Positive Learning Environment Research Articles

Challenges and Performance of Novice Teachers: Basis for School Management Plan

Novice teachers face significant challenges, particularly in classroom and time management and adapting to diverse student needs, which can impact their effectiveness and job satisfaction. This study examined the factors influencing the performance of 400 novice teachers in Cagayan de Oro City’s Southwest I and II Districts during the 2023-2024 school year. Using a questionnaire and analyzing data through descriptive statistics, Pearson Correlation, and one-way ANOVA, the study found that many teachers entered the profession later, with a majority aged 41 or older, predominantly female, holding Teacher II positions, and having prior experience in private schools. Results highlight that strong classroom management and the ability to adapt to student diversity are key to a novice teacher’s success. Effective classroom management contributes to a positive learning environment, enhancing student engagement and achievement, while adapting to diverse needs fosters inclusivity and reduces disparities, helping teachers manage stress and avoid burnout. Recommendations urge school leaders to create supportive environments emphasizing time management, professional development, and community engagement, employing the School Management Plan to foster teacher growth. This holistic approach aims to empower novice teachers, ultimately improving their effectiveness and contributing to better student outcomes.

Effect of Teachers’ Professional Development on Classroom Management at Higher Secondary Level

Since effective pre- and in-service teachers’ professional development (TPD) on classroom management (CM) as an organizational and instructional factor practiced in school classrooms is important in providing adequate practical knowledge on how teachers can prevent, control, and manage student disruptive behaviours in lessons, student conduct in classrooms, and proactively supervise and manage disruptive behaviours to promote positive learning environment and student conduct in classrooms. Effective professional development interventions build teachers’ knowledge and actual use of appropriate and positive classroom expectations, effective behavioral repertoire, and effective instructional practices. Professional development focuses thus on the strengthening of these competencies to assure that plan for dealing with these challenges can be implemented and learners supported in the classroom. The purpose of the study to ascertain the extent of professional development and classroom management, impact and interaction between PD and CM. The population included all higher secondary schools and colleges. Convenience and purposive sampling were used, though, the technique used in the research was multistage sampling. The tools used in the study were questionnaire. Quantitative data was analyzed using arithmetic mean, standard deviation, Pearson’s coefficient of correlation and simple regression analysis. Statistical data analysis was done using Statistical Package for the Social Sciences. The study findings showed teachers’ PD had highly significant effect on CM at higher secondary level.

Generative AI Learning Environment for Non-Computer Science Engineering Students: Coding Versus Generative AI Prompting

This paper addresses the need for a positive and effective learning environment for engineering students in non-computer science fields to grasp Generative AI principles while navigating the intricate balance between its application and developmental insights. Drawing from pedagogical theories and cognitive science, especially Leinenbach and Corey (2004)’s Universal Design for Learning, this study proposes a framework tailored to the unique needs and backgrounds of engineering students. The framework emphasizes active learning strategies, collaborative problem-solving, and real-world applications to engage learners in meaningful experiences with Generative AI concepts. The central learning context is a M.Sc. program in management engineering with a course/training opportunity in Machine Learning Fundamentals using Python based on Google Collab. The introduction of Generative AI is based on selected Google libraries for Python. Furthermore, this paper explores various instructional approaches and tools to scaffold students' understanding of Generative AI, including hands-on projects, case studies, and interactive simulations. It also addresses ethical considerations and societal implications associated with Generative AI deployment, encouraging students to critically reflect on the broader impacts of their technical decisions. Through a synthesis of pedagogical best practices and AI development principles, this paper contributes to the ongoing discourse on effective AI education for non-computer science disciplines. By embracing a holistic approach that integrates theory with practical application, educators can empower engineering students to harness the transformative potential of Generative AI while navigating its complexities responsibly and ethically.

