Pupil Learning Research Articles

The Use of Good Governance Principles in Educational Institution Administration by Administrators of Vocational Educational Institutions in Chonburi Province

Background and Aims: Administrators are considered to be the people who play the most important role in promoting and developing a culture of democracy and good governance in educational institutions. The management ability of the administrators affects various operations in the educational institution in order to achieve maximum efficiency and effectiveness. This research aims to study and compare the use of good governance principles. Including guidelines for managing educational institutions under vocational education in Chonburi Province. Considering the gender, position, and work experience of executives in each area. Methodology: The research sample consisted of 269 administrators and teachers in educational institutions under vocational education in Chonburi Province. The research instrument was a questionnaire with a 5-level rating scale with a confidence value of 0.97 and the concordance value (IOC) ranged from 0.8 to 1.00. There was a question about the use of good governance principles in the management of educational institutions among the said administrators. For data analysis, basic statistics were used, including frequency, percentage, mean, and standard deviation. Including testing with t-test and F-test to get accurate and reliable results. Results: (1) The results of the study found that opinions regarding the use of good governance principles in the administration of educational institutions by administrators under the vocational education department in Chonburi Province Overall it is at a high level. (2) When classifying the use of good governance principles by gender It was found that overall there was no difference. But when considering each aspect It was found that the moral aspect transparency. And the responsibility aspect is significantly different at the 0.05 level, while there is no difference in other aspects. (3) For classification by status It was found that school administrators and teachers used good governance principles in the overall management of educational institutions. But when considering each aspect It was found that the principles of participation responsibility and value for money are significantly different at the 0.05 level, while other aspects are not different. (4) Classification according to work experience It was found that the overall use of good governance principles was not different. But when considering transparency, it was found that there was a statistically significant difference at the 0.05 level. While the rule of law, morality, value for money responsibility and there was no difference in participation. Conclusion: The administration of an educational institution according to the principles of good governance consists of two groups of important people: 1) administrators, who are responsible for setting a clear vision, strategy, and policy for educational institution administration. 2) Teachers, whose role is to perform their duties in teaching and promoting the learning of pupils and students. Using a variety of teaching methods to develop students' full potential.

How might a mastery style of teaching in mathematics lead to deeper understanding and sustained levels of attainment?

ABSTRACT The ‘mastery’ approach for the teaching of mathematics in primary schools has been advocated by the UK government stating it will develop deeper understanding and sustained learning for pupils. The approach, emulated from countries that have scored highly in international testing, has seen varied implementation in England. This research aims to compare the understanding of the mastery approach and its implementation in two English primary schools to the approach to teaching mathematics in Shanghai. The findings suggest that the implementation must be supported by relevant and ongoing training in both subject and pedagogical knowledge in mathematics for all practitioners.

Teaching and Learning with Technology: Effectiveness of usage of Information and Communication Technology (ICT) Facilities in Public Primary Schools in Ondo State, Nigeria

The use of Information and Communication Technology (ICT) in schools is a worldwide requirements meant to replace traditional teaching methods with a technology- based teaching and learning tools and facilities which will assist teachers in their day to day activities of teaching, keeping of records among others. This study aims to analyze the importance of ICT usage to support teaching and learning process in the classroom and also to ascertain the Effectiveness of ICT usage for pupils learning. It also finds out the challenges of usage of ICT facilities in public primary Schools. The findings from the study revealed that computer and internet facilities affected the Educational system better than before. Usage of ICT facilities in public primary Schools will improve the teaching and learning process. The following challenges were revealed from the study: lack of technical support/ Skills, problem of electricity, network issues inadequate ICT facilities in schools among others. It was therefore recommended that the government should give utmost priority to training of teachers in ICT usage. ICT specialist should be recruited and posted to each public primary School to provide technical support to other members of staff, Electricity should be improved upon or solar panels to be provided to schools. Teachers and pupils should be provided with ICT facilities such as educational tablet to improve their ICT usage for teaching and learning.

