Proficient Students Research Articles

USING GUESS THE WORD GAME IN ENHANCING THE SPEAKING ABILITY OF SEVENTH GRADE STUDENTS AT STATE JUNIOR HIGH SCHOOL NUMBER 30 PALEMBANG

This research investigates the impact of the Guess the Word Game on improving the speaking proficiency of seventh-grade students at Junior High School 30. Palembang employed a singular class in an experimental design. The class utilized the Guess the Word game as the principal instructional method to enhance students' speaking abilities. Pre-test and post-test evaluations were administered to examine the pupils' advancement in speaking proficiency. The results indicated a significant enhancement in students' speaking skills following their participation in the game, demonstrating that the inclusion of interactive activities such as the Guess the Word Game can serve as an effective approach for improving student engagement and language competency. This study indicates that game-based learning may serve as an innovative approach to enhance speaking skills in educational environments.

Emotional Intelligence Proficiency in Students Enrolled in Professional Courses

Emotional Intelligence (EI) plays a vital role in both professional and personal success, with research indicating that 80% of a person’s success is attributed to their EI, while only 20% depends on IQ. EI refers to the ability to recognize, understand, and manage emotions effectively, both in oneself and others. This study aims to assess the level of EI among undergraduate and postgraduate students in Dehradun. Data was gathered from 780 students across various institutes in Dehradun. The research is organized into eight sections: introduction, concept of EI, key variables, the importance of EI in success, types and attributes of EI, analysis and discussion of findings, conclusions, and suggestions for improvement. The study highlights the significance of emotional intelligence in shaping student success and offers insights into how educational institutions can foster this skill among students. By understanding the emotional dynamics, students can enhance their personal and professional growth, contributing to their overall well-being and achievement. The conclusions and suggestions from this research will help in developing strategies to nurture EI among students for better outcomes in their academic and future careers.

Enhancing university level English proficiency with generative AI: Empirical insights into automated feedback and learning outcomes

This paper investigates the effects of large language model (LLM) based feedback on the essay writing proficiency of university students in Hong Kong. It focuses on exploring the potential improvements that generative artificial intelligence (AI) can bring to student essay revisions, its effect on student engagement with writing tasks, and the emotions students experience while undergoing the process of revising written work. Utilizing a randomized controlled trial, it draws comparisons between the experiences and performance of 918 language students at a Hong Kong university, some of whom received generated feedback (GPT-3.5-turbo LLM) and some of whom did not. The impact of AI-generated feedback is assessed not only through quantifiable metrics, entailing statistical analysis of the impact of AI feedback on essay grading, but also through subjective indices, student surveys that captured motivational levels and emotional states, as well as thematic analysis of interviews with participating students. The incorporation of AI-generated feedback into the revision process demonstrated significant improvements in the caliber of students’ essays. The quantitative data suggests notable effect sizes of statistical significance, while qualitative feedback from students highlights increases in engagement and motivation as well as a mixed emotional experience during revision among those who received AI feedback.

Assessment of the Impact of Teachers’ Pedagogical Content Knowledge and Self-efficacy on Senior High School Learners’ Mathematics Proficiency

Aim: The purpose of this study was to provide insights into the specific ways in which teachers’ pedagogical content knowledge and self-efficacy impact the mathematics proficiency of senior high school students. Methods: The study employed positivism quantitative research approach and a descriptive design. The study sample size was 178 comprising 152 Home Economics students and 26 mathematics teachers. The sample members were chosen for the study using purposive sampling technique. A questionnaire and a test of mathematical proficiency were used to gather data. In this work, a basic linear regression model and descriptive statistics were employed as data analysis tools. Results: The study's findings indicate that teachers have a relatively high level of pedagogical content knowledge, with mean scores ranging from 2.88 to 3.69; 2). The study also discovered that teachers have a relatively high level of self-efficacy, with mean scores ranging from 2.88 to 3.69; 3). Additionally, the findings of the simple linear regression analysis did not show a significant correlation between the pedagogical content knowledge, self-efficacy, and students mathematics test performance. Conclusion: The study concluded that teachers’ pedagogical content knowledge and self-efficacy have no significant impact on senior high school learners’ mathematics proficiency. This therefore implies that other elements, such as student background variables, school resources, or educational practices, may have a greater impact on students' mathematical success. Recommendation: The study recommended that future studies use more complete measures of teacher dedication and other factors that may affect student outcomes to examine the association between teacher traits and student accomplishment in mathematics education.

