Regular Lessons Research Articles

Upaya Peningkatan Literasi Sains Melalui Game Edukasi untuk Peserta Didik Sekolah Dasar Kelas Rendah di Desa Kesetnana

The aim of this community service activity is to enhance the scientific literacy skills of lower-grade students in Kesetnana village through educational game-based lessons. The activity is conducted in several stages, including planning, preparation, implementation, evaluation, and reporting. The outcome of this initiative is the development of educational game media and its utilization in the teaching process, resulting in a significant increase in scientific literacy skills of over 65%. Additionally, students' interest in learning has risen by 68.8% according to indicators of learning motivation, demonstrating their positive response to the educational game-based approach. Therefore, efforts to promote scientific literacy among lower-grade elementary school students in Kesetnana village can be effectively carried out through regular lesson activities over a three-week period, leading to improved scientific literacy skills and increased learning motivation.

Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers

ABSTRACT The framework of culturally responsive teaching (CRT) provides a promising pathway for preparing teachers for culturally diverse schools. Important elements of culturally responsive teaching are critical reflection, valuing cultural diversity, and efficacy in teaching in a diverse classroom. The present study explores whether the Identity Project (Umaña-Taylor & Douglass, 2017), an eight-week classroom-based intervention, changes pre-service teachers’ (1) critical reflection, (2) diversity beliefs, and CRT efficacy. Using a qualitative, quasi-experimental design, we conducted semi-structured interviews (M t = 75 min.) with eight pre-service teachers (three identified as female, five identified as male), in Eastern Germany at two time points: before and after an eight-week teaching experience at school. During the teaching experience, four participants in the intervention group (M age = 22.3) facilitated the Identity Project, while the remaining four participants (control group, M age = 25.5) taught regular lessons as part of the compulsory internship in their teacher-training degree at university. One out of eight participants is of immigrant descent. Using thematic analysis (Braun & Clarke, 2006), findings suggest that implementing the Identity Project intervention promotes pre-service teachers’ quality of critical reflection, contributes to valuing cultural diversity beliefs, and promotes CRT efficacy. The findings help to identify approaches for reflexive critical education in a migration-diverse society.

Context matters: the importance of extra-mathematical knowledge in solving mathematical problems

Extra-mathematical knowledge is often overlooked when investigating mathematical skills. This study explores profiles of mathematical skills and associations with extra-mathematical knowledge and the understanding of complex sentences. The study involved 1,288 sixth-grade students (52.1% male) from 95 classes in 58 schools in Estonia. Students completed a math test as part of their regular lessons. The profiles of mathematical skills included students’ calculation skills, standard problems, and complex problems. Three distinct profiles of students emerged: students with high skill levels, students with average skill levels, and students with low skill levels. Students with high mathematical skills also had high extra-mathematical knowledge showing the crucial role of understanding the context of the math tasks in addition to having good mathematical skills.

A case study of an immersive learning unit for German as a second language

More and more children and adolescents in Switzerland show serious deficits in their German language skills. In order to specifically promote the language skills of students with a non-German first language, special lessons in German as a second language (GasL) are therefore offered in addition to the regular lessons. The aim of this case study is to evaluate the impact of a pedagogically sound immersive virtual reality learning unit for GasL lessons, which offers students the opportunity to actively speak German and to demonstrate this in the context of two GasL lessons. The research design is based on the “Design Science Research Framework”. In this context, the virtual reality learning unit was designed as an innovative prototype (artifact) and iteratively improved. The design considered the didactic framework of the official curriculum as well as the eleven general design guidelines for virtual reality learning units in an educational context. The virtual reality learning unit was tested in a field experiment with five students each at an elementary school and at a secondary school. The students found the virtual reality learning unit as a whole attractive and motivating. But there are operational challenges and necessary prerequisites that have to be considered and created in order to pragmatically and sustainably integrate immersive virtual reality learning units into the existing GasL lessons.

Enhancing classroom attention during Ramadan: The efficacy of instructional videos in sports science education

