Classroom Performance Research Articles

Effects of Technology-Based Practice on Chinese University Students’ Interpreting Emotions and Performance

As a critical component of second/foreign language learning, interpreting is both rewarding and highly anxiety-provoking. Yet, the review of the literature shows that studies on interpreting anxiety and other emotions are limited, and intervention studies on reducing interpreting anxiety and increasing confidence in interpreting are hardly available. This study employed a quasi-experimental design and explored the effects of technology-based practice on Chinese undergraduate English majors’ interpreting emotions and performance over a 12-week period. There were 44 students in the experimental group with technology-based practice and 46 were in the control group without technology-based practice from a university in Beijing. They took an interpreting test and answered an eight-item interpreting classroom anxiety scale, a nine-item interpreting classroom enjoyment scale, and a three-item interpreting self-efficacy scale prior to (phase 1) and after (phase 2) the intervention. The major findings were: (1) students in both groups became significantly less anxious and more joyful in the interpreting class, had significantly greater interpreting self-efficacy, and performed significantly better in the interpreting test in phase 2, (2) both groups started at a similar level in phase 1, and the experimental group reported a significantly lower interpreting classroom anxiety level, significantly greater interpreting self-efficacy, and higher interpreting test scores than the control group in phase 2, and (3) the learning modes significantly affected the participants’ interpreting classroom anxiety, self-efficacy, and performance. These findings indicate the effects of the intervention and hence enrich the current literature on interpreting emotions. The findings also highlight the importance of technology-based practice in enhancing students’ confidence, self-efficacy, and performance in interpreting, leading to sustainable development in interpreting competence.

Parental Support and Pupils’ Observed Values

Parental support helps in developing children's observed values, moral guidance, social behaviors, and general character development. This study was undertaken to determine the level of parental support to pupils’ classroom performance in terms of attendance, behavior, and reading; to determine the level of pupils’ observed values in terms of makatao, maka-Diyos, makakalikasan, at makabansa; and find the significant relationship between the levels of parental support to pupils’ observed values. The study was conducted in three schools of Alubijid West District, Division of Misamis Oriental with one hundred thirty-seven (137) Grade 5 pupils as actual respondents selected through purposive universal sampling. The study used a descriptive correlational research design with documentary analysis which incorporated a quantitative approach in gathering numerical data through a questionnaire. It also used Mean and Standard Deviation and Pearson Product-Moment Correlation Coefficient (r). Results showed that in the level of parental support to pupil’s classroom performance, Behavior got the highest at Very High Support Level. On the level of pupils’ observed values, Makabansa got the highest at Always Observed Level. Moderate positive correlation between the two variables was evident and it shows that there was a significant relationship between the level of parental support in terms of attendance, behavior, and reading to pupils’ observed values. Thus, parental support to pupils’ classroom performance is essential not only for increased academic performance but more importantly the improved core values which are necessary for the holistic development of a child. It is recommended that parents may support their children's classroom performance by creating regular study time at home and maintaining open communication with children and with their teachers.

MỐI LIÊN HỆ GIỮA VỊ TRÍ CHỖ NGỒI TRONG LỚP HỌC VỚI KẾT QUẢ HỌC TẬP MÔN HỌC “MẠNG MÁY TÍNH”

The paper investigates the correlation between seating positions in the classroom and academic performance in the subject of Computer Networks, specifically focusing on students from the Faculty of Information Technology at Thai Nguyen University of Information and Communication Technology. The research methodology employed scenarios, situations, interview questions, and real experimental cases involving 500 students. These students were assigned different seating arrangements in classrooms throughout the course, from the beginning to the end. Through specific input data, the study quantitatively assessed the relatively accurate research outcomes, based on the final exam results. The research results, comparisons, and practical evaluations indicate that seating positions are related to students' academic performance. Specifically, students achieving grades of C or higher are predominantly found in the front and middle rows, while those with grades below C are in the remaining rows

Effects of Student Response Systems on Learning Outcomes

ABSTRACT As education evolves from traditional lecture-style teaching to more interactive and collaborative methods using information and communication technologies, student response systems (SRS) have become increasingly popular in both offline and online classes. However, despite the attention given to SRS’s potential to enhance active learning, it remains unclear whether their implementation leads to improved learning. Therefore, the objective of this study is to conduct a systematic literature review using the mixed methods methodology to identify and confirm relevant learning outcomes associated with SRS, such as classroom dynamics, understanding, classroom performance, remembering, and likeness. In addition, bibliometric analysis enables us to uncover the trend and intellectual dynamics in the SRS literature. The study aims to investigate the impact of SRS on different learning outcomes and discuss the implications of the findings.

