Classroom Problems Research Articles

Study on the Role and Problems of Learning Feedback in Primary School Mathematics Classroom Teaching

In education, learning feedback has received widespread attention as an important means to improve students' learning outcomes. However, implementing feedback in primary school mathematics classrooms is still insufficient. Problems such as inadequate feedback and inappropriate feedback seriously affect students' learning outcomes and the development of mathematical thinking. This paper takes primary school mathematics classrooms as the research background and systematically analyzes the current feedback status and problems. The paper also explores the causes of insufficient and inappropriate feedback, especially the impact of tight class time and insufficient teacher feedback skills. The research shows that optimizing feedback strategy is the key to improving the quality of primary school mathematics teaching. Based on the analysis results, this paper makes the following recommendations: combining clear feedback goals with inquiry-based teaching, diversified feedback methods adapted to the level of inquiry, combining precise feedback content with assessment type, adjusting feedback timing and frequency, and improving teachers' feedback skills. The application of these strategies can effectively solve the feedback problem in primary school mathematics classrooms and provide a reference for teaching reform in primary school mathematics.

Current Situation and Countermeasures of Teaching Classroom in the Context of Artificial Intelligence

The purpose of this paper is to discuss the status quo of the teaching classroom under the background of artificial intelligence as well as the existing problems, and put forward corresponding countermeasures and suggestions. First of all, this paper outlines the application of artificial intelligence in education, including intelligent teaching system, personalized recommended learning resources, etc., and introduces the changes in teaching mode, such as flipped classroom and online education. Meanwhile, the change of teachers' roles and the change of students' learning styles are also important features of the teaching classroom in the context of artificial intelligence. However, there are some problems in the teaching classroom in the context of artificial intelligence. Technical problems are one of them, including the stability of the system and the accuracy of data. The issue of educational equity is also not to be ignored, as the gap in technological resources leads to inequity in learning opportunities among students. In addition, teacher training issues and student privacy protection issues are also important issues that need to be addressed. In order to address these issues, this paper presents some countermeasures and recommendations. Technological improvements are necessary, including improving the reliability of the system and protecting the security of data. Policy support is also key, and the government should increase investment in AI education and promote the balanced distribution of educational resources. In addition, teacher training and development is also important. Teachers should improve their educational technology skills and adapt to the needs of teaching in the context of AI. At the same time, the protection of students' rights and interests is also necessary, and relevant laws and regulations should be formulated to protect students' privacy and rights and interests.

Creative works areas in a Design Studio for the return to use of area after the pandemic situation, Case Study: Interior Design Program, Walailak University

The global higher education design studios in the past have been similar in terms of functionality, both the teaching process and the usage area format, including furniture or supporting equipment. The question is whether the physical appearance of the studio still meets the behavior and needs of users after returning on-site after the COVID-19 pandemic? How should the space arrangements for creative work or design projects be adequate according to the classroom problems? This research was conducted in the context of learning design at the higher education level in Thailand, and therefore the user behavior and requirements of interior design students and instructors were surveyed. The result showed that there were 2 essential patterns of behavior, namely "Creative work-related behaviors" and "non-creative work-related behaviors", which were related behaviors. The study found that before pandemic and post-pandemic spatial needs were not different, as teaching methods and user behaviors remained the same, but there was a clearer need to create suitable environments. When designing creative workspaces within studios, consideration must be given to the layout of the space that supports the behaviors and needs of users, both students and teachers, which may vary across different educational settings or curricula.

Research on assessing and enhancing indoor thermal and air conditions within typical elementary school classrooms in southern China

The thermal design of buildings in hot summer and cold winter regions must meet the requirements of thermal insulation in summer and heat preservation in winter. As a vital component of national compulsory education, primary schools must create a good indoor thermal environment for classrooms, which is particularly important for students. Due to the lack of construction standards and limited research on Chinese regions with hot summers and cold winters, policymakers have no comprehensive and efficient approach to creating optimal indoor thermal conditions in primary school classrooms. Therefore, based on the climate conditions of hot summer and cold winter areas, this study conducted field surveys in primary and secondary schools in hot summer and cold winter areas, summarized and analyzed the current situation of the surveyed classrooms and users' subjective evaluation of the indoor thermal environment of classrooms, and summarized the current hot summer and cold winter conditions. Problems in classrooms in primary and secondary schools in the region are clarified, and the research direction of construction strategies is clarified. The study found that most of the school hours in summer and winter were in a poor indoor thermal environment without refrigeration equipment. This study adjusted the school leaving time to 17:20 in summer and 17:00 in winter by adjusting the school leaving time to reduce the time of adverse thermal environment.