Millions of Muslim university students observe Ramadan annually, yet little research explores their classroom experiences amid the distinctive circumstances of this holy month. Addressing this research gap, this study investigates the association between Ramadan observance and classroom attention among sports science students. Additionally, the effectiveness of instructional videos as an intervention was examined. In a crossover design, thirty-six fasting students received exposure to three regular theoretical tennis lessons before Ramadan, three regular lessons during Ramadan, and three lessons incorporating instructional videos during Ramadan. A counterbalancing procedure was implemented to minimize confounders, including the order of exposure, the time of day, and the lesson content. Classroom attention was assessed through self-reporting using digital clickers throughout 50-min lessons. The results revealed a significant increase in attention lapses during regular Ramadan lessons (non-Ramadan: 3.69 ± 2.08 lapses vs. Ramadan: 6.89 ± 2.55 lapses; p < 0.001). Surprisingly, attention lapses decreased significantly (p < 0.001), even compared to non-Ramadan conditions (p < 0.01), when instructional videos were used (2.42 ± 1.57 lapses). The effectiveness of instructional videos in improving classroom attention under Ramadan observance is highlighted in this study. While heightened attention levels are generally acknowledged as indicators of a more efficient knowledge acquisition experience, this research does not explicitly posit instructional videos as effective content-delivery tools under Ramadan conditions. However, it lays the groundwork for such possibilities, which could be investigated in future research.

The role of physical activity in the physiological activation of the scholastic pre-requirements.

Physical activity during the developmental age is an indispensable tool for the physical and mental growth of children. Thanks to physical activity, individuals have the opportunity to improve their physical efficiency and promote better health, establish relationships with the environment and with others, and develop cognitive processes. Therefore, the aim of this study is to investigate the relationship between physical activity and the development of scholastic prerequisites among kindergarten children. 52 children (aged 4-5) participated in either a classroom-based physical activity program (60'/3 days per week) or regular lessons. At the beginning and end of the intervention programs, a set of standardized motor evaluation tests and the Observational Questionnaire for the Early Identification of Learning Disabilities (IPDA) were administered. As a result, a meaningful Time x Group interaction for the IPDA Variable was observed. The aforementioned development denotes a noteworthy advancement within the treatment group (p < 0.001). Conversely, no substantial modification was noted in the control group. The findings derived from this study provide a foundational support to the concept that physical activity integrated into classroom settings is an effective strategy to improve both scholastic prerequisites and academic performance.

Use of I-Ready in Tiered Instructions for ESL Students: A Quantitative Case Study

The objective of this study was to investigate the effects of implementing tiered instructions in conjunction with the I-Ready online program on the academic advancement of English as a second language (ESL) learners. The research utilized a quantitative case study design to examine the diagnostic test scores at the one academic year’s commencement, midpoint, and conclusion. The RAT framework assisted the investigation. Data was obtained from a sample of 45 ESL third-grade students. Students in Tier 1 who needed further assistance in achieving proficiency standards were allocated to small groups during the regular lesson. In contrast, students in Tier 2 were provided with a multi-tiered system of support (MTSS) block with a different teacher, and Tier 3 students were assigned to the learning lab for the personalized I-Ready lessons. The study’s findings revealed that implementing tiered instructions significantly enhanced students’ academic performance. Superior outcomes were achieved in phonics, high-frequency words, and vocabulary. This research study has contributed to the advancement of ESL teaching and learning by providing a foundation for future investigations into the efficacy of the online tiered approach in aiding ESL students.

The effectiveness of one "physical education minute" during lessons to develop concentration in 8- to 10-year-old schoolchildren.

The demands of the school day, which includes multiple lessons, require sustained attention from students; this can be challenging, especially for young children. Concentration of attention is a critical cognitive function that impacts learning. This study involved 129 healthy schoolchildren aged 8-10 years (spanning grades 2 and 3) from a regular secondary school in Kirov, Russian Federation. A "physical education minute" (PEM), consisting of various physical exercises, was introduced during the middle of a regular lesson for the experimental group (EG), while the control group (CG) continued with their regular studies. Concentration and attention were assessed before and after the PEM using the Bourdon test. The Bourdon test results indicated a significant decrease in concentration during the lesson for the CG (p < 0.001), while the EG exhibited significant improvement in concentration after the PEM (p < 0.001). The effect size was large, demonstrating a substantial impact of this break for physical activity on concentration. It can be concluded that implementing a set of exercises in the form of a PEM in the middle of a lesson significantly improves concentration among students aged 8-10. This study underscores the effectiveness of integrating short breaks for physical activity into the daily classroom routine, ultimately benefiting students' attention, learning, and overall educational experience. Further research could explore additional factors affecting concentration and the long-term effects of the PEM on cognitive development.