Gamification Practices and Student Academic Performance in Mathematics in Public Secondary Schools in Rwanda

This research examined the impact of gamification techniques on math proficiency among students in Rwandan public secondary schools. In particular, to look at how gamification techniques affect math performance in Rwandan public secondary schools, to gauge how much math performance is attributable to gamification techniques in Rwandan public secondary schools, and to analyse the connection between gamification techniques and math academic achievement in Rwandan public secondary schools. 503 pupils, 52 headteachers, and 115 instructors made up the study's population ; there were 670 responders in all, and 251 kids from 20 schools in the Muhanga District made up the sample size. Results were analysed using SPSS version 21. According to the results for the first objective, 57.4% strongly agreed and 19.1 % agreed that assigning points, badges, or other rewards for completing math problems or achieving specific milestones can encourage them to engage more deeply with the material. 58.5% strongly agreed and 18.1% agreed that displaying a leaderboard that shows my progress and rankings compared to my peers can foster healthy competition and motivate them to improve. 68.1% strongly agreed that introducing virtual currencies or tokens that students can earn for completing math tasks can add an element of fun and encourage students to participate more actively. 66.0% strongly agreed and 21.3% agreed that designing math challenges or quests that students can complete to earn rewards or advance through a game-like progression system can make learning math more engaging and enjoyable and 74.5% strongly agreed and 21.3% that using interactive simulations or math games that allow students to visualise and interact with mathematical concepts can help students better understand and retain mathematical concepts. To the second aim, 53.5% strongly agreed and 16.3 % agreed that their ability to accurately solve math problems and complete assignments can indicate their understanding of mathematical concepts and my ability to apply them to real-world scenarios, while 53.5% agreed and 20.9% that their fluency and speed in performing math operations, such as addition, subtraction, multiplication, and division, can indicate their comfort and proficiency with basic arithmetic. 65.1% strongly agreed and 18.6% that their ability to solve complex math problems and demonstrate critical thinking skills can indicate their understanding of mathematical concepts and their ability to apply them to novel situations, and finally, 60.5% strongly agreed and 18.6% Agreed that their ability to explain and demonstrate their understanding of mathematical concepts, such as fractions, decimals, or algebra, can indicate their grasp of the subject matter. The correlation matrix between independent variables (problem-based learning, displaying leaderboards, using projectors in teaching math, and assigning badges instead of grades) and dependent variables (improved student mathematics score from tests and exams, exam and test results, engagements and participation, and improved class participation) Finally, they indicate positive significance since the p-value is smaller than 0.05. The study recommended that Incorporating game-like elements, interactive tools, and collaboration into the math curriculum can make learning more engaging and motivate students. These tools can help students understand complex concepts in a fun and engaging way. Providing immediate feedback on performance, setting clear goals, and creating a positive learning environment can also help students stay focused and motivated. These gamification practices can lead to improved academic performance in math in public secondary schools in Rwanda.

Exploring the interplay of digital storytelling, L2 speaking skills, self-regulation, and anxiety in an IELTS preparation course

This investigation explores the potential of integrating digital storytelling (DST) within an English as a Foreign Language (EFL) course specifically designed for International English Language Testing System (IELTS) preparation. The study employs a randomized controlled trial methodology, involving 89 EFL learners divided into two groups. The primary objective is to assess the effectiveness of DST intervention on three key variables: L2 speaking skills, speaking self-regulation, and speaking anxiety. A pre-test, post-test, and one-month follow-up design is implemented to capture the longitudinal effects of the intervention. Data analysis utilizes Linear Mixed-Effects Models (LMM) to account for the repeated-measures nature of the study. The LMM incorporates both fixed effects (group, time, and their interaction) and random effects (participant intercepts) to provide a comprehensive evaluation of the intervention’s impact. Preliminary findings suggest that the incorporation of DST may yield positive outcomes in L2 speaking skills, speaking self-regulation, and speaking anxiety. This research aims to contribute to the existing body of knowledge by providing empirical evidence on the efficacy of DST as a pedagogical tool within IELTS preparation contexts. The findings hold potential value for language educators and practitioners seeking to enhance speaking proficiency and foster a more positive learning environment for learners experiencing anxiety.