Music Teacher Competences Oriented Toward Inclusive Education: An Analysis of Proposals in the Initial Pre-Service Teacher Training Phase

Initial pre-service teacher training should include insights and learning that are closely related to classroom practice. In this paper, we analyse the expectations voiced by pre-service teachers studying toward a master’s degree in secondary education as well as by in-service teachers. Both groups participated in a 6-month professional development project focusing on the competences they need as music teachers in order to achieve inclusion in the classroom. Results from interviews and focus groups confirm that music teachers require multidimensional and correlated training that combines and integrates didactic, pedagogical, disciplinary, and transversal competences in their professional practice. Multidimensional correlated training and a critical teaching attitude are essential for teachers to be equipped to rationally address music learning needs and problems in the inclusive classroom. Findings of this exploratory study can be used as guidelines for policy makers and curriculum developers.

How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study.

Research has suggested that how learners act in CSCL environments is considerably influenced by their internal collaboration scripts. These scripts are knowledge structures that reside in an individual's memory and consist of play, scene, scriptlet, and role components. In its "internal script configuration principle," the Script Theory of Guidance suggests that as learners work in a CSCL environment, these components are dynamically (re-)configured, and that this (re-)configuration is influenced by the goals of the individual learner. However, this principle has not yet been tested empirically. In this study, upon entering a CSCL environment, we therefore experimentally manipulated the goals that students pursued while learning. In one condition, we induced learning goals while in the other condition, no goals were induced. A total of 233 pre-service teachers collaborated in dyads on the task to analyze an authentic, problematic classroom situation by aid of educational evidence. We measured their internal scripts both at pre-test (i.e., before collaboration and before goal induction) and post-test (i.e., after collaboration and goal induction), focusing on the scriptlet level. Results show that goal induction had no effects on the kinds of scriptlets participants selected during collaboration. However, results from Epistemic Network Analysis show that learning goal induction led to significantly different combinations of scriptlets (especially to more relations between scriptlets that are indicative of pursuing learning goals) than no goal induction. Furthermore, participants from the learning goal induction acquired significantly more knowledge about educational theories and evidence than students from the control condition. This study is among the first to provide direct evidence for the internal script configuration principle and demonstrates the effectiveness of inducing learning goals as a scaffold to support students' knowledge acquisition processes in CSCL.

Crystallisation: Solving crystal nucleation problem in the chemical engineering classroom based on the research grade experiments deployed in virtual mode

Crystallization via nucleation can isolate active pharmaceutical ingredients from their crudes. While chemical engineering textbooks provide theoretical knowledge on crystallization and nucleation theories, they often fall short in providing provide practical insights on the nucleation mechanism. To bridge this gap, we introduced a virtual experiment on nucleation in second-year chemical engineering classrooms. The main goal is to educate students on crystallization procedures in research and process industries, teaching them how to analyse and manage collected data while integrating theoretical knowledge. This includes conveying the kind of information that can be obtained from a crystallisation process and instructing students on how to analyse and manage the data collected in the light of the theories learned. We devised an original chemical engineering problem on nucleation, derived directly from the raw data collected in the classroom from virtual experiments. This method differs from the conventional approach of solving standard textbook problems. The textbook problems, regrettably often lack crucial information on how nucleation rate or surface free energy are directly obtained from raw data. By the conclusion of the virtual experiment, students have acquired a comprehensive understanding encompassing both practical and theoretical aspects of crystallization, with a particular focus on nucleation. The methodologies elucidated in this study can be applied across a spectrum of chemical engineering modules, including process engineering, unit operations in chemical engineering, mass transfer, and can even be integrated into specialized courses dedicated to crystallization.