Enhancement table tennis forehand drive ability after exercise using the return board junior high school students

The objective of this study is to assess the impact of return board-based forehand drive instruction on Central Java junior high school students in Class VIII. Experimental research employing a two-group pretest-posttest design, this study consists of a pre-treatment pretest and a post-treatment posttest. Sixteen return drill training sessions were administered to the experimental group, while the control group received no intervention. Hypothesis tests, normality tests, and homogeneity tests are all components of data analysis techniques. The findings of this study indicate that the experimental group's forehand drive ability improved significantly as a result of return board training (p-value = 0.000 < 0.05; mean difference = 4.100). In contrast, there was no discernible impact of enhancing forehand drive ability on the control group (p-value = 0.000 < 0.05). As a result, it can be concluded that instruction utilizing the return board can significantly improve the forehand driving ability of Central Java eighth-graders. To improve one's ability to execute a forehand drive, researchers propose employing a training method that utilizes the return board. The aforementioned research findings suggest that instruction utilizing the return board may significantly enhance the forehand driving proficiency of Central Java Junior High School students in grade VIII. At a significance level of 0.000, the mean difference is 4.100. To improve one's forehand driving abilities, researchers recommend selecting a training method that incorporates the return stroke as an alternative. It is crucial that the training programs are well-organized, structured, and adhere to established procedures. Scholars desiring to undertake additional investigations pertaining to the utilization of return boards are encouraged to select alternative training modalities and juxtapose them.

Attitudes and Motivation as Predictors of Perception of English Language Proficiency: Structural Equation Modeling (SEM)

English is the most widely spoken and written language in the world, so many students have different perceptions of English language proficiency, so there is a need to investigate the predictors of English language learning. Therefore, the main objective of this study was to determine the relationship between attitudes towards learning English and motivation towards English learning under the SEM model as predictors of perception of English language proficiency in Peruvian university students. The sample consisted of 711 Peruvian students from a private university (442 females = 62.2% and 269 males = 37.8%). The questionnaire of attitudes towards learning English, motivation towards English, and socio-demographic questions were used, including the perception of English language proficiency. The proposed model obtained a satisfactory fit. Attitudes towards learning English explain 10% of the perception of English language proficiency, but with motivation towards English as the mediating variable. According to the established criteria, the goodness of fit of the model was confirmed (?2 = 383.78; df =3; p .000; RMSEA = 0.06; AGFI= 0.97; TLI = .97; CFI = .99), which confirms the fact that all the values obtained are acceptable. Received: 10 May 2024 / Accepted: xx October 2024 / Published: 05 November 2024

Problem-based learning analysis in strengthening college students’ interpersonal communication skill

This study seeks to analyse the incorporation of problem-based learning (PBL) in strengthening students' interpersonal communication skills, as well as the level of proficiency of students' interpersonal communication skills and the obstacles they face in acquiring them. This study was a crosssectional survey conducted in May 2023 with 315 college students enrolled in six English Study Programs at six universities in three Indonesian provinces. The questionnaires and interviews were used for recording data, which was then analysed using Jeffreys's amazing statistics program (JASP). Based on the data collected, it can be shown that the interpersonal communication profiles of 315 participants can be classified as falling within the medium category (average score=3.26). The primary challenge encountered by participants in developing their interpersonal communication skills is attributed to difficulties arising from the accent of their conversation partner, as indicated by a mean score of 4.6. The result mandates that educators provide an appropriate and effective learning method. PBL is an effective alternative as its principles, syntax, implementation stages, orientation, and benefits are capable of helping students overcome interpersonal communication challenges. PBL model is intended to provide students with the skills needed for problem-solving, increasing logical thinking, collaboration, and communication.