Effects of a self-regulated-based gamified interactive e-books on primary students' learning performance and affection in a flipped mathematics classroom

Effects of a self-regulated-based gamified interactive e-books on primary students' learning performance and affection in a flipped mathematics classroom

Unveiling the professional identity construction of in-service university English language teachers: Evidence from Bangladesh

This study aims to investigate the construction of professional identity among Bangladeshi university English as a Foreign Language (EFL) teachers and its influence on classroom performance. Employing a qualitative case study approach, data were gathered through semi-structured interviews and classroom observations. Interviews were conducted with two Bangladeshi university teachers who have significant experience in EFL teaching. The interview questions were designed based on the language teachers’ identity formation model, focusing on factors relevant to foundational competences. Content analysis was employed to analyze the collected data and identify emergent themes. The findings indicate that proficiency in language skills, contextual knowledge, self-awareness, disciplinary knowledge, and classroom management skills play pivotal roles in reshaping the professional identities of Bangladeshi university EFL teachers. Classroom observations revealed the strategies employed by these teachers in language use, pedagogical approaches, and classroom management to construct their professional identities. Despite aspirations to conduct classes solely in English, teachers often resorted to using the students' mother tongue for better comprehension. Based on these findings, the study suggests a focus on diverse teacher education programs in Bangladesh to produce more proficient teachers.

The case for metacognition support in a flipped STEM course

The metacognitive strategies of planning, monitoring, and evaluating can be promoted through systematic reflection to drive self-directed, lifelong learning. This article reports on a three-year study on systematic written reflection within an undergraduate Fluid Mechanics course to promote planning, monitoring, and evaluation. Students were prompted weekly to reflect on their in-class problem-solving, classroom and exam preparation, performance, behaviors, and learning in a flipped classroom at a large southeastern U.S. university. In addition, they received intentional instruction on how to plan, monitor, and evaluate their problem-solving during class. To enable a comparative assessment, a flipped classroom without these interventions was also implemented as a non-experimental cohort. The cohorts were compared using a final exam, concept inventory, and the Metacognitive Activities Inventory (MCAI). The MCAI indicated a significantly higher positive change (pre- to post-course) in self-regulatory behavior for the experimental cohort ( p = 0.037). The weekly reflections were studied using an inductive content analysis to assess students’ self-regulatory behaviors. They were also used to investigate statistical associations between reflection content and course outcomes. This revealed that academic self-discipline via planning, monitoring one's work, or being careful and diligent may be as aligned with course performance in STEM as is practice with the problem-solving itself. The effects for the final exam in the experimental cohort were positive overall as well as statistically or practically significant for various demographic strata. These results provided evidence for the potential enhancement of course performance with metacognition support. A positive shift in students’ perspectives regarding the value of the reflection questions was observed throughout the study. Therefore, as an implementation guide for other educators, the reflection questions and any changes made in posing them to students are discussed chronologically. Overall, the study points to the desirability of providing metacognition support in a STEM course.

Are WIDA Test Results Appropriately Reflecting Multilingual Learners’ Language Skills According to ESOL Teachers’ Experiences?

Within the field of multilingual learner (ML) education, ESOL teachers’ voices are often overlooked and underrepresented despite their integral role in developing productive and knowledgeable future citizens. This study sheds light on the experiences of ESOL teachers that administer the federally mandated annual standardized testing created by World-Class Instructional Design and Assessment (WIDA). It uses focus-group interviews to gather qualitative data from two neighboring school districts in order to gain insight into the WIDA assessments’ reflection of language proficiency. WIDA testing evaluates English language development by measuring academic and social language skills within the four language domains: reading, writing, listening, and speaking. MLs without severe, classified disabilities in grades K-12 participate annually in the Assessing Comprehension and Communication of English State-to-State (ACCESS) assessment by WIDA. Results place students into proficiency categories ranging from entering (a student new to English) to bridging (a near-fluent ML), as defined by the WIDA language proficiency standards. The interviews allowed the ESOL teachers to share their experiences with MLs’ classroom performances in the four testing domains compared to their performances on the online WIDA assessments. The interview data was analyzed and categorized into three main themes based on teacher responses: assessment preparation techniques, common perceptions of the assessment, and proposed changes to improve the assessment. Each of these themes, with their local and national implications, are discussed as they affect the nature of ESOL instruction and assessment.

