing knowledge structure, the course “Investment Project Evaluation” needs to fully tap students’ potential in learning and train students’ practical problem-solving ability, to cultivate students’ thinking ability of combining theoretical knowledge with practical cases, to avoid the teaching mode of “I tell you to listen”, and to guide students to think, analyze and solve problems actively.

A CASE STUDY OF THE SEATING ARRANGEMENT OF THE EIGHTH GRADE STUDENTS

This research aimed at observing the set-up of the seating arrangement during the instructions and identifying the students' reasons for having seating preferences. This study was conducted in SMP Negeri 1 Banjar, and the subjects were 32 students in 8F class. Two methods were applied in this study, namely observation and interview. Therefore, observation checklist and interview guide were used as the instruments. The results revealed that the set-up of the seating arrangement supported them in terms of comfort, flexibility in doing activities, doing tasks, spaciousness, and collaboration with the students. Meanwhile, it did not support them in terms of concentration, participation in class discussion, and collaboration with the teacher. Regarding their reasons for having particular seats, there were 14 reasons mentioned during the interview. Best friends and leaning on the wall were the factors that had the most and the least effect on the students in choosing their seats.

Training Center Employees’ Perceptions of the Village Animal Health Worker Training Program in Nepal

Employees are an integral part of training organizations. They play key roles in planning, implementing, and monitoring and evaluation of training programs. However, employees’ perceptions of training programs have not been fully studied. Building on professional learning community theory, this study sought to assess training center employees’ perceptions of village animal health worker (VAHW) training in Nepal. Twenty-seven employees took part in a group-administered survey conducted in June-July 2012. Respondents appreciated trainees’ participation in class discussions, availability of class handouts to trainees, and instructors’ facilitation skills. They indicated problems in participant selection, inadequacy of educational materials, and no or limited monitoring and follow-up of training programs. The findings suggest to keep human resources at training centers competent and inclusive, improve the training environments, and pursue programs to sustain VAHW training and associated services.

Using Facebook in EFL Writing Class: Its Effectiveness from Students’ Perspective

Social media has now much been integrated as a learning platform in various
 educational settings, including those in Language Teaching and Learning (LTL).
 Increasing number of studies has also reported the effectiveness of social media to
 support LTL activities. This present study aimed to investigate whether Facebook, as
 the most popular social media in Indonesia, would be an effective learning tool for EFL
 university students taking advanced writing class. This study employed a case study
 qualitative approach. The data were collected through questionnaire, interview, and
 observation of students’ discussion on Facebook and then analyzed using frequency
 count and thematic content analysis. The findings reveal that most students find
 the use of Facebook in writing class effective in boosting their confidence in using
 English as communicative means, encouraging their participation in class discussion,
 and improving their English language proficiency, particularly the writing skill. This
 study suggests that Facebook can be used as a supplementary learning tool in higher
 education classrooms as it brings positive effect not only on students’ learning habits
 but also competence.

Flipped Classroom Teaching and Learning Pedagogy in the Program Planning, Implementation, and Evaluation Graduate Course: Students’ Experiences

This article provides support to flipped classroom pedagogy in the preparation of graduate-level public health practitioners. We describe the participatory, interactive, collaborative, and liberating process of teaching and learning in the Program Planning, Implementation, and Evaluation course, and we provide the results of a cross-sectional study into students’ perceptions of this process. Our investigation found a significant positive correlation between students’ participation in class discussion and classroom learning experiences (Pearson r[49] = .40, p = .004). Study results confirm the students’ appreciation for the flipped classroom pedagogy. However, the results indicate no significant correlation between the students’ learning style preferences and participation in class discussion ( t[46] = −0.94, p = .34) or classroom learning experiences ( t[46] = 1.64, p = .11); likewise, there were no significant correlations between students’ academic achievement (i.e., GPA) and participation in class discussion (Spearman’s rho correlation: ρ sp[49] = .07, p = .60) or classroom learning experiences (Spearman’s rho correlation: ρ sp[49] = .17, p = .25). No significant association was found between both participation in class discussion and learning experiences, with demographic variables such as gender, age, semester in school, and type of employment. The current flipped classroom pedagogy allows for participation, growth, and development of all students enrolled in the course. We recommend more studies to further strengthen current evidence of the effectiveness of the flipped classroom pedagogical approach on both teaching and learning in public health courses.

The Use of the Discussion Method at University: Enhancement of Teaching and Learning

The current paper attempts to examine the various aspects of the discussion method of teaching at university and its role in enhancing students’ linguistic and academic skills as well as its shortcomings. In Oman, research on English language teaching at universities and colleges show that a considerable number of students who move from secondary schools and join higher education institutions would confront difficulties in using the English language to meet their personal, social, academic, and career needs efficiently and appropriately. The discussion method allows establishing a rapport with students, stimulating their critical thinking and articulating ideas clearly (McKeachie & Svinicki, 2006). It is relatively acceptable among university academics who use it to promote active learning and long-term retention of information (Bonwell, 2000). It could provide students with a platform to contribute to their own learning and would offer the lecturer an opportunity to check students’ understanding of the material (Craven & Hogan, 2001). Critics argue that some problems may show up such as that several participants dominate the discussion sessions while other students may remain passive, and often, resentful (Brookfield & Perskill, 2005). The discussion could also include other signs of limitation such as that it may get off track or that only few students may dominate it during the whole session (Howard, 2015). Hence, the objectives of this research study are to identify students’ views and opinions of the use of the discussion method in teaching English as well as its strengths and weaknesses. The findings showed that majority of respondents indicated that a good opportunity to interact is provided during the discussion and that the lecturer is not the sole authority in class. The implications of this research could be reflected on students’ learning through their participation in class discussion.

Making Sense of Making Meaning, the Semiotic Way: Emotional Journey of a Novice Learner

I write this auto-ethnography as homage to my teachers and peers, both in the classroom and in scholarly realms, who inspired me to soar beyond the horizons of self and find meaning within the cosmic consciousness that surrounds us. As a novice learner in an introductory semiotics course, I learned about the process of meaning making. This paper is a product of my learning and understanding of a semiotic worldview. Encouraged by my professor, I delved deeply into the “thinkings” of two semiotic masterminds: Charles Sanders Peirce and Jakob von Uexküll, whose philosophies, ideologies and beliefs helped make sense of events in my own life as I saw it unfolding in new ways within my stream of consciousness. While indulging in the flavors of my auto-ethnographic inquiry, I was also privileged to have my fellow classmates share their experiences with me, through one on one-thought exchanges, captured via participation in class discussions and observations, as well as interviews and a survey, bringing my investigation into the realm of ethnography. The findings indicate that curiosity, fulfillment and hope are the critical bookends of the novice learners’ learning process. Based on the findings, I developed a new Curiosity Fulfillment Loop Model that may help explain how novice learners continue on their learning path to becoming seasoned learners, and yet always staying novice for some knowledge.