EFFECT OF TECHNOLOGY INTEGRATION AND STUDENTS` PERFORMANCE IN ENGLISH IN PUBLIC DAY SECONDARY SCHOOLS IN RWANDAA CASE OF RUTSIRO DISTRICT

Through the Ministry of Education, the Rwandan government seeks to improve the quality of education by emphasizing science, technology, and innovation. This study looks into how technology integration affects English language proficiency among students in public day secondary schools, particularly in the Rutsiro District. The Research aimed at evaluating the effects of technology integration on students English performance in public day secondary schools across Rwanda, with a focus on Rutsiro District. Georges Siemens 2005 idea of connectivism serves as the foundation for the theoretical framework of this investigation. Prior studies have demonstrated a favourable relationship between students proficiency in English and the integration of technology. The researcher used the Yamane method to pick 122 respondents as a sample from the population of 542 informants who were the focus of this study. Data were collected for the study through the use of questionnaires, guided interviews, and educational material analysis. Both descriptive and correlational design were applied. The analysis of quantitative data was conducted with SPSS software, version 25. In this case, regression, correlation and descriptive analysis were established. Qualitative findings were analyzed using thematic analysis and lastly the data were presented and discussed thereafter. The findings indicate that 47.8% and 43.4% agreed and strongly agreed respective that computers, smartphones, audio files, sound recorder and projectors have a positive effect on students English communication skills, participation in class, school progress-completion, ICT usage and academic performance. The mean for all variables were approximately 4 with standard deviation of 1 approximately. The beta coefficients for technology tools being integrated, smart phones, computers and audio files were 60.5%, 5.1% and 21.9% corresponding with p value 0.000, 0.581 and 0.002. The study concluded that the integration of technology, including smartphones, computers, and audio files, positively impacts students performance in English at public day secondary schools in Rwanda. Recommendations were provided to stakeholders, including teachers, head teachers, and students, regarding the importance of digital skills in 21st-century education. Additionally, suggestions for areas for future research were presented.

Evaluating the Impact of Semi-Immersive Virtual Reality on Urinary Catheterization Skills, Motivation, and Satisfaction in Nursing Students

Aims: The basic core skill and competency nursing students need is urinary catheterization. Semi-immersive virtual reality (SIVR) based research innovations based on situational learning theory have not been widely used to improve student proficiency. This study aimed to analyze the skills, motivation, and satisfaction of nursing students with urinary catheterization learning before and after the implementation of SIVR. Methods: The study was designed as a pre-test and post-test randomized controlled trial (RCT). The study population was undergraduate nursing students at the Bhakti Wiyata Health Sciences Institute, Kediri. The SIVR group (n=52) received catheterization skill practice through SIVR, whereas the control group (n=52) was given 2-dimensional video learning. The results obtained were catheterization skills, motivation, and satisfaction, which were evaluated before and after the intervention. In this study's statistical test analysis, the chi-square test and the independent t-test were used. Results: Post-test results showed a significant improvement in catheterization skills in the SIVR group (M = 92.74, SD = 1.05, p = 0.032) compared to the control group (M = 79.95, SD = 1.51), a significant improvement in motivation in the SIVR group (M = 6.48, SD = 0.54, p = 0.010) compared to the control group (M = 5.23, SD = 0.49), and a significant improvement in satisfaction in the SIVR group (M = 3.49, SD = 0.83, p = 0.024) compared to the control group (M = 2.88, SD = 0.52). Conclusion: SIVR simulation and video learning can improve nursing students' skills, motivation, and satisfaction. SIVR program learning can be recommended as an intervention for the effectiveness of the quality of practical learning following current technological advances and in the long term it is expected to improve graduates' practical skills.

فاعلية استخدام روبوتات الدردشة التفاعلية (Chat Bot) عبر التلجرام في تنمية مهارات البرمجة بلغة بايثون لدى طالبات المرحلة المتوسطة

The study aimed to identify the effect of using chatbot in Telegram on developing Python programming skills for 7th graders in Jeddah. A quasi-experimental method was used by selecting a sample of (25) students as an experimental group. The study tools were pre and posttest for students’ knowledge of Python programming skills, and a rubric to observe students’ skills when practicing programming by Python. The study revealed that there were statistically significant differences at level (0.05) between the mean scores of experimental group in the pre and post-test. Also, there were statistically significant differences at the level (0.05) between the mean scores of experimental group in the observation rubric used to measure the students proficiency in using Python. Finally, this study had several recommendations and suggestions to use the interactive chatbot in programming skills and other education purposes.