Exploring Perceived Classroom Based Assessment Knowledge and Practices

One of the major roles of a teacher is assessing student performance in classrooms. Assessment is an essential aspect of teaching and learning that has led to significant time allocation for assessment activities. In Malaysia, classroom-based assessment (CBA) has been implemented formally since 2016. CBA is a process of assessing students continuously during teaching and learning. CBA is a multifaceted approach to assessment that can be adjusted according to students and learning outcomes. CBA is aimed at supporting and improving student learning. CBA can be directly included in the teaching and learning process; and can also be adapted to various educational objectives and contexts. This paper explores the perceptions of English language teachers towards CBA. This study also explores perceptions of CBA and the relationship with teachers’ assessment practices. This study employed a questionnaire to gather data. The study involved 164 secondary English language teachers in one school district in the northern region of Malaysia. The study found that the perceptions towards CBA and assessment practices of teachers are positively related, suggesting that when teachers' attitudes towards assessment changed, so did their practices. This study provides insights into how CBA can be integrated into language classrooms to enhance assessment practices. It is hoped that these findings of this study will provide valuable insights to policymakers and stakeholders to make well-informed decisions. It is hoped that this study can help illuminate the potential of CBA in refining assessment practices in Malaysia.

IMPACT OF CLASSROOM OBSERVATION TOOL AND RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM ON ELEMENTARY SCHOOL TEACHER PERFORMANCE

This literature review explores the implications of utilizing the Classroom Observation Tool (COT) and Results-Based Performance Management System (RPMS) on teaching performance among educators in public elementary schools. The COT serves as a structured instrument for assessing classroom activities, while the RPMS provides a framework for evaluating teacher performance based on professional standards. Through a comprehensive analysis of existing research and policy documents, this review examines the impact of these systems on teaching effectiveness and student outcomes. Research indicates that the systematic use of the COT allows educators to identify areas of strength and growth in their teaching practice, leading to targeted professional development interventions. Additionally, the integration of the RPMS ensures alignment between teacher assessments and professional standards, promoting accountability and continuous improvement in teaching practice. Studies have shown that educators who participate in regular classroom observations and performance evaluations experience enhanced job satisfaction and morale, leading to greater retention and commitment to their profession. Moreover, the implementation of these systems has been associated with improvements in student learning outcomes, as teachers are better equipped to meet the diverse needs of their students. However, challenges such as resource constraints and resistance to change may hinder the effective implementation of these systems. Moving forward, further research is needed to explore the long-term impact of the COT and RPMS on teaching performance and student achievement. Overall, this literature review highlights the importance of incorporating systematic observation and performance evaluation mechanisms into teacher professional development initiatives to promote continuous improvement in teaching practice and enhance student learning outcomes in public elementary schools.

Can free-view media processing technology improve classroom performance?

ABSTRACT This study discusses whether free-view media processing technology impacts individual student learning in everyday dance teaching practice in different ways. This study was conducted empirically by creating three groups: a traditional face-to-face group, a completely digital media online learning group and a blended model group. Results indicated that the blended learning model group achieved better results than the traditional face-to-face model group and the completely online group. In other words, this indicates that free-view media processing technology plays a positive role in dance teaching. It encourages students to reflect and think critically. With blended learning, students can embrace new technologies, learn and teach together, and avoid disruptions caused by removing technology from the classroom.

Enhancing presentation skills: a comparative study of students' performance in virtual and physical classrooms

This study aimed to establish how virtual classrooms play a crucial role in helping shy students overcome their public speaking anxiety and perform well in a presentation assessment. An in-depth analysis was carried out to show how virtual classrooms are effective scaffolding platforms for students with public speaking anxiety (PSA). The performance of 98 students in presentation assessments in two different settings—physical classrooms and virtual classrooms—was compared and thoroughly investigated. It was found that shy students who had not performed well in the presentation assessment in physical classrooms could perform relatively better in virtual classrooms due to the advantages exclusively available to them. Seven key factors that inhibit student performance in assessments in physical classrooms and seven key factors that facilitate student performance in virtual classrooms are identified.

Multimodal Learning Engagement Assessment System: An Innovative Approach to Optimizing Learning Engagement

In the realm of global smart education, optimizing classroom learning efficiency is paramount. This study harnesses cutting-edge technology to delve into learning engagement dynamics. Leveraging the XGBoost model, 468 facial and bodily features are captured in real-time, offering insights into student behavior. The ResNet neural transformation network and PNP algorithm discern facial expressions, body movements, and head rotation angles. Through a fuzzy comprehensive evaluation method, proportions of these factors are delineated for objective assessment. Empirical validation involves scrutinizing final exam scores of 234 college students. Comparative analyses reveal a significant correlation between classroom participation and performance (p-value = 0.034). Results underscore the impact of real-time judgment on learning efficiency and highlight the potency of multimodal fusion in assessing engagement comprehensively. Practical application validates system effectiveness, offering insights for educational stakeholders and contributing to the evolution of smart education.

