School Learning Environment Research Articles

Trends in the Use of Augmented Reality from Tangible Interfaces in School Learning : A Systematic Literature Review

This study aims to analyze trends in the use of augmented reality from tangible interfaces in the context of formal and informal education. This study employed a systematic literature review (SLR) method adapted from the PRISMA model. This research used the Publish or Perish application to search for various relevant scientific articles taken from international journals, Scopus, with a range of 2019-2023. The data analysis technique for this research used thematic analysis. The development of AR media showed significant improvement, especially in the aspect of increasingly realistic and diverse user interfaces, enabling closer integration with the curriculum and presenting more engaging learning experiences. The interactive and collaborative features of AR applications showed great potential for enhancing student interaction with learning materials through immersive and interactive visual experiences. In addition, such collaborative features could also facilitate cooperation between students, creating a more dynamic and effective learning environment in schools. This research emphasized the importance of using appropriate research methods to deepen the understanding of the development of AR media in education and the potential of AR applications in creating more interactive and collaborative learning experiences in school environments.

Enhancing Arabic Language Education in Ilorin West Local Government Area, Kwara State, Nigeria

Arabic historically served as Nigeria’s primary language for literacy, official documentation, and trade, notably within the Ilorin West Local Government Area of Kwara State. This study evaluates the role of the Arabic language in sustaining local Arabic education and examines the quality of teachers, curriculum, teaching methods, materials, and the learning environment. Despite its academic significance, Arabic is often mistakenly viewed as solely religious, hindering its educational progress. Utilizing a quantitative approach, the study gathered data through a questionnaire distributed among teachers and students across 10 purposively selected schools. The findings indicate that most respondents approve of the current curriculum and the integration of ICT, noting more effective modern methodologies in private schools. However, discrepancies exist between the learning environments of public and private schools. Findings reveal that 70% of respondents believe the current Arabic curriculum is suitable, while 80% agree that ICT integration has greatly contributed to effective teaching and learning. Also, 72% of respondents indicate that private schools employ modern and appropriate methodologies more effectively than public schools. The study also highlights that 70% of respondents find the teaching environments conducive, although there are significant differences between public and private institutions. The study concludes that private institutions are crucial in promoting Arabic education in Ilorin, though challenges like inadequate curricula and insufficient governmental support remain. Recommendations include curriculum re-evaluation, enhanced teaching resources, and better incentives to align Arabic education with national requirements, emphasizing its importance for Nigeria’s diverse developmental needs and advocating for strategic educational reforms.

Middle leaders pursuing teacher safety against learner victimization: A policy document analysis

Various scholars have confirmed that teacher safety against learner victimization is a growing concern worldwide, and this problem is exacerbated by a lack of understanding and readiness to implement policies to address this matter. In this regard, policy implementation by middle leaders (MLs) in creating safe school environments has attracted much less interest as a possible way of addressing issues of teacher safety and the prevention of learner victimization. MLs are regarded as individuals who have the potential to lead, plan, inspire and persuade, and in so doing, they are in an ideal position to translate policy into practice. As such, this paper provides a qualitative policy document analysis of The National School Safety Framework (NSSF) premised on the theory that every individual in the school experiences safety in dissimilar ways and has unique safety needs. The NSSF is endorsed by the Department of Basic Education to guide in addressing issues of violence and safety in South African schools. Underpinned by the rational choice theory and utilizing policy document analysis, texts in the NSSF were analysed and interpreted to propose transformative policy strategies that can assist MLs in managing teachers’ safety at schools more effectively. The findings suggest that administrative duties and a lack of time make it difficult for MLs to create a safe and supportive learning environment in schools. Another finding was that there is no clear plan outlined in the NSSF to guide MLs to pursue teacher safety against learner victimization in schools. To assist MLs, this paper proposes transformative policy strategies that can assist them in promoting teacher safety and preventing learner victimization in schools. The paper recommends that more explicit interpretation and implementation strategies be communicated with schools to assist them in fighting the war against violence in schools.