The Use of Mobile Phone Technology in Teaching and Learning for Primary School Pupils During Covid-19 School Closure in Tanzania

This study investigated the use of mobile phone technology as a mitigation strategy for facilitating teaching and learning during the unprecedented COVID-19 pandemic-induced school closures in Tanzania. Employing an interpretive qualitative approach and a case study design informed by the Framework for the Rational Analysis of Mobile Education (FRAME), the study involved eleven (11) participants, encompassing one head teacher, three subject teachers, and seven parents. Data were collected through semi-structured interviews and documentary reviews and subsequently analysed using content and thematic analysis techniques. Findings revealed a sense of shock among parents and teachers due to the unforeseen closure of schools, but they promptly embraced mobile phones as a means to sustain students’ learning. These devices facilitated the exchange of learning materials via text messages, calls, social media, and emails. However, limitations in instructional skills and financial constraints for smartphone purchase and internet connectivity among parents posed significant challenges. The study recommends collaborative efforts between the government and other stakeholders to establish a robust online learning infrastructure that can ensure educational continuity during unforeseen school closures.

Teaching on the cheap? The extent and impact of teaching assistants covering classes and leading lessons

AbstractThis study provides a detailed picture of how the on‐going challenge of teacher shortages in England and Wales is driving the deployment of teaching assistants (TAs) to cover classes in place of teachers. Analyses of data from a survey of nearly 6000 TAs in mainstream and special schools found that TAs cover classes for up to 4 h a week, with one in four covering classes because schools do not have enough teachers and/or are unable to get external supply teachers. The conditions under which TAs cover classes are challenging and a cause of stress and anxiety. Unlike teachers, TAs cover classes without a lesson plan or support from another TA. The majority of TAs said that covering classes inevitably involves them having to teach pupils – despite national guidance stipulating that cover by TAs should not involve ‘active teaching’. Three in four TAs report that their own role is not covered when they cover for teachers. Being deployed to cover classes disrupts and diverts TAs from carrying out their regular duties of delivering curriculum interventions and providing classroom support. Consequently, TAs feel that undertaking cover negatively impacts the quality of learning and provision for pupils with additional needs, as well as their workload, wellbeing, sense of effectiveness and job satisfaction. The conclusion that TAs actively teach lessons to whole classes has potentially significant real‐world consequences and implications for policy and practice. This paper calls for an urgent policy response to what is, in essence, a troubling symptom of the current teacher recruitment and retention crisis.

Promoting social and emotional learning in pupils with disability. Special teachers’ perceptions and practices

Pupils with special educational needs and disabilities (SEND) are at risk for emotional, behavioural and social difficulties. Social and emotional learning (SEL) may be particularly beneficial to fostering these children’s resilience. Given the importance of teacher’s role in promoting SEL, the present study aimed to explore special teachers’ perceptions of SEL and the practices they use to enhance their pupils’ social and emotional skills. Data were collected by means of semi-structured interviews with 15 Greek primary and secondary education special teachers and were analysed with the use of reflexive thematic analysis. The findings of the study revealed that the special teachers considered the creation of a supportive school environment a key prerequisite to addressing the pupils’ with SEND needs. They perceived SEL as a process aiming to the development of social and emotional skills which contributes to pupils’ emotional development and social inclusion. Although they used a number of practices for this purpose, their efforts were often hindered by the lack of collaboration with general education teachers and their limited knowledge on SEL. The findings are discussed with respect to the need to enhance cooperation between the members of the school community and teachers’ training on SEL.

Exploring the experiences of undergraduate physics students taking a “Teaching Physics in School” module and the effects on their intentions to become a secondary physics teacher

This article describes an undergraduate physics module at a university in England that places year 3 student physicists in secondary school classrooms for a semester. This is done as a way of introducing them to the occupation of secondary physics teaching using a realistic job preview approach. The module helps the undergraduate students develop their communication and professional skills and supports the physics learning of pupils in the schools where they are placed. The perceptions of the participating students toward secondary school physics teaching are then investigated. Two themes emerged from this research: The difficulty of explaining physics concepts to children and the need to make school physics enjoyable.

The Social- Economic Implications of COVID-19 Pandemic on Parents’ Income and Pupils Learning in Iganga District, Uganda

Globally, COVID-19 outbreak had a significant impact on the social-economic implications of parents' income and students' learning. Many school employees lost jobs and students dropped out of school in Uganda as a result of the varied social and economic effects of COVID19. A descriptive design was used to determine the effects of Social- Economic Implications of COVID-19 Pandemic on Parents' income and Pupils learning in Iganga. In-depth interviews were conducted with some selected respondents in 9 sampled primary schools in Iganga District. With the help of teachers, a random sample of 18 pupils was taken from the sampled schools and interviewed. Subsequently with the assistance of local leaders, parents were interviewed in their communities. Content analysis was used to obtain related data to the effects of social economic implications of covid19 pandemic on parent’s income and pupil’s learning. Government and civil society organization reports were among the materials examined. The findings revealed that there was changing economic situation as a result of COVID19 that affected pupils' access to different learning opportunities such as inadequate resources and knowledge about the use of digital technologies. Some of the socioeconomic challenges that affected pupils' learning and parents' income were inadequate time given to pupils learning and inadequate professional trained teachers to handle online teaching and learning. It is recommended that the government should provide more funding as well as clear, detailed, and consistent guidance to help head teachers and teachers to manage the gaps created by COVID19 on pupils' learning in Primary schools.