Design a Platform for Sharing Educational Resources for Student Based on Dual Attention Graph Convolutional Networks

A key component of raising educational standards is always the sharing of educational resources throughout higher education institutions. The development of digital and network infrastructure among colleges and universities can propel the sharing and exploitation of excellent educational resources to new heights. Nevertheless, there is a lack of an ideal platform for resource selection and integration in the current crop of information-based teaching tools. To overcome this drawback, the methodology used in this study was described in this research in order to classify student and teacher data more precisely. Ideological and Political Education (IPE) is the source of the data collection. The Modified Hamilton filter is used to preprocess the data during the pre-processing step. The excellent course videos, classroom performance, and interactions are all successfully classified by Dual Attention Graph Convolutional Networks (DAGCN).The neural network's weight parameter is optimized using the Lotus Effect Optimization Algorithm (LEA) to improve the DAGCN. The suggested DAGNN-LEA used with the MATLAB platform. The suggested approach was calculated using performance measures such as accuracy, precision, sensitivity, F-score, computation time, and recall. In comparison to the existing method, the suggested DAGNN-LEA method yields better results in terms of high accuracy 16.65%, 18.85%, and 17.89%, high sensitivity 16.34, 12.23%, and 18.54%, high precision 14.89%, 16.89%, and 18.23%, and low computing time 82.37%, 94.47%, and 87.76%.

The Effects of Asynchronous Cross-cultural Communication on EFL University Students’ Writing Performance and Motivation

Background: Researchers have integrated cross-cultural communication (CCC) with writing to examine students’ writing performance, motivation, and perceptions in EFL classrooms. However, the exploration of how authentic CCC with students from different cultural backgrounds benefits lower-proficiency students’ English writing competence and motivation remains underexplored. Purpose: This mixed-methods study, employing pre-test and post-test designs, examined the effects of asynchronous CCC on EFL university lower-proficiency students’ writing performance, motivation, and perceptions to determine whether asynchronous CCC facilitated EFL lower-proficiency students’ writing competence and motivation and to elucidate its impact on their writing performance. Method: Twenty-nine freshmen, who were non-English majors, were divided into lower-proficiency (N=15) and higher-proficiency (N=14) groups. Data were collected from the writing tests and Writing Motivation Questionnaires (WMQ) completed in the pre-test and post-test. The questions in the writing tests were identical in both tests, while the WMQ comprised 33 five-point Likert-scale questions and an open-ended question aimed at exploring the students’ motivation and perceptions regarding writing in this study. Results: The results indicate that the features of social interaction and cross-cultural engagement within asynchronous CCC significantly developed lower-proficiency students’ writing performance and mitigated their negative writing motivation. Utilising asynchronous CCC, which facilitated feedback exchange and collaborative writing with higher-proficiency peers, notably bolstered lower-proficiency students’ writing proficiency. Additionally, the integration of meaningful, intriguing, and authentic asynchronous CCC activities contributed to reducing negative writing motivations among lower-proficiency students. However, delayed responses from online peers and a sense of demotivation while collaborating with lower-proficiency peers may have contributed to the insignificant development observed among higher-proficiency students. Conclusion: Engaging EFL university lower-proficiency students in asynchronous CCC to exchange cultural and linguistic knowledge could enhance their writing performance and reduce their negative writing motivation. This is because the features inherent in asynchronous CCC render English writing meaningful, intriguing, and authentic.

Academic performance in moderately and late preterm children in the United States: are they catching up?

ObjectiveTo determine whether preterm birth of 32–36 6/7 weeks gestation affected school performance from kindergarten through fifth grade.Study designWe assessed 14350 term infants and 1195 32–36 6/7 weeks gestation infants followed in the Early Childhood Longitudinal Study Kindergarten 2011 cohort for classroom performance in kindergarten-fifth grade. Multivariable regression was performed for comparisons, and data were weighted to be representative of the US population.ResultsChildren born 35–36 6/7 weeks gestation had no significant difference in their academic scores or performance, while 32–34 6/7 weeks’ children had lower academic scores and teacher performance scores when compared to term children. Children born between 32 and 36 6/7 weeks gestation had higher odds of individualized education plan needs and had learning disability diagnoses compared to term children.ConclusionsChildren born between 32 and 34 6/7 weeks gestation have poor school performance compared to term children. Children born between 32 and 36 6/7 weeks gestation are at risk for learning disabilities and likely benefit from continued support and services to improve achievement throughout school.