Factors affecting English language high school teachers switching intention to ChatGPT: a Push-Pull-Mooring theory perspective

ABSTRACT This qualitative research investigated the factors that influence the switching intention of teachers from traditional classroom teaching to the use of ChatGPT in English language teaching based on the Mooring Theory framework. The data collection involved in-depth interviews with 26 teachers from Malaysian high schools. The findings revealed that the push factors were related to outdated pedagogical methods and limited creativity and student engagement opportunities. On the other hand, the pull factors were related to ChatGPT as a software-based artificial intelligence for facilitating English language acquisition, influencing content development among teachers and implementing personalised learning approaches. The study identified various mooring factors impacting teaching practices in Malaysian schools. Firstly, the limited functionality of ChatGPT, since it is an automated language model. Secondly, teachers grapple with striking a balance between incorporating technology and maintaining the validity and authenticity of their teaching practices. Finally, students’ lack of critical thinking skills challenges teachers in promoting independent thought and analytical reasoning within the classroom. The study emphasises the significance of enhancing critical thinking skills and incorporating personalised learning strategies to establish a conducive learning environment in Malaysian schools.

Beyond School Climate: Conceptualizing the School as a Protective Factor Approach.

The school climate concept has been promising, but has long-standing critiques that have not been adequately addressed to date. The School as a Protective Factor approach represents one attempt to offer a new approach that builds on and extends beyond the concept of school climate while addressing previously identified limitations. The School as a Protective Factor approach offers a new framework for conceptualizing, measuring, and establishing protective school social and learning environments that co-promote academic achievement and student health in schools, especially student mental health and substance use/abuse prevention. This new framework includes clear definitions, explicit goals, firmly established constructs, validated measures, and an intentionally parsimonious approach that prioritizes the implementation of well-established, high-impact constructs. CONCLUSIONS AND IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: The School as a Protective Factor approach presents a simple, easy-to-use means of ensuring a school social environment that meets the developmental, academic, and health needs of all children and adolescents while maximizing protection across a range of desired outcomes. Perhaps most importantly, it does so in a manner that is manageable and easily integrated into every aspect of schooling, resonates with the practical experience of school personnel, and includes brief, effective, and free measurement tools.

NGO Capacity Building Initiatives: Impacts and Constraints in Enhancing Teachers’ Competence for Managing Learning Environments in Tanzanian Public Secondary Schools

This study employed a qualitative research approach with a case study design to investigate capacity-building programmes (CBPs) provided by nongovernmental organisations (NGOs) in Tanzanian public secondary schools. Specifically, the study focused on the NGOs’ initiatives, impacts, and constraints towards enhancing teachers’ competence in managing the learning environment. In-depth interviews and focused group discussions were used to collect data from 50 teachers. The findings revealed that the CBPs improved teachers’ competence in designing and organising physical learning spaces, cultivating positive classroom relationships, and leveraging information and communication technology to enrich the learning environment. However, the programmes were constrained by a short duration of delivery and a lack of continued support. The study recommends the adoption of appropriate interventions by NGOs and the government to ensure the sustainability of NGO-supported capacity-building programmes, thereby fostering lasting impacts on teachers’ capacity to manage the learning environment in public secondary schools.

General Support at School – a Prerequisite for Inclusion of First Graders in Multicultural Classroom

General support for first graders to integrate into the school learning environment is a natural process, determined on one hand by the crisis in the psychosocial development of 7 – 8-year-old children in the transition from play to learning activities, and on the other hand by the new type of responsibilities and lifestyle in the school community. Collaborative support is an important factor in helping young learners overcome communication and learning challenges, especially in a multicultural classroom. Recognition and analysis of these challenges, the possibilities for overcoming them, is the main objective of this study. The data from the inquiry cards for pedagogical who studied the multicultural class they worked with outline the parameters of the socio-pedagogical atmosphere in the class. The applied projective methodologies, a survey and a questionnaire for first graders, clarify their social attitudes towards school and their attitude towards family. The data refer the need to track and individualize formal and informal relationships within the multicultural educational space.