Dynamics of Intercultural Communication for IAHN Gde Pudja Mataram Dormitory Students

This study highlights the dynamics of intercultural communication within the environment of IAHN Gde Pudja Mataram dormitory, which serves as a residence for students from diverse ethnic and cultural backgrounds. Located at Jl. Pancaka No. 7B Mataram, this dormitory is an integral part of the IAHN Gde Pudja Mataram campus, accommodating students from various regions of Indonesia, including Java, Bali, Maluku, and Lombok. The primary focus of the research is to identify, observe, and explore the dynamics of intercultural communication, the language proficiency of both students and faculty, and intercultural awareness in shaping harmonious and inclusive multicultural communication among dormitory residents. The research findings indicate that a high level of intercultural awareness among dormitory residents enables them to adapt their communication styles according to their respective cultural backgrounds, thereby reducing the risk of misunderstandings or miscommunication. Furthermore, this level of awareness also strengthens cooperation, tolerance, and harmony within the dormitory environment through activities such as communal work and collective prayers, creating a warm, inclusive, and safe atmosphere for all residents, both students and faculty alike. Observations of various activities conducted in IAHN Gde Pudja Mataram dormitory also illustrate the importance of this intercultural awareness in fostering harmonious and supportive relationships among dormitory residents. Thus, this research provides deep insights into how the dynamics of intercultural communication contribute to the formation of identity and social interaction within the rich cultural diversity context of Indonesia, as reflected in the IAHN Gde Pudja Mataram dormitory.

A Correlational Study on Openness to Experience Trait, Attitude and SLA Proficiency of Chinese Undergraduate Students Based on Socio- educational Model: A Research Proposal

This study took a comprehensive approach to investigate the correlation between personality traits (openness to experience), attitudes towards second language acquisition (SLA), and SLA ability among Chinese undergraduate EFL students. The study utilized the Big-Five personality test, attitude questionnaire, and speaking interviews with 35 participants, ensuring a thorough exploration of the subject. Based on socio-educational model, the study found a strong correlation between

Mathematical structures in quantum physics education for high school students: Unveiling the power of Dirac notation for conceptual and problem-solving proficiency

[This paper is part of the Focused Collection in Investigating and Improving Quantum Education through Research.] Teaching quantum physics (QP) to high school (HS) students is gaining momentum, necessitating the exploration of various effective methods. Specifically, the research on quantitative teaching methods is still in its early stages. Understanding the power of Dirac notation (DN) in teaching is crucial for grasping the complexities of QP, as it provides a concise and powerful symbolic framework that facilitates both conceptual and computational understanding. This study investigates the proficiency of HS students in interpreting, producing, and manipulating DN within QP. Utilizing qualitative content analysis of student responses to various tasks, quizzes, and final tests, the study aims to uncover the sensemaking opportunities DN provides and the difficulties students encounter. The findings indicate that DN facilitates both conceptual understanding and quantitative problem solving in QP by enabling students to interpret and produce representations of quantum states. The results highlight the importance of extensive practice and well-structured teaching sequences in developing DN proficiency, reinforcing the role of DN as an effective tool for teaching QP at the HS level. The study contributes to the ongoing discourse on integrating mathematical modeling in physics education, emphasizing the potential of DN in enhancing students’ grasp of QP concepts and their application in problem solving. Published by the American Physical Society 2024

The Role of ChatGPT in Teaching Speaking Skills for English Majored Students: A Research Perspective