Managerial Matters for Classroom Management: A Systematic Analysis

Elementary school education plays a vital role for the enhancement of literacy rate of the country which is considered the major contribution for the socio-economic growth of the country. However, elementary school teachers face several challenges and issues during their job while performing the classroom activities. The main purpose of this research was to evaluate the problem in classroom for teachers. The population was elementary teachers from Bahawalnagar and 219 (public=113, private=106) respondents were administered as sample by applying simple random sampling technique. A Self-administered questionnaire was made for data collection based on survey method. SPSS was processed to evaluate the research objectives. The results indicated the significant difference between public and secondary school teachers about the factors classroom management and lack of facilities. There was also a significant difference shown among the teaching experience of respondents about issues related to management in classroom. The findings are useful for upgrading the learning process by adopting innovative resources.

AUTOCHTHONOUS PHONOLOGICAL INFLUENCES IN SECOND LANGUAGE LEARNING, REMEDIAL STRATEGIES, AND RECOMMENDATIONS FOR COLLEGE STUDENTS

Students in ESL classrooms come from a variety of L1 backgrounds and have varying pronunciation issues, thus often teachers are reluctant to teach pronunciation. This Teaching Tip report describes what are ways to give Remedial strategies to the Tamil speaking students in and around Kovilpatti Thoothukudi District, Tamilnadu. The study will involve the selection of a group of college students. The initial step is to identify their phonotactical concerns by observation and interviewing, and then add the usual errors that Tamil learners generally make. Through the curriculum created, they will receive the instruction required to overcome the effects and limitations. This paper explores Phonological problems in L2 acquisition, Discusses Common problems in Classroom. Experience has shown that Elucidate Phonetical basic patterns and Errors For instance, for a beginner learning Tamil, it would be challenging to distinguish between the following words: (Principle – Principaal, Gad – Guard, adopt – adapt). Unearthing the common mistakes made by students of this region. There will be ideas for additional study and instructional advice included with the recommendations.

Practices, beliefs, and challenges of teacher research in Nepal

Abstract This article analyses the practices, beliefs, and challenges of in-service Nepali EFL teachers who are required to carry out action research and submit a written report for their performance appraisal. We have analysed action research reports (n = 88) and interviews (n = 6) with public-school EFL teachers. The findings show that speaking, classroom participation, and writing are the three major problem areas teachers have pointed out in their action research reports. In theory, teachers have positive beliefs about the importance of action research for better teaching and professional development. They have claimed that action research has helped them address classroom problems. However, the analysis of the reports indicates that teachers lack data/evidence to support their claims about research problems and the effectiveness of the actions they have introduced in the classroom. The findings of the study show that teachers need mentoring support to carry out and write up action research reports.

The longitudinal role of classroom defending norms in victims' psychological adjustment, causal attributions, and social comparisons.

Frequent exposure to victimization by peers is related to greater psychological problems. It is often assumed that peer victimization is associated with fewer psychological problems in classrooms where defending victims of bullying is common (i.e., a norm). The few studies testing this claim have been cross-sectional and have produced mixed findings. The current preregistered study examined whether the prospective link between victimization and psychological adjustment (i.e., depressive symptoms and self-esteem) was moderated by classroom defending norms. Moreover, we aimed to explain why defending norms may have either beneficial or adverse effects on victims' adjustment, by focusing on two cognitive processes: victims' causal attributions and social comparisons. Three waves of data were collected among 3,470 Finnish fourth- to ninth-grade students from 227 classrooms (Mage = 13.04, 50.1% girls). Multilevel regression analyses showed that nonvictimized youth benefited from high defending norms, whereas victims' psychological adjustment did not vary as a function of defending norms. Therefore, no mediation analyses were conducted. Nonpreregistered additional analyses indicated that stable victims had greater psychological problems and higher self-blame over time in classrooms with higher defending norms. Thus, even though the majority of students seem to profit from defending norms, this might not be true for those who most urgently need help. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

“Why are These Problems Still Unresolved?” Those Pending Problems, and Neglected Contradictions in Online Classroom in the Post-COVID-19 Era