REGIONAL STUDIES AS AN IMPORTANT ELEMENT OF PATRIOTIC EDUCATION FOR ELEMENTARY SCHOOL CHILDREN

The article delves into the intricate realm of local history as an integral component of instilling patriotic values in elementary school children. It thoroughly explores the role and significance of immersing young learners in the study of their native land, emphasizing the broader context of fostering a sense of patriotism. The author scrutinizes how adopting a regional studies approach within the educational framework goes beyond imparting specific regional knowledge, becoming a catalyst for the development of a genuine patriotic sentiment towards oneʼs homeland. Advocating for the infusion of regional studies elements into educational programs, the article contends for the utilization of this approach during both regular lessons and extracurricular activities. A detailed analysis is presented, highlighting the positive repercussions of delving into oneʼs regional roots in cultivating a profound understanding and reverence for the history, culture, and natural wealth of the native land. Additionally, the article delves into the benefits of experiential learning within the context of regional studies. It explores how hands-on activities, field trips, and interactive projects can amplify the impact, making the educational process not only informative but also engaging and memorable for young learners. Furthermore, the article elucidates specific methods and pedagogical techniques designed to augment the efficacy of teaching regional studies to younger students. By offering these insights, the article serves as a valuable resource for teachers, educators, and parents, providing a comprehensive understanding of how the incorporation of regional studies into the educational milieu can significantly contribute to nurturing patriotic sentiments and fostering the well-rounded development of the younger generation. In conclusion, the article offers a comprehensive guide for educators and stakeholders, illustrating how a thoughtful incorporation of regional studies can contribute to the holistic development of patriotic sentiments, community involvement, and a profound connection to oneʼs homeland in the younger generation.&#x0D; Keywords: patriotic education; regional studies; school regional studies; elementary school children; patriotism; educational process; civic responsibility; cultural heritage.

The structure and predictors of instructional quality in private tutoring: a study among German private tutors

ABSTRACT Research on the instructional quality of private tutoring is scarce. Meanwhile, poor instructional quality may be a reason for the minimal or null effects of private tutoring on academic achievement reported in many studies. It is also not clear what makes a good private tutor. To fill in these gaps, the study examined whether the structure of instructional quality in private tutoring could be described using dimensions typically applied to classroom teaching. Moreover, it verified whether tutor enthusiasm for teaching and tutor emotional exhaustion, two central but under-researched antecedents of instructional quality, predicted the quality of private tutoring. We used data of 402 German private tutors (76.74% were female, 57.1% reported being either pre-service or in-service teachers). Confirmatory factor analyses confirmed the expected structure of instructional quality consisting of cognitive activation, classroom management, and student support. Latent regression analyses revealed enthusiasm and emotional exhaustion to predict the dimensions. The findings suggest that research on instructional quality in private tutoring can connect to research on instructional quality in regular lessons. Moreover, it might be fruitful for tutoring companies and parents to search for tutors who are enthusiastic about teaching.

Values-based Curriculum and Pedagogy for 21st century Learners: School Practices in Nepal

Integrating values in curricular and pedagogical activities has become a pressing need to produce responsible social citizens with good hearts and great minds. To cultivate these traits, values need to be reflected in and be the part of school curriculum and pedagogy. In this context, school practices play a pivotal role to make values a part of everyday activity. This study attempts to examine such practices in public, private, and traditional/religious schools in Nepal. Schools were selected purposively by visiting their online profiles. Information was collected from twenty school heads via a semi-structured interview, school visits, and classroom observations. The study found that private and public schools have initiated teaching/integrating values through a range of curricular structures and pedagogical practices like happiness curriculum, IB curriculum, education in human values curriculum, living school curriculum, culture-based [sanskar] curriculum, progressive learning approach, and innovative pedagogical models. It was also found that schools have designed their internal curricula within the spirit of the national curriculum framework to integrate soft skills and values in regular lessons. Traditional/religious schools have been found blending general courses and certain religious values like Gurukul schools- teaching Vedic values, Madrasa schools- teaching Islamic values, Gonpas/Monasteries- teaching Buddhist/Tibetan values, and St. Xavier schools- teaching Jesuit values. Having these noticeable initiatives in values education in Nepal, effective endorsement from the policy level is required for visible impacts.

Gaps in Teaching Learning Theories in Pakistani Teacher Education Programs: Bridging Paradigm and Reality

This study was conducted to find out how and why learning theories are taught in current Pakistani teacher education programs: identifying a gap between paradigm and reality in teacher education. The objectives of the study were: to investigate how and why learning theories are taught in current Pakistani teacher education program, to identify the gap between paradigm and reality in teacher education, to ascertain the differences between teachers’ opinions regarding the gap between paradigm and reality in teacher education on the base of demographics, to ascertain the difference between students’ opinion on the base of demographic variables. All (44) male and female teachers, (26 males and 18 females) and 1247 students (626 males and 621 females) from the Department of Education at the IUB Bahawalpur, IUB (RYK Campus), and KFUEIT were the populations of the study. The quantitative survey method was utilized and the data was collected by using stratified random sampling. A self-structured questionnaire containing fifty (50) questions for teachers and forty-five (45) questions for students was used. Twenty-five questionnaires for teachers and 621 questionnaires for students were distributed among the participants. The data from 646 participants were analyzed by utilizing SPSS for descriptive statistics and inferential statistics. The results revealed that the majority of the teachers taught learning theories in their regular lessons, and it is endorsed by the students. It is suggested that learning theories may be implemented practically to enhance the expertise of teachers.

