Promote Learning Skills Research Articles

DEVELOPMENT OF LEARNING SKILLS OF PRIMARY SCHOOL STUDENTS THROUGH ACTIVITIES OUTSIDE THE CLASSROOM

ANNOTATION The article focuses on the impact of extracurricular activities on the development of learning skills among primary school students. The aim of the study is to discern whether participation in activities outside the classroom, such as sports, arts, and community service, positively influences cognitive, social, and emotional learning in this demographic. Additionally, the study may shed light on the specific activities that are most effective in promoting learning skills, enabling educators and policymakers to make informed decisions about resource allocation and activity selection. KEY WORDS: primary, school students, learning skills, extracurricular activities, cognitive development, social-emotional learning, mixed-methods approach.

Board Game for School Health Education: The Development Process

Health education in schools is crucial in helping students to develop awareness, skills, and positive attitudes towards health. It assists students to improve and preserve their health, prevent illness, and avoid risky behaviors. It focuses on promoting learning skills that will help students understand the importance of their own health needs along with those of their families and communities. These abilities of learning skill ultimately provide the foundation for educating them how to advocate for their own well-being throughout their lives. The term "edutainment" describes the blending of education and entertainment. It could be in the form of media, games, toys, and experiences that mix fun and learning to motivate students. Among others, board game is considered suitable as a supportive tool for health education teaching in school. This paper discusses health education in schools and ideas of developing a game to improve health education delivery in schools.

“If I create a game I'll learn”: online game creation as a tool to promote learning skills of students with learning difficulties

ABSTRACT This study describes an action research study conducted by a teacher who used a digital game generator as a tool to develop thinking skills among primary school students with learning difficulties. Ten 4th-grade students participated in the programme. The students met with the teacher twice a week for six months. The meetings included creating games using the “Sort the paperwork” game generator. During the programme, the teacher documented the students’ responses in class, her reflections on the process, and parents and teachers’ responses, in her research journal, a common method of participatory action research. This documentation underwent qualitative analysis to identify the contribution of game creation to the students. The findings indicate three main aspects of improvements in students’ skills and performances: (1) Improvement in students’ thinking skills and cognitive functioning, (2) Improvement in performance and behavioural aspects, (3) Improvement in emotional aspects. The study provide evidence that using online game generators as tools to promote learning skills is effective to students with learning difficulties.

A Learning model of STEM Education on cloud computing technology, to promote learning and innovation skills for students practicing teachers

The purpose of this research was to: 1) analyze and synthesize STEM Education learning and innovation skills model on cloud computing technology to promote learning and innovation skills for students practicing teachers. 2) To learning and innovation skills Education teaching model, study on cloud computing technology to promote learning skills and innovation for students practicing teachers. 3) Evaluate the developed learning model by 6 experts in STEM education on cloud computing technology, using specific selection. With a sample group of experts in techniques and teaching methods Information and communication technology, 6 persons, using a specific selection The tools used in the research were 1) A learning model of STEM Education on cloud computing technology to promote learning and innovation skills for students practicing teachers 2) Assessment form for opinions about conceptual framework and 3) Suitability assessment form Analyze data using arithmetic mean and standard deviation. The results of the research were as follows: 1) The learning model consisted of 1.1) STEM supervision process 1.2) Learning and Innovation Skills 1.3) Users of the format comprised of teacher students and 1.4) Cloud processing technology 2) Opinions about the results of the analysis and synthesis of Full teaching and learning style, based on STEM Education on cloud computing technology to promote learning and innovation skills for students practicing teachers Overall, the level of opinion is at the highest level (x = 4.67, S.D. = 0.35) and 3) Appropriateness of Full teaching and learning style, based on STEM Education on cloud computing technology to promote learning and innovation skills for students practicing teachers. Consisting of the suitability of the design of the pattern and the appropriateness of applying the model to actual use the overall picture is at the highest level (x = 4.83, S.D. = 0.24)

Effects of Text-to-Speech with an ICT tool on Improving Reading Comprehension Skills for a Student with Learning Disabilities and Promoting Learning Skills without Parent’s Support in the Home Work Setting

Effects of Text-to-Speech with an ICT tool on Improving Reading Comprehension Skills for a Student with Learning Disabilities and Promoting Learning Skills without Parent’s Support in the Home Work Setting

Does ICT familiarity always help promote educational outcomes? Empirical evidence from PISA-Thailand

Since education is a major step toward long-term human capital development, it is assumed that facility in the use of information and communication technology (ICT), which can help complement, enrich, and transform education, should be promoted among students. However, does a higher level of ICT familiarity always help promote learning skills and educational outcome? This empirical research paper investigates the impacts of ICT familiarity on educational outcomes in developing countries where access to ICT infrastructure is limited. Using Thailand as a case study of a developing country, a nationally representative survey of 8249 students from the Programme for International Student Assessment (PISA) in Thailand was analyzed. Our results show that using ICT for educational proposes can help improve Thai students’ PISA scores. However, using ICT that is not tailored to educational proposes is found to have an insignificant effect on educational outcomes. This result supports government, related agencies, and families in their efforts to foster children’s use of ICT to enhance their education, but suggests limiting such usage for non-educational proposes.

Four Stages of Research on the Educational Use of Ubiquitous Computing

In this paper, the Gartner Group's hype cycle is used as the basis for categorizing and analyzing research on the educational use of ubiquitous computing. There are five phases of the hype cycle: the technology trigger, the peak of inflated expectations, the trough of disillusionment, the slope of enlightenment, and the plateau of productivity. Research on the educational use of mobile technology is divided in this paper into four stages: (i) a period of mobility and personal digital assistants (PDAs); (ii) the era of wireless internet learning devices; (iii) the introduction of social mobile media; and (iv) a ubiquitous future. In addition, three empirical case studies are used as examples of these developmental stages. These case studies demonstrate the diversity of contexts, methods, and technologies used, ranging from the workplace to nature trails, from inquiry learning to collaborative knowledge building, and from PocketPCs to smartphones. The four stages of educational use in the context of the hype cycle and the case studies together emphasize that pedagogically grounded instructional design is needed to put emergent technologies to effective use to promote learning skills, namely self-regulated learning and collaboration, and to prepare people for the 21st century learning society.

A model of clinical problem-based learning for clinical attachments in medicine

Problem-based learning (PBL) has been widely adopted in medical curricula for early-years training, but its use during clinical attachments has not been extensively explored. Objectives This study aimed to develop and evaluate a new model, 'clinical problem-based learning' (CPBL), to promote learning skills, attitudes and knowledge during clinical attachments. The CPBL model takes the principles of PBL and applies them to learning during clinical attachments. Real patient encounters are guided by a list of broadly defined case types to ensure curriculum coverage. By discussing history taking and examination in the context of differential diagnosis and problem listing, students generate learning objectives relating to clinical skills, disease mechanisms and clinical management. These are explored through self-directed learning before the second tutorial, in which the tutor takes the role of 'expert', demonstrating how learned material translates into clinical practice. We evaluated which components contributed most to the success of the model using semi-structured questionnaires, focus groups and a consensus (Delphi process) method. Students found CPBL a positive learning experience. Identification of suitable cases for discussion was readily achieved, although follow-up was sometimes difficult. The tutor's level of expertise and a non-threatening learning environment, conducive to student questioning, were highly rated contributors to successful CPBL. Comments reinforced the view that CPBL is a parallel teaching approach that helps structure the teaching week, but does not replace traditional bedside teaching. Clinical problem-based learning was well received in clinical placements. Key elements were the learning interval, the involvement of expert tutors and a non-threatening learning environment.