‘Teeing’ Up Games for Understanding (TUGfU): a golf coach’s perception and application of a game-based approach

ABSTRACT Despite the global appeal of game-based approaches (e.g. Teaching Games for Understanding, Game Sense), there is a notable lack of evidence regarding target sport coaches’ perceptions and applications of these pedagogies. Using multiple qualitative methods including semi-structured interviews, video observations, coaching plans, reflections and visual images, this qualitative case study investigates a golf coach’s (i.e. David) perception and application of a game-based approach. Through qualitative content analysis, four overarching themes were developed concerning David’s perception and application of a game-based approach: 1. Biographical context; 2. Technical skill focus integrated with tactical concepts; 3. Pedagogic strategies to support learning; and 4. The joy of a game-based approach. The findings, presented as a narrative, indicate that while certain pedagogical features commonly associated with traditional game-based approaches were evident—such as the use of modified games to enhance understanding and skill development—others, like effective questioning, were less prominent. Nevertheless, the narrative suggests that David’s adept application of the GBA cultivated a positive and joyful learning environment. His ability to adapt the approach fostered enjoyment not only for his learners but also for himself as an educator. This highlights the potential of a well-executed game-based approach to create a fulfilling educational experience in the context of target sports.

The Importance of Instructional Leadership in Supporting Learning Disabilities Programs: Perspectives from Saudi Educators

ABSTRACT The success of learning disabilities programs (LPDs) depends on factors including the expertise and competencies of instructional leaders. The role of principal leadership for LDPs deserves further study in Saudi Arabia due to the lack of research in this area. Given the importance of instructional leaders in the improvement of instructional programs and student outcomes, this study explored the perspectives of principals, assistant principals, superintendents, and learning disability teachers regarding the importance of principals’ instructional leadership responsibilities that support LDPs in Saudi schools. This study examined if there were any statistically significant differences between the participants’ perspectives due to differences in job role, gender, years of experience, and educational levels. The participants rated the relative importance of the three dimensions of instructional leadership: a) setting targets and promoting positive learning environments, b) observing and improving instruction, and c) managing the instructional program. The findings indicated the importance of school principals moving beyond administrative responsibilities towards duties aligned with instructional leadership, and there were some differences in perceptions of administrators and teachers. The findings support the need for continued training for principals by incorporating special education leadership topics in professional development and leadership preparation programs, and increased principal accountability for LDPs.

Relationships between Faculty Concerns Teaching Methods in Online Education and Technology Use in Teaching

This study underscores the critical need to address faculty concerns and provide adequate support to enhance the effectiveness of online teaching. Conducted with 300 teachers from Jiangsu Vocational College and Information in China, the research explored correlations between faculty concerns, teaching methods, and technology use. The following are the findings: Faculty concerns and Technology Use: The study identified a significant correlation between faculty teaching methods, their use of technology, and their stages of concern about online teaching. Understanding the concerns helps identify barriers to effective online teaching. This relationship underscores the importance of supporting faculty in their use of technology and teaching strategies to improve online education Student Behavior Issues: Faculty expressed concerns about student engagement, participation, and adherence to rules in online learning environment highlighting the need for strategies to address these issues. Technology Utilization. The most frequently used technology used by teachers, was the web for sharing digital files, suggesting that teachers are creating a conducive online environment for their students. Teachers who ensure a positive online learning environment through effective use of technology and adaptable teaching methods significantly enhance the quality of online education . Addressing faculty concerns and fostering supportive teaching practices are essential to maximize the potential online learning platform

The Effect of Foreign Language Enjoyment on Students' Foreign Language Learning

Abstract: Globalization has prompted educators to focus on enhancing students' foreign language proficiency rather than merely improving language test scores. Foreign Language Enjoyment (FLE) is widely recognized as a active motivational factor that can significantly enhance language performance. After integrating Positive Psychology into Language Acquisition, researchers has shown an increasing interest in FLE. Recent studies underscore the role of FLE as a valuable element in the process and outcomes of foreign language learning. This article investigates the impact of FLE on different aspects of foreign language acquisition, the pathways through which FLE influences learning, and the outcomes of such effects. The research method adopted is literature analysis. The findings of this study reveal that FLE impacts the learning process by fostering direct affective motivation, enhancing self-confidence, promoting both cognitive and affective engagement, and facilitating dynamic interactions at both individual and group levels. Additionally, FLE influences learning outcomes by mitigating the interference of negative emotions, improving language proficiency, and establishing mediating variables that connect other psychological factors to foreign language performance. These insights highlight the importance of creating positive learning environments and experiences, which can significantly enhance students' FLE and engagement, thereby improving the effectiveness of foreign learning and overall language performance.