“Chemistry, climate and the skills in between”: mapping cognitive skills in an innovative program designed to empower future citizens to address global challenges

Abstract One of the primary objectives of an education system is to prepare students for their adult lives by imparting them with the requisite knowledge, qualifications, and skills that will enable them to confront future challenges effectively. A whitepaper published by the Israeli Ministry of Education titled “The Graduate’s Image” stresses the importance of incorporating specific skills into the school curriculum. However, there is a lack of educational programs that can transform teaching skills into actual practice. In light of this conclusion, we developed the program “Chemistry, Climate &amp; the Numbers in Between” to foster these skills and produce graduates with the ability to adopt a critical approach and a well-informed perspective toward the world. In this paper, we delineated the cognitive skills developed in the program. The results indicate that innovative program can be utilized to integrate several important skills into a chemistry lesson. The program has the potential to equip and empower future citizens to address and tackle global challenges while utilizing cognitive skills using chemistry knowledge. However, it is important to note that learning in this way requires much more time than a regular lesson does and requires a significant commitment and investment from the teacher.

Challenges and Solutions in Maharah Kalam Learning: A Qualitative Study in an Islamic Junior High School in Sidoarjo, Indonesia

&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; This study aimed to investigate the challenges faced by students in Maharah Kalam (Arabic speaking skills) learning and the solutions implemented in an Islamic junior high school in Sidoarjo, Indonesia. The research employed a qualitative approach, using observation, interviews, and documentation as data collection techniques. The participants included Arabic language teachers and eighth-grade students. The findings revealed that Maharah Kalam learning comprised three stages: planning, implementation through group-based conversation practice, and evaluation. The difficulties experienced by students were attributed to linguistic factors, such as pronunciation, sentence structure, and vocabulary, as well as non-linguistic factors, including students' educational background, environment, lack of interest, and limited parental support. To address these challenges, the school introduced the mandatory BTQ (Baca Tulis Quran) activity outside regular lessons. This research contributes to the understanding of Maharah Kalam learning in the context of an Islamic junior high school and provides insights into the factors affecting students' Arabic speaking skills. Further research could explore additional strategies to enhance Maharah Kalam learning and consider the influence of motivation, learning environment, and technological integration.&#x0D; Highlight:&#x0D; &#x0D; Importance of Maharah Kalam in Arabic language learning.&#x0D; Factors influencing difficulties in Maharah Kalam learning: linguistic and non-linguistic.&#x0D; Implementation of BTQ activities as a solution to address challenges in Maharah Kalam learning.&#x0D; &#x0D; Keyword:&#x0D; Maharah Kalam, Arabic Language Learning, Challenges, Solutions, Qualitative Research&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

Exploring peer support among young learners during regular EFL classroom lessons

AbstractThis study explored peer support among grade 5 learners of English as a foreign language(N = 24)interacting during regular lessons. Grounded in sociocultural theory and applying mixed‐method research methodology, this study explored to what extent and how young learners support one another during classroom tasks targeting lexical phrases. Moreover, it investigated to what extent such support accounts for learning opportunities. Students relied mainly on linguistic support through suggesting or using resources while social–emotional support such as offering support, giving positive feedback, or inviting partners’ participation was limited. The analysis also revealed instances of lack of support in the form of reprimanding, impatience, expressing a lack of awareness of the partner's contribution, or disrespecting peer's linguistic resources which, however, differed widely across pairs.

Effect of 12 Weeks of the Plyometric Training Program Model on Speed and Explosive Strength Abilities in Adolescents

This study examined the effect of two different follow-ups of a plyometric program on improving speed and explosive strength. Thus, the purpose of this study is to identify the 12-week effect of the plyometric program on the development of speed and explosive strength in adolescents. The research was conducted on a sample of 195 male adolescent participants aged 15 years ± 6 months, who were divided into two groups, the first group of the plyometric group (PG) 90 adolescents s participated in plyometric training sessions three times a week for 12 weeks, while the control group (CG) 105 adolescents only attended their regular lessons in Physical Education. Tests of study: sprint (S) 30 m speed; S80 m speed; S100 m speed; Standing long jump; Standing triple jump; Vertical Jump. The results presented between the measurement pre- and post-plyometric program in the group (PG) have resulted in favor of this group over the control group (CG), and it has also been identified that there are significant differences in the indicators of speed and explosive strength at the level (p &lt; 0.05). In conclusion, a 12-week plyometric program has shown significant increases in speed and explosive strength indicators in teenagers, and the same model can be used in elite athletes.