The relationship between identity development and medical students’ performance in technology-integrated English language classrooms

Background: Contemporary technologies have created a unique set of circumstances that shape the life experiences and identities of medical students. These circumstances diverge and extend beyond the contexts experienced by previous generations in the pre-digital era. Methods: We explored how medical students’ identity development and English language performance were related in technology-integrated classrooms from February to June 2023. The research, a cross-sectional quantitative survey, studied 450 medical students at Islamic Azad University of Kerman, Iran. The study, a cross-sectional quantitative survey, was conducted on 450 medical students at the Islamic Azad University of Kerman, Iran. To collect the data, an identity development questionnaire in technology-integrated classrooms was submitted to participants either in person or via email. Data were collected using an identity development questionnaire in technology-integrated classrooms, and distributed to participants in person or via email. Furthermore, the participants’ English language proficiency scores reported by their English instructors were used to assess their English language performance. Results: The study found a positive correlation between identity development, its sub-scales, and the participants’ English language performance in technology-integrated classrooms. Commitment-making emerged as the most efficacious factor in predicting English Language Proficiency within the ambit of identity development. Within the scope of identity development, commitment-making was identified as the most effective factor in predicting English language proficiency. Conclusion: While contemporary digital technologies are not crucial for identity formation, they offer enriched opportunities for individuals to explore and express their sense of self. Particularly in the medical field, students can utilize these technologies to engage in diverse and collaborative interactions. This not only allows them to connect with others and participate in various communication modes, but also aids in the expression of their identity, idea exchange, and information acquisition across various contexts.

YouTube Video Technology in Chemistry Classroom: Its Impact on Pre-Service Teachers’ Attitude and Academic Performance

The study investigated the impact of YouTube video assisted instructions (YVAI) on pre-service teachers’(PSTs) attitudes and academic performance in chemistry classroom. A quasi-experimental design was adopted for the study. One hundred and twenty (120) Pre-Service Teachers (PSTs) pursuing primary education programme constituted the participants of the study. Sixty (60) PSTs each were non-randomly assigned to the Experimental Group (EG) and Control Group (CG). Data on PSTs’ attitude and performance were collected with PSTAS and GCPT respectively. The SPSS software version 20 was used to analyse the data to generate descriptive and inferential statistics. A non-parametric analysis was used in the inferential statistics. The attitude means rank (MR=78.62) of EG (U = 713.000, Z=-6.924, p <.001) was statistically higher than CG (MR=42.38) (U = 713.000, Z=-6.924, p <.001) after treatment. The EG after treatment recorded a mean rank (80.86) statistically higher than CG (40.14), U = 578.500, Z = -6.441, p <.001 after treatment. YVAI was proven as an effective instructional strategy that enhances learners’ altitudinal changes and performance. The study recommended the use of YouTube technological-driven instructions to support classroom instructions.

Investigating the Effect of Teacher Qualification on Students’ Performance in Mathematics Instruction in Asunafo North Municipality

Mathematics has a positive impact on the world, but students' performance in the subject is declining. Many researchers believe that one of the causes of this decline is the lack of qualified teachers. To investigate this further, a study was conducted in the Asunafo North Municipality to examine the effect of teacher qualifications on students' performance in mathematics classrooms. A descriptive survey research design was utilized to conduct this study which included 76 respondents, consisting of 60 students (WASSCE candidates) and 16 final year mathematics teachers. This was done through a purposive sampling technique for the sample of teachers and a simple random sampling for the selecting of the WASSCE students. Data was collected through questionnaires and interviews, and analyzed using IBM SPSS version 23. Descriptive statistics such as frequencies, percentages, mean, and standard deviation were used, as well as paired samples T-test to answer the hypothesis testing. The results of the study showed that students taught by highly qualified teachers performed better than those taught by less qualified teachers. This indicates that teacher qualification has a significant impact on students' performance in mathematics. The study concludes that teacher qualification is a major factor affecting students' academic performance in mathematics. Based on the findings, it is recommended that education stakeholders in Ghana, including the Ministry of Education, should employ only qualified teachers who are graduates or masters’ holders with teaching qualifications to teach mathematics at the SHS level.

Evaluation of Daylight Performance in Classrooms through Retrofitting in the Composite Climate of Eastern India

Evaluation of Daylight Performance in Classrooms through Retrofitting in the Composite Climate of Eastern India