Is Your Syllabus Trauma Informed?

Recognizing the limitations of existing trauma-informed education approaches, this research emphasized the need to address systemic issues and societal inequalities. The study documents a transformative process undertaken by the author in the Spring semester of 2023, involving a meticulous reevaluation and rewriting of course policies using Shevrin Venet's (2021) four proactive priority questions. The article explores student perceptions of the equity-centered trauma-informed education through surveys conducted at the beginning and end of the semester, revealing positive shifts in student attitudes towards the implementation of the four priorities. The findings suggest that a thoughtfully crafted and trauma-informed syllabus can contribute to a positive learning environment, emphasizing predictability, flexibility, empowerment, and connection. Through this inquiry, the article contributes to the ongoing discourse on bridging the gap between theoretical frameworks and practical application in trauma-informed pedagogy within teacher education.

Resilience in 3rd grade Muhammadiyah Vocational High School students: The impact of achievement emotions

Third-year students at Vocational High School must meet many academic demands towards the end of their study period. These include fieldwork practices, report writing, attending sessions, taking tests, and preparing for exams and higher education. Such demands can affect their emotions and resilience, leading to a study being conducted to assess the impact of achievement emotions on their resilience. The research method employed in this study was quantitative, using a simple linear regression analysis technique. The research sample consisted of 183 third-grade students from SMK Muhammadiyah in Bandung, selected using a cluster random sampling technique. The study utilized two measuring tools: the achievement emotions scale and the resilience scale. The data collection method was a questionnaire, which was conducted both online and offline (paper-based). The results indicated that positive and negative emotions simultaneously influence the resilience of grade 3 vocational school students. Positive emotions play a significant positive role in increasing resilience, while negative emotions can reduce it. Educators and parents can focus on nurturing positive emotions in their students to create a positive learning environment. Cognitive restructuring may be the intervention strategy to change students' appraisal of learning situations so that they evoke enjoyment and relief and then eliminate boredom, making students more resilient.

Pembuatan Media Pembelajaran Berbasis Digital untuk Guru dalam Meningkatkan Pemahaman Pendidikan Seks Siswa Sekolah Dasar

Early childhood education plays an important role in equipping children with knowledge and skills for the future. One of the crucial aspects of this education is sex education, which aims to introduce students to the concept of privacy and body boundaries, as well as preventing potential sexual crimes. At SDN 31 Dompu, there are challenges in student behavior and the lack of use of digital technology in learning. The Community Service Program (PkM) carried out by STKIP Yapis Dompu aims to increase teachers' understanding and skills in using digital-based learning media, especially through making sex education posters using the Canva platform. The program implementation method includes three stages: preparation, implementation, and evaluation. In the preparation stage, surveys, outreach and preparation of training materials were carried out. Program implementation includes training and assistance in making poster learning media using Canva, as well as workshops to improve participants' skills. The evaluation stage aims to monitor the results and sustainability of the program. The results showed that 85% of participants experienced improved graphic design skills, 80% felt more confident in using Canva, and 90% felt the training deepened their understanding of presenting sex education information. This program succeeded in improving the quality of learning media at SDN 31 Dompu and created a more positive learning environment.

The Azerbaijani Adaptation of the Utrecht Work Engagement Scale: Investigating Its Influence on Psychological Distress and Life-Job Satisfaction

Teacher well-being plays a vital role in fostering a positive and productive learning environment, as it directly impacts both their professional performance and the overall success of their students. Consequently, this study aimed to adapt the Utrecht Work Engagement Scale for use among Azerbaijani school principals and to investigate the relationships between work and wellbeing, psychological distress, and life-job satisfaction. Data were gathered from 976 Azerbaijani school principals. The adaptation process involved confirmatory factor analysis, evaluations of criterion-related validity, and reliability testing. Additionally, the relationships between work and wellbeing, psychological distress, and life-job satisfaction were examined through mediational analysis. The confirmatory factor analysis revealed that the questionnaire consisted of 17 items, highlighted three factors, and demonstrated an acceptable model fit. The scale showed satisfactory reliability coefficients for both its individual factors and the overall score. Moreover, the results indicated that work and wellbeing was positively correlated with life-job satisfaction and negatively associated with psychological distress. Lastly, the findings revealed that psychological distress mediated the relationship between work and wellbeing and life-job satisfaction. These outcomes suggest that the Azerbaijani version of the Utrecht Work Engagement Scale possesses strong psychometric properties.