The Effectiveness of Teacher’s Classroom Assessment Practices on Predicting Pupils Learning of English Concept in Public Primary Schools

This paper aimed at assessing the effectiveness of teachers’ classroom assessment practices on predicting pupils’ learning English concept. The main objectives were to assess teacher’s classroom assessment practices in teaching English concept and predicting the pupils’ English performance using the classroom assessment. The study used mixed design approach and data were collected through questionnaires and classroom observations. The study found that the common assessment methods used by English teachers are traditional methods of assessment which based on paper and pencil while modern assessment methods such as portfolio, peer and self-assessment, oral presentation were less used in public primary schools. However, the study found that purpose of assessment was highly perceived by English teachers to be usefulness in classroom assessment practices, while source of test items perceived to be less usefulness. It was also revealed that there was strong positive relationship between excise, test and examination in predicting pupils’ English performance.

The role of everyday stressors on primary students´ language learning

Paper deals with the role of stress in the process of learning of pupils, younger students at primary school. It is based on literature review, and the term stress is discussed in general, as a condition in the environment as well as an internal condition leading to specific responses of an individual. It is a complex topic described from neuroscientific, biological, pedagogical and psychological point of view. The main goal is to describe stress and identify different resources of students´ stress and to refer how various levels of everyday negative pressure and anxiety can affect individual´s cognitive processes, his emotional state and well-being, as well as behaviour in school environment. In this review, following issues are examined: what stress is, how it functions and what kinds of stressors are experienced in primary students, what kinds of symptoms are associated with it, how a reduced ability to regulate negative emotions as stress and anxiety impacts foreign language learning, and what coping methods and techniques can be applied for reducing foreign language anxiety in school environment. / Keywords: emotions and stress, younger students, school environment, foreign language learning, coping methods

“It felt a bit wartime”: Teacher perspectives of social and emotional well‐being support in primary schools during Covid‐19

AbstractAlthough primary schools in the UK were required to provide access to remote learning for pupils during Covid‐19 mandated school closures, there was less clarity for teachers and school leaders about expectations and priorities relating to the provision of social and emotional well‐being support for children at home during this period. Using an existing whole‐school approaches (WSA) framework we aimed to understand the extent to which well‐being support was a priority for primary schools during closures, what structures were in place to support well‐being, what factors facilitated or inhibited provision of remote pastoral care, and how schools supported pupil reintegration following school reopening. Twenty semi‐structured qualitative interviews were conducted with teachers and school leaders in primary schools in three counties of southern England during February and March 2020. A hybrid inductive‐deductive thematic analysis approach was used with a critical realist approach. Findings indicate that school closures were associated with radically disrupted home–school partnerships. Lack of national and local policy guidance limited the extent to which schools adapted remote well‐being provision and maintained contact with families. This disruption contributed to a decline in children's emotional well‐being, particularly for those children from disadvantaged backgrounds. Covid recovery recommendations center on a renewed emphasis on universal, ethos‐focused interventions and a strength‐based focus on curriculum change.

Modular Learning in Times of Pandemic: Elementary Teachers’ Commitment and Learners’ Performance

This quantitative, descriptive-correlational study was conducted among 50 completely enumerated teachers handling the modular learning of pupils in the public elementary schools of Arakan North District, Cotabato, Philippines. It utilized weighted mean, Pearson r, and multiple regression to analyze their commitment level; their pupils’ performance level; and the relationship and influence of teachers’ commitment on the pupils’ performance, respectively. The results revealed a significantly high relationship between the delivery of learning materials and pupils’ performance, and between retrieval of learning materials and pupils’ performance. Also, there was a significant relationship between the provision of learning materials and pupils’ performance, and between the reproduction of learning materials and pupil’s performance. Overall, teachers are encouraged to continue their committed nature; sustain and enhance the spirit of volunteerism; and be prompt in the distribution and collection of self-learning materials. Implications of modular learning in basic education, even in post-pandemic times, were given importance and discussed comprehensively.