With the rapid advancement of artificial intelligence and its integration into education, the potential for enhancing English-speaking instruction has grown significantly. Traditional methods of teaching speaking to English-majored students often face challenges such as time constraints, limited access to native speakers, and varying levels of student proficiency. This study explores the auxiliary role of ChatGPT, a large language model, in assisting the development of speaking skills among English majors. By leveraging its natural language processing capabilities, the study aims to innovate teaching methods and provide learners with personalized, real-time practice opportunities. The article first outlines the technical features of ChatGPT and its applications in speaking instruction, including customized conversation practice, real-time interaction, and intelligent feedback. It also examines the current challenges of traditional speaking instruction, such as limited classroom time and the need for individualized feedback. Furthermore, the study discusses how ChatGPT can support teachers in providing scalable, interactive learning experiences. Finally, the article evaluates the effectiveness and feasibility of ChatGPT in enhancing speaking proficiency and highlights the potential future applications of AI tools in English language education. This research offers valuable insights into how AI can be integrated into language learning to address existing challenges and improve the overall teaching of speaking skills.

An In-Depth Evaluation of Educational Burst Games in Relation to Learner Proficiency

Game-based learning assessments rely on educational data mining approaches such as stealth assessments and quasi mixed methods that help gather data on student learning proficiency. Rarely do we see approaches where student proficiency in learning is woven into the game’s design. Educational burst games (EBGs) represent a new approach to improving learning proficiency by designing fast-paced, short, repetitive, and skill-based games. They have the potential to be effective learning interventions both during instruction in the classroom and during after-school activities such as assignments and homework. Over five years, we have developed two EBGs aimed at improving linear algebra concepts among undergraduate students. In this study, we provide the results of an in-depth evaluation of the two EBGs developed with 45 participants that represent our target population. We discuss the role of EBGs and their design constructs, such as pace and repetition, the effect of the format (2D vs. 3D), the complexity of the levels, and the influence of prior knowledge on the learning outcomes.

Enhancing Proficiency: Evaluating Criminology Students' Competency in Security Services NC II for Certification

Security services are crucial in protecting individuals, properties, and communities. The field has evolved significantly, with an increase in private security personnel and opportunities for criminology professionals. This study aims to evaluate the confidence and proficiency of criminology students in achieving the Security Services NC II certification. The study employs a quantitative-descriptive design; a self-made questionnaire was used to gather data from 128 respondents. The survey includes self-perceived confidence, knowledge, and skills proficiency regarding security services competencies. Findings revealed that most respondents are confident and rate their proficiency as excellent or good in all competency areas. However, there are indications of needing more proficiency, particularly in marksmanship, report writing, and communication skills. In conclusion, while overall confidence and proficiency are positive, gaps have been identified to address and enhance proficiency in security services.

Evaluating the Impact of Direct, Direct Video, and Indirect Video Laryngoscopy Training on the Proficiency of Medical Students in Performing Direct Laryngoscopy: A High-Fidelity Manikin-Based Assessment.

Endotracheal intubation (ETI), a potentially lifesaving intervention employed frequently in the emergent setting, is a manual skill that improves with repetitive practice and high-quality feedback. Classically, ETI centered around Direct Laryngoscopy (DL); however, with the advent and recent availability of Indirect Video Laryngoscopy (IVL) and Direct Video Laryngoscopy (DVL), studies have demonstrated varying results on the benefit of Video Laryngoscopy (VL) in training. We hypothesize that a training program centered on DVL, allowing students to visualize the anatomy and simultaneously receive instructor feedback via a real-time video feed, will practically improve student performance in DL. Our study of first-year medical students from the Edward Via College of Osteopathic Medicine (n = 21) randomized participants to one of three cohorts: DL, IVL, and DVL in a manikin-based simulation laboratory evaluated on successful intubation, time to successful intubation, dental injury, Numeric Rating Scale (NRS) to assess the trainee's perception of their performance and confidence level of performing intubation in a real-life scenario. Our results did not demonstrate a statistically significant difference between the three training modalities based on the outcomes assessed. Although IVL and DVL cohorts achieved 100% success following training, compared to 71% in the DL cohort, the results were not statistically significant. This is potentially due to our limited sample size, as our sample did not meet the calculated 162 participants for 80% power. These findings suggest that a larger sample size may be required to determine if there is a significant difference in outcomes for these training modalities.