Abstract To investigate the pending problem and improve the effectiveness of online classrooms in the post-COVID-19 era, researchers conducted semi-structured interviews with 41 teachers from China, the Philippines, and other countries who have experienced long-time online classrooms. The research indicated that (1) all problems the teachers face in the online classroom can be classified into two types, including internal problems (the problems in teachers’ teaching, students’ learning, classroom discipline, and students’ psychology) and external problems (the problems in hardware and equipment, school management, education equity and privacy protection, and family interference). (2) To better improve online classroom effectiveness, teachers strongly call for a series of reforms, including the reform of school management, curriculum and teaching, after-class instruction, and psychological support, which require schools, teachers, and parents to work together to make fundamental improvements. (3) Educational equity issues caused by economic development level, long-term inefficient online interaction, and various internal contradictions are the fundamental reasons why the previous problems existing in the online classroom have not been solved. Teachers, schools, educational researchers, and government departments need to deeply study and analyze these reasons, which will help solve a series of past and present problems in the online classroom.

“That Cross-Curricular Business”: The Engineering Design Process in Mathematics and Science Classrooms

The engineering design process (EDP) is one tool teachers can use to facilitate STEM integration. As part of a larger three-year longitudinal research project regarding engineering identity development among middle school youth in a summer robotics outreach program, this study aims to understand teachers’ willingness to incorporate engineering design in their classrooms through an exploration of their perceptions of the EDP, its applications to their subject matter and classroom context, methods of enacting the EDP, and perceived challenges to and supports for doing so. We conducted a qualitative case study and drew our results from focus groups and semi-structured interviews with eight teacher participants. Participants were successful in describing the EDP and its cyclical nature. However, classroom enactment of the EDP was predominantly indirect and often used to solve non-subject-specific classroom problems. Direct enactment was limited to projects already part of the existing curriculum. Issues with instructional resources, lesson planning, time, and student background were the EDP enactment barriers most frequently noted, while supports described were all responses to the identified barriers. The EDP offers a promising way to integrate engineering with math and science. However, additional support is needed for more meaningful classroom enactment of the EDP.

Grade 11 Learners' Ability to Formulate Mathematics and Mathematical Literacy Questions within a Real-World Soccer Context in Tshwane, South Africa

Learners are often tasked with activities that require them to solve problems in mathematics classrooms. Problem posing is one of the teaching strategies that can enable learners to appreciate the mathematics concepts to be extracted from familiar or everyday situations. However, problem posing, as a teaching and learning strategy, is mostly under-utilised, despite its potential to enhance mathematics learning. This article explores how Grade 11 learners pose Mathematics and Mathematical Literacy questions from a 2010 FIFA World Cup soccer match and determines the extent to which the questions posed by learners mirror the given soccer context. The study involved 42 participants, comprising 22 Mathematics and 20 Mathematical Literacy learners from a high school in the Soshanguve township in Tshwane, South Africa. Participants were selected through purposive sampling. Data were collected through a written task in which learners were given a scenario in the form of an extract from a 2010 FIFA World Cup soccer match report. The qualitative findings of the study show that learners were generally capable of posing or formulating questions based on the real-life soccer context provided. The analysis showed that (a) Mathematics learners formulated more questions with more mathematical terms in them than Mathematical Literacy learners did, and (b) Mathematical Literacy learners formulated questions that were more aligned to the analysis of the game than was the case with Mathematics learners. We argue that learners’ responses to the task were consistent with how they were socialised with the Mathematics and Mathematical Literacy discourse.

Evaluating the Effectiveness of the Practical and Applied Integration Teaching System of College English Based on Decision Tree and Rule Association Analysis

Abstract In this paper, the basic framework of data mining is first proposed, and the data mining model based on the ID3 algorithm decision tree is constructed by analyzing the information gain of the attributes to divide each subset recursively, and the model is utilized to mine the data related to the teaching of practical application of English in the university effectively. Then, the attributes of support, confidence, and interest from the Apriori rule association algorithm are utilized to measure students’ evaluation of English teaching. Finally, the applicability of this paper’s algorithm was evaluated by indicators such as classification accuracy and computing speed, and the effectiveness of the English practical application integrated teaching system was verified in terms of the dimensions of students’ English literacy, learning interest, and classroom problems. The results show that the mean values of students’ English basic knowledge, English application ability, English core skills, and English awareness attitude are 4.02, 4.15, 4.06, and 3.99, respectively, and the students’ learning interest has been improved by at least 50%, indicating that the teaching effect is good.