Perkembangan Individu Dan Kebutuhan Belajar: Perspektif Psikologi Dan Bimbingan Konseling Di SDN Sangkali

This research aims to investigate the counseling and psychological guidance approaches applied by homeroom teachers at SDN Sangkali, Tasikmalaya City, in dealing with problems such as bullying and stress experienced by students. The methods used include observation and interviews to understand how teachers manage the emotions and pressure experienced by students. The research results show the importance of understanding students' individual development and learning needs to create a supportive learning environment in elementary schools. In particular, this research highlights the important role of homeroom teachers in dealing with problems such as bullying and stress resulting from bullying, as well as effective strategies in supporting students' psychological well-being.

Facilitators and barriers for implementing the PALS school-wide positive behavior support model in a Swedish municipality: A focus group study.

A research-supported model to support schools' prevention of behavior problems and promotion of a positive school climate is school-wide positive behavior support (SW-PBS), in Scandinavia adapted into "positive behavior, interactions and learning environment in school" (PALS). Facilitators and barriers for achieving and sustaining a full implementation of PALS in a Swedish primary school context have not previously been studied. The purpose of this study was to explore school staff and administrators' experiences of implementing PALS in a municipal school district in the western region of Sweden. Using a qualitative focus group design, staff with roles in the implementation and school administrators (N = 22) representing 12 schools were asked about their experiences regarding facilitators and barriers for implementing PALS. Data were analyzed using qualitative content analyses involving a combination of inductive (data-driven) and deductive (theory-driven) approaches. In the deductive, final step, the inductively derived categories were associated with the Normalization process theory core constructs coherence, cognitive participation, collective action and reflexive monitoring. The analysis resulted in nine categories in which both facilitators and barriers were identified: alignment with school mission and values; building and strengthening relationships; shared staff engagement; administrators' commitment and leadership; support and resources for adopting PALS; changed experiences of PALS work over time; positive feedback sustains motivation; learning for quality improvement; and staff continuity throughout implementation. Findings indicate that staff and administrators experienced the implementation as predominantly positive, that PALS provides a structure for relationship-based work, and fits particularly well in primary school contexts. The facilitators and barriers identified provide valuable knowledge that can inform sustainable implementations of PALS in similar contexts.

The Influence of Environment and Facilities on Student Learning in Elementary Schools

The learning environment in elementary schools plays an important role in shaping students' educational experiences and outcomes. This research investigates the impact of the learning environment in elementary schools on student performance, behavior, and engagement. A quantitative approach was used to collect data from 30 elementary school students who filled out an open-ended questionnaire. The research results show a significant relationship between students' perceptions of the learning environment and students' academic performance, behavior, and level of engagement. When students report a positive learning environment, significant improvements are seen in their academic achievement, as well as their behavior and level of engagement in the learning process. This research also emphasizes the importance of various factors in the learning environment, such as classroom design, interactions between teachers and students, teaching methods, and the physical condition of the learning space. Creating a conducive learning environment is key to shaping students' positive experiences and encouraging their active participation in the educational process. Learning is a process activity and is a very fundamental element in the implementation of every type and level of education. This means that success or failure in achieving educational goals really depends on the learning process experienced by students, both when they are at school and in their own home or family environment. Dimyanti and Mudjiono (2013:17-18) state.

An Evaluation of Secondary School Thai Language Textbooks in Pattani, Thailand: An Islamic Perspectives

This study focuses on the evaluation of Thai language textbooks used in secondary schools in Pattani, Thailand, with a specific emphasis on the opinions of Islamic teachers. Due to the cultural and religious diversity in the area, this study aims to assess whether these textbooks align with Islamic principles and perspectives. It provides an in-depth analysis of the educational materials used