A mixed-methods investigation into complex components of multilingual international students' self-regulated learning in English as a foreign language context: A social cognitive perspective

Self-regulated learning serves as a fundamental framework for understanding the cognitive, motivational, and emotional dimensions of learning. Recently, a growing body of studies on such cognitive processes appears in multilingual populations. Applying a mixed-methods approach, this study examined the key components of the self-regulated learning process among 233 multilingual international students in China, specifically within the context of English as a Foreign Language learning. Qualitative data was analyzed through Pearson's correlation analysis, structural equation modeling, and path analysis, while semi-structured interviews were conducted to further confirm the results of the qualitative data analysis. 15 students were purposefully selected through purposive sampling to participate in follow-up interviews. Within the framework of social cognitive theory, the findings revealed that metacognition, motivation, self-efficacy, and feedback loops are the primary components of self-regulated learning. Additionally, path analysis confirmed that the four factors are positive predictors of self-regulated learning proficiency of multilingual international students in China. The interview outcomes further validated the integral role of these primary components in the self-regulated learning process within the context of multilingual study. This study underscores the significance of incorporating translanguaging backgrounds into teaching strategies and language policy. Findings may offer some insights for multilingual international students, language teachers, and language policymakers in the field of Chinese language instruction.

Peningkatan Hasil Belajar Peserta Didik Kelas VII SMP Negeri 2 Tarutung Melalui Model Pembelajaran Problem Based Learning pada Pembelajaran Pak

This Classroom Action Research aims to improve the learning outcomes of class VII students in the Catholic Religious Education subject at SMP Negeri 2 Tarutung. There were 1 female and 7 male students who were research subjects in an effort to implement a problem-based learning model (Problem Based Learning). The research results showed that there was a significant increase in student learning outcomes after implementing the PBL learning model. In cycle I, the average student score was 71.25 with an achievement category of 2 adequate students and 6 proficient students. This indicates that there are still some students who have not achieved the expected competency. By implementing PBL more intensively and providing more targeted guidance, student learning outcomes have increased quite significantly. In cycle II, the average student score increased to 87.50 with the achievement category being 2 proficient students and 6 proficient students. This increase in learning outcomes shows that the PBL learning model is effective in increasing students' understanding of the Catholic Religious Education material I Have the Capabilities.

Meningkatkan Motivasi Belajar Melalui Model Pembelajaran Problem Based Learning (PBL) dengan Media Canva Bagi Siswa Fase F SMA Negeri 1 Prambanan Tahun Pelajaran 2024/2025

This study aims to determine whether the use of the PBL learning model with Canva media can increase student learning motivation, which is indicated by increased interest, active participation, and enthusiasm of students in participating in learning activities through the PBL model in students at SMA Negeri 1 Prambanan. This type of research is classroom action research with research steps, namely planning, implementation, observation, and reflection in each cycle. This study consists of two cycles. The research location is at SMA Negeri 1 Prambanan Sleman in Phase F students. Data collection techniques are observation, questionnaires and interviews. The results of the study in cycle 1 can be concluded that student motivation gets the criteria "good". This can be used as one of the benchmarks that learning activities with Problem Based Learning are good but need to be improved in asking questions to analyze critically, courage in conveying information, cooperation in groups, courage in expressing opinions and explaining reasons that support their thoughts. The results of the study in cycle II can be concluded that student activities get the criteria "very good". This can be used as one of the benchmarks that Problem Based Learning learning activities with Canva media are good and have increased compared to the first cycle. Based on the data obtained from the tests given to students in cycle 1, it was found that 66.6% of students were proficient and 33.3% of students were competent through the Problem Based Learning method. The desired achievement from this learning model in the second cycle is proficient 40%, proficient 50%, decent 10% and not yet developed 0%. The percentage of proficient students increased with the tests conducted in the second cycle, there was an increase in the percentage of proficient students. In cycle 1, the learning achievement was proficient 16.6% and proficient 83.3%. While in the second cycle, students who were proficient were 66.6% and proficient 33.3%. Looking at the learning outcomes in cycles 1 and 2, it can be seen that problem based learning was successful in improving student learning outcomes.