Renovating outdoor space of public schools in Hanoi towards green building criteria

Developing outdoor spaces of schools towards green building criteria not only provides better learning and recreational conditions for pupils but also educates young generation about environmental conservation andsustainable development. In addition to new construction, renovation of existing outdoor spaces can expeditethe realization of these values while optimizing resource use. This paper explores the potential of outdoorlandscapes in public schools, ranging from primary to high school levels in Hanoi, with a particular focus onschools in need of renovation. The aim is to harness this potential to meet the increasingly urgent demands forgreen development. Contributing to this direction, the paper applied inheritance method to synthesis publishedresearch findings and applied observational methods to assess the current situation of outdoor spaces at publicschools in Hanoi, which served as the basis for identifying research issues. Practical experiences were analyzedand summarized in this paper to propose suitable solutions. Throughout the research process, three main greenbuilding criteria were identified: natural cooling and lighting; outdoor air quality and vegetation; sustainablewater and stormwater management. Together with this result, analyzing the actual investigation data of Hanoipublic schools helps the research team identify the renovation requirements. To meet these requirements andalign the three main green building criteria, four solution groups were proposed for typical cases: sunshadeenhancements, vegetation improvements and upgrades, drainage systems enhancements and water reuse, andsolutions to reduce the urban heat island effect.

Procopius teaching methods in elementary schools during the Justinian era

In our era the main characteristic of Greek classrooms is the presence of students with diverse linguistic and cultural background. That’s why teachers must use the needed strategies that ensure that all students and especially the students with diverse linguistic and cultural identity can work successfully in this environment. Emphasis is given in the way the lesson of history is taught, as it is one of the most difficult lessons and that’s why for its effective teaching, teachers should use the principles of new pedagogy and combine elements of culture, art and new technologies, so that they can disgust the sterile decontamination, by promoting the active learning and participation of pupils. The teaching of history is difficult for the students with diverse cultural and linguistic identity, and that’s why in this article is presented the design of a project which uses functional linguistics constructs in the effort to give the chance to history teachers to promote the talk of students about language and content. The project in this article is based in the teaching of the language of history in the years of Justinian 527-565, which are very important for the development of Byzantium. Also, their main characteristic is the combination of the culture of Byzantium, Rome and the neighboring peoples of Byzantium and of iudaismus and christianism, which will be presented and evaluated in this research. Also, this project will be based on the use of Procopius' teaching in primary school and the dialogue between Byzantium and its neighboring cultures, by giving emphasis on god and fortune and on cultures that occupied Procopius, who lived in Justinian's years. Essentially, in this research all these themes will be emerged through the study of the Tit's arch and other Jewish and Christian objects in this period, by presenting the role of historical literacy in elementary school and finally its influence by culture, art and the cooperation between schools and museums.

Perceptual Learning Styles Among Gifted and Talented Students

The foundation of educational practices for achieving learning objectives is the curriculum. But each pupil learns in a unique way from the others. Many times, traditional teaching techniques do not cater to all types of learners. A range of learning styles can be accommodated by investigating perceptual learning type preferences. It is also crucial for creating curricula and educational programs that are more effective. This study examines the perceptual learning preferences of gifted and talented students at the National University of Malaya's GENIUS@Pintar National Gifted Center. The data for this investigation were gathered using quantitative approaches. A total of 163 students were given the Perceptual Learning Styles Preferences Questionnaire (PLSPQ), developed by Reid in 1984. The results indicate that kinaesthetic learning seemed to be the most favored method.

The Impossibility and Necessity of Causality in Niklas Luhmann's Theory of Education

AbstractAccording to Niklas Luhmann, causality is both an impossibility and a necessity in education. On the one hand, the task of the teacher is an impossible one, because teaching as communication is a closed system that cannot determine the learning of pupils' psychical system in any causal sense. On the other hand, one cannot practice as a teacher without a belief in causality, i.e., in a causal connection between teaching and learning. In his article “The Child as the Medium of Education,” Luhmann focuses on the enablement of education, despite its impossibility. His answer is that one thing that makes education possible is the emergence of the symbolically generalized medium “the child.” In this article, Lars Qvortrup focuses on Luhmann's understanding of causality. According to Luhmann, causality is not a simple, ontological fact, but the result of the attribution of certain causes to certain effects. The conclusion is that causality as an attribution category — and not causality as an ontological fact — is another thing that makes education possible. Qvortrup also concludes, however, that Luhmann is not alone in criticizing the traditional, mechanical concept of causality. Other contemporary philosophers and sociologists have pointed out that in order to analyze causality in complex social systems, one has to select some causal factors and ignore others. While others do this based on seemingly pure scientific and statistical criteria, Luhmann focuses on attribution as a social construction of causality.