Melody for the Mind: Enhancing Mood, Motivation, Concentration, and Learning through Music Listening in the Classroom

Listening to music has been shown to have positive impacts on mood and task performance, but there is little knowledge on such effects in school environments. This mixed-method study aimed to investigate the effects of self-selected music on students’ mood, motivation, concentration, and learning success in a real-life school context. Forty-eight secondary school students (age range: 15–19) completed the study, and both quantitative and qualitative data were collected. The study consisted of two phases: one week of regular lessons without music and a subsequent week in which students listened to self-selected music before each lesson. The results showed that listening to music had strong positive effects on mood, motivation, and concentration, and moderate effects on learning. Qualitative analysis of open-ended questions revealed that the beneficial effects were mostly perceived to be due to creating positive and energizing emotions, increasing attention, and providing routine and rest between lessons. The findings suggest that listening to self-selected music could be an effective and low-cost strategy for enhancing students’ emotional state, motivation, and concentration in a school context.

FACILITATING LEGAL ENGLISH TEACHING AND LEARNING THROUGH SIOP MODEL (SHELTERED INSTRUCTION OBSERVATION PROTOCOL)

Sheltered Instruction Observation Protocol (SIOP) is an instructional model for lesson planning and delivery for making content in English more comprehensible for non-native English speakers. If applied to teaching Legal English (LE), it might be useful for both teachers and students. The aim of this paper is to propose a model for teaching LE at university level, based on the SIOP principles. The specificity of legal terminology, the differences among legal systems in the countries, students’ lack of knowledge from the legal field and English teachers’ lack of professional knowledge have been pointed out in the literature as some of the main challenges in teaching LE. However, it seems that no systematic approach has been identified to overcome these challenges. With this study we intended to contribute to that gap. It utilized both quantitative and qualitative research methodology. Conclusions were made based on the findings from two instruments: a questionnaire with forty (40) students of LE at the South East European University (SEEU) in North Macedonia and their reflections. For the reflection activity, students were first delivered a LE lesson based on the SIOP principles and then they were asked to reflect on the experience and compare it to the regular language lessons. Findings revealed that students consider the SIOP lesson more comprehensible than the regular lesson with regard to the most challenging areas of the LE courses, identified from the literature review.

Use of the individual educational plan by teachers in Slovenian primary schools

Teachers play a key role in the optimal development of pupils with special educational needs (SEN) by providing an inclusive learning environment. Strategies used for the education of pupils with SEN are typically based on an individual educational plan (IEP). Based on extant literature, we aimed to understand (1) whether primary school teachers were involved in the preparation of the IEP, (2) the extent to which they were familiar with the adjustments written in the IEP, and (3) the significance of the role played by the IEP in a teacher’s daily work. Eighty-nine primary school teachers from different schools in north-east Slovenia participated in this questionnaire-based research. The results show that fewer than half of the teachers were always involved in the preparation of the IEP for the pupils with SEN they teach. A few reported that they had not taken part in the preparation of pupils’ IEP at all. Furthermore, just over half of participants were familiar with all the adjustments recorded in the IEP. There were also differences in the responses to the research based on the professional title and experience of the teachers. The differences were in favour of teachers with more experience and teachers with more senior professional titles. We also found that most teachers believed that an IEP plays an important role when working with pupils with SEN and writing a regular lesson plan. Our findings represent the starting point for the preparation of education for pupils with SEN and act as a basis for the self-evaluation of a teacher’s pedagogical work.

Exploring EFL Students’ Experience in Developing Daily Lesson Plan for Teaching English for Toddler

Planning English for Toddler lesson is a sophisticated process faced by English as Foreign Language (EFL) students. The lesson plan should be available before implementation to increase the effective teaching process. By having a different lesson plan template to a regular lesson plan, this study explores EFL student experience in developing daily lesson plans for teaching English to toddlers. A narrative approach was employed in this study. The subjects of this study were 6th semester EFL students who took English for Toddler course. Drawing on semi-structured interview data, we found that students face several challenges in developing daily lesson plans for teaching English to toddlers. Participants experienced challenges in preparing content in a lesson plan, learning media, model, teaching method, and assessment. This study emphasizes the importance of training of developing a lesson plan for teaching English for toddler. Further studies will facilitate EFL students' skills to develop a lesson plan for teaching English for Toddler.