Online peer feedback training based on self-regulated learning in english as a foreign language writing: Perceived usefulness and students’ engagement

Peer feedback is crucial in second language academic writing. As technology progresses, online peer feedback is replacing traditional feedback methods in tertiary education. In this study, wherein we utilized Zimmerman’s self-regulated learning model, the authors aimed to train English as a foreign language (EFL) students in providing self-regulated learning-based online peer feedback over one semester. We explored English as a foreign language students’ engagement in providing and receiving feedback, their interpretations, their follow-up actions in response to peer feedback during the training, and their overall perceived improvements in self-regulated writing strategies by analyzing the feedback that peers received and how they responded to that feedback. Data were collected from analyses of peer feedback on essays written by 20 Vietnamese university students. The results revealed that feedback typically includes critical and constructive remarks about language details, as well as praise for content; students prioritize feedback on local language aspects such as grammar and vocabulary over aspects such as global content and structure. The results also showed that providing and receiving online peer feedback significantly enhance English as a foreign language students’ self-regulated writing strategy use by fostering learning motivation, positive attitudes toward online peer feedback, a positive learning environment, and the increased use of writing and peer help-seeking strategies, as well as self-improvement strategies and knowledge transfers from peer assistance across the three phases of self-regulated learning. These findings suggest that self-regulated learning-based online peer feedback can enhance English as a foreign language students’ writing skills and strategic learning application, providing insights for instructional practice.

BUILDING A HEALTHY AND SAFE SCHOOL WITH THE KKN PROGRAM IN GUNUNG PICUNG VILLAGE, PAMIJAHAN DISTRICT, BOGOR REGENCY

Gunung Picung village in Pamijahan faces challenges in maintaining a healthy and safe school environment. This proposal seeks to address these challenges by implementing three main initiatives: sanitation education, anti-bullying campaigns, and sexual harassment prevention programs. The hygiene education component will improve awareness through workshops on handwashing and tooth-brushing, enhancing overall school cleanliness. The anti-bullying program will involve all school members in workshops and discussions aimed at reducing incidents of bullying. Finally, the sexual harassment prevention program will educate students on their rights and provide mechanisms to report harassment safely. The program will be conducted in three phases: planning and socialization, implementation, and evaluation. This initiative aims to foster a positive learning environment, improve student well-being, and serve as a model for other rural schools.

The Role of Principal Leadership Management as a Driving Force in Implementing the Independent Curriculum Using AI

In the millennial era, characterized by constant change and progress, schools that thrive possess specific qualities and characteristics. Education not only functions as a place to transfer knowledge but also as a place to develop students' skills, character, and critical thinking abilities. In this increasingly complex world, educational institutions must adapt curricula and teaching methods that are relevant and able to meet students' diverse needs. Schools that innovate and provide captivating learning experiences will be better able to attract the attention of students and parents. In addition, educational institutions must realize the importance of building an identity and characteristics that distinguish them from other schools. This includes developing superior programs, adequate facilities, and a positive and supportive learning environment. This study investigates the role of principal leadership in implementing the Merdeka Curriculum while integrating artificial intelligence (AI) in a kindergarten/early childhood education environment. Through a qualitative approach, this study explores the experiences of a principal and staff at TK IT Tunas Mulia. Findings indicate that principals play a critical role in fostering a culture of innovation and adaptation to AI, providing the necessary training and resources for teachers to utilize AI tools effectively, and collaborating with stakeholders to ensure successful implementation. However, the study has identified challenges such as limited teacher proficiency in AI and the need for more comprehensive AI-integrated curriculum materials. While principal leadership plays a critical role, the study concludes that further support and professional development are necessary to fully harness the potential of AI in improving early childhood education.