Penggunaan Media Audio Visual Dalam Pembelajaran Seni Tari Untuk Meningkatkan Hasil Belajar Siswa di Kelas XI IPA 3 SMAN 1 Ulakan Tapakis Kabupaten Padang Pariaman

The aim of this research is to delineate and elucidate the manner in which audiovisual media may be employed to enhance the academic achievements of students enrolled in dance in XI IPA 3 SMAN 1 Ulakan Tapakis. Classroom action research was the twice-repeated method of inquiry. Thirty students enrolled in class XI IPA 3 at SMAN I Ulakan Tapakis participated in the investigation. The data were acquired by consulting relevant documentation, observation logs, cognitive knowledge test outcomes, and psychomotor skills test results. The results of this study indicate that the integration of audiovisual resources into the dance curriculum at SMAN 1 Ulakan Tapakis's class XI IPA 3 had a substantial beneficial effect on the academic achievement of the students. This is supported by the substantial improvement in pupil learning outcomes during cycles I and II. In its totality, Cycle I exhibited a learner activity rate of 40%. In contrast, during the entire duration of the second cycle, student engagement increased by 83%. Cycle I yielded an overall pupil learning outcome of 63%. On the contrary, cumulative student learning outcomes exhibited a surge to 90% in cycle II. Therefore, the effective implementation of incorporating audiovisual materials into SMAN I Ulakan Tapakis, which is part of the XI IPA 3 course, has enhanced the results of dance education.

An Eye-Tracking Study of GBL Motivators and Learner Behavior

Despite the significant positive characteristics game-based learning offers to pupil learning and assessment, preserving pupils’ interest and keeping them engaged in an educational game is still a challenge. To this end, the study and implementation of motivation mechanisms in educational games are considered crucial. Typical examples of motivators in electronic games include points (coins), avatar icons, visualization of achievement levels, NPCs (non-player characters) giving helpful information to users, children-friendly graphics and sound effects, comparison with classmates, and leaderboards. In this paper, we conduct a preliminary study of the effectiveness of these GBL motivators in MG, an educational game for practicing and assessing multiplication skills. The study combined eye-tracking with a short, semi-structured interview session with the four elementary school students that took part in the experiment. Eye-tracking provides detailed monitoring and visualization of gaze behavior in the form of fixation (point and duration of visual focus) and saccade sequences. Given that the way users allocate their visual focus is spontaneous, the data collected and analyzed by eye-tracking are unbiased and give a new spectrum of insight into how users perceive a visual stimulus. In this study, we investigate how users visually respond to the implemented motivators and their visual behavior when deciding between two or more available answers and when given feedback after a wrong answer. The paper discusses useful eye-tracking metrics, provides adequate visualizations of the main findings, and concludes with the ways eye-tracking can help education scientists and practitioners gain a better understanding of the behavior of users of GBL applications and the motivation mechanisms they support.

Enhancing teaching and learning for pupils with dyslexia: A comprehensive review of technological and non-technological interventions

Enhancing teaching and learning for pupils with dyslexia: A comprehensive review of technological and non-technological interventions

'It feels like I'm back to being a teacher': A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID-19 in England.

Understanding teachers' experiences throughout the school closures and reopenings that have characterized large periods of the COVID-19 pandemic provides us with unique insights into what it means to be a teacher during a global public health crisis. To investigate teachers' narratives of their experiences, we conducted 95 semi-structured interviews with 24 teachers in England across four time points between April and November 2020. We used a longitudinal qualitative trajectory analysis of participants' stories of their high-, low- and turning-points. We derived four themes that were evident at each time point and developed over time. The themes were: (1)growing frustration at uncertainties caused by poor government leadership, (2) expanding concern for pupil learning and well-being, (3)an increasingly labour-intensive and exhausting job and (4) declining pleasure and pride in being a teacher. The findings shed light on the impact of COVID-19 on the professional identity of these teachers and we propose ways in which teachers can be supported now and in the future.