A More Sustainable Approach to Evaluating Teacher’s Work

Abstract The evaluation of teacher’s work has traditionally been a cornerstone of educational systems worldwide, driven by the need to maintain educational standards and ensure teacher accountability. Recognizing the limitations of conventional evaluation practices, a growing movement advocates for a more sustainable and inclusive approach that values the complex nature of teaching. The aim of the research is to analyse ways for incorporating a more sustainable framework in the assessment of teacher’s daily work. The data of 73 observed lessons protocols allow concluding that the recorded statistical data provide only a general overview of classroom practices. Qualitative data serve as a valuable tool for gaining in-depth insights into the context of the classroom problems and the direction toward possible solutions. The main findings of the study: prioritizing student learning and promoting their sustainable development, with an emphasis on independent learning and developing meta-cognitive skills are significant factors of our proposed approach to teacher’s work evaluation, as well as taking into consideration teachers’ beliefs, experience and attitudes in line with the observers’ subjectivity.

Critical thinking development in physics courses by PBL in virtual collaboration environments

This research comprises the design of a strategy to develop critical thinking skills throughout the physics courses in engineering careers, trough collaborative work, problem-based learning (PBL) and virtual classroom interactions. To know any student’s development level and propose improvements to the learning strategy, an evaluation instrument is applied, seeking to increase the learning effectiveness before the course has finished. In various research stages a mixture of quantitative, qualitative, and inductive-deductive methods is used. An open-end questions instrument is adapted to show the initial and final critical thinking skills from the students. This didactic instrument focuses on developing critical thinking trough the usage of collaborative work to solve problems in virtual classrooms. The results shown that students demonstrate cognitive skills that allowed them to find the right solutions based on analysis and inference with various proceedings.

Empowering Rural Science Teachers as Reflective and Action-Oriented Practitioners

Teachers are aware of the presence, nature, and extent of classroom problem that they experience in daily teaching but they are not empowered enough to solve them as they aim to address learning losses. Thus, this paper described the profile of rural secondary science teachers; identified their problems encountered in daily teaching; and formulated policy recommendations that could empower them to be a reflective and action-oriented practitioner. Using qualitative case research design, eleven science teachers were purposively chosen as informants and data gathered were analyzed thematically. Three of them specializes in Biology, General Science, and Physics while the other two specializes in Chemistry; four of them were teaching Science in two or more grade levels; majority of science teachers were females; are Teachers I; and teaching experience of 0-5 years. Their problems meet was students’ poor performance, unfavorable behavior in class and teachers’ perceived difficulty. With these findings, the researcher recommends empowering teachers by developing their skills as reflective teachers and as classroom action researchers which could be strengthen by involving them in planning and designing professional development program, extending its implementation and evaluation in classrooms and by being part of a collaborative learning community.

Computational projects with the Landau–Zener problem in the quantum mechanics classroom

The Landau–Zener problem, where a minimum energy separation is passed with constant rate in a two-state quantum-mechanical system, is an excellent model quantum system for a computational project. It requires a low-level computational effort, but has a number of complex numerical and algorithmic issues that can be resolved through dedicated work. It can be used to teach computational concepts, such as accuracy, discretization, and extrapolation, and it reinforces quantum concepts of time-evolution via a time-ordered product and of extrapolation to infinite time via time-dependent perturbation theory. In addition, we discuss the concept of compression algorithms, which are employed in many advanced quantum computing strategies, and easy to illustrate with the Landau–Zener problem.

Reading Comprehension Problem and Solution in Online Classroom

The research focus on finding the problem and solution of reading comprehension in online learning class at ninth grade in 2022/2023 Academic Year. The research problems are focused on; 1. How do students learn reading comprehension in online learning class? 2. What kind of problems faced by students in studying reading comprehension in online learning class?, 3. What strategies can be used by students to solve the problems in online learning class?. To find the answer of the problem above descriptive qualitative research was conducted. The results of this research were in the form of words and sentences. It was found that some strategies were used by students as scan reading to save time and reduced eye strain due to gadget light, form a small group study with students who are near home to join reading class together and discuss about the material. if students found it was hard to read by smartphones or laptop some students print out the assignment given by teacher. Therefore, students could read easily, and underline the important information directly. Different from previous studies, this research, in addition to finding problems, also offers useful solutions for online reading learning.