El desarrollo de la voz inclusiva durante la participación en una comunidad profesional de aprendizaje

Educational quality implies considering diversity and inclusion as a fundamental challenge in the search for equity, justice, and democracy. Likewise, professional identity linked to inclusion is still a controversial and unfinished issue. From the dialogical perspective, this study identifies and conceptualizes to what extent the repertoire of positions of a group of teachers shares or does not share an inclusive voice and how they evolve, identifying characteristics more and less easily modified. We use a descriptive longitudinal design and analyze the development of teaching positions and voices (hybrid and inclusive) over an academic year. The study identifies four most frequent identity positions, among them I as a promoter of positive learning environments that has an ease to transit an inclusive voice; on the contrary, the position I as a planner and designer of teaching and learning processes presents difficulties to be reconstructed as inclusive.

Humanoid Robot-Assisted Learning for Level 1 Autistic Children: Developing Test Plans to Enhance Number Recognition Skills

Autism Spectrum Disorder (ASD) impacts the social, communication, and cognitive development of affected individuals. Level 1 autism, the mildest form of ASD, presents unique challenges in the acquisition of crucial skills such as number recognition, which serves as a foundational aspect of children's cognitive development. Recent studies have shown that humanoid robots can offer effective intervention strategies for children with autism, fostering learning in a structured, engaging, and interactive environment. This study aims to develop and evaluate test plans using humanoid robots to enhance number recognition skills in Level 1 children with autism. Based on the findings, a test plan was designed to address the unique learning needs of Level 1 children with autism in number recognition. Participants were selected based on specific criteria, ensuring a diverse and representative sample. The humanoid robot's capabilities and features were detailed, emphasizing its role in facilitating the test plan. The research methodology outlined the test plan components, implementation procedure, data collection, and analysis techniques. Results demonstrated that the humanoid robot-assisted test plan was effective in enhancing number recognition skills among Level 1 children with autism. The participants exhibited significant improvements in their abilities to identify and manipulate numbers, as well as increased engagement and motivation in learning tasks. The study also revealed that the interactive and supportive nature of the humanoid robot fostered a positive learning environment, which contributed to the observed improvements in number recognition skills. The implications of these findings extend to the broader field of autism intervention, highlighting the potential benefits of incorporating humanoid robots into educational programs for children with autism.

The Role of Transformational Leaders in Improving the Quality of Early Childhood Education

This research examines the application of transformational leadership principles by the Satria Tunas Bangsa PAUD principal and its impact on learning. The research focus includes the implementation of transformational leadership, leadership learning strategies, supporting factors, and the impact of this leadership. The research results show that school principals play an important role in creating a positive learning environment by displaying leadership charisma, providing inspirational motivation to teachers, and paying attention to individual needs. In the learning leadership strategy, the principal develops a clear vision, creates a conducive learning environment, and supervises and provides professional support. Supporting factors include a positive organizational culture, a conducive climate, stakeholder support, and the principal's leadership competence. The impact of transformational leadership can be seen in improving the quality of learning, teacher motivation and performance, developing student character, as well as increasing innovation and creativity in learning. This research concludes that transformational leadership in PAUD Satria Tunas Bangsa makes a significant contribution to improving the quality of education and student achievement.

How Can Drama Tasks Interact with Second Language Learners’ Willingness to Communicate? A Theoretical Perspective

If oral communication in a second language (L2) is considered a skill to be prioritized, it is also particularly anxiety-provoking for L2 learners. This is why their willingness to communicate, predicted in particular by the emotions experienced, has been the focus of recent studies to examine its evolution and factors likely to interact with it. However, little research has focused on how pedagogical tasks could support L2 learners’ willingness to communicate by creating a constructive and positive learning environment. This article focuses on drama as a pedagogical task that could potentially support L2 learners’ willingness to communicate. It thus aims to develop a theoretical framework to demonstrate how drama can help learners overcome barriers to L2 communication by interacting with situated affective factors, motivational propensities, affective and cognitive context, and social and individual context. This demonstration is particularly relevant for making more explicit the potential of experiential tasks in L2 learning to provide more positive and constructive learning experiences. We conclude this paper by emphasizing pedagogical implications to support L2 learners better and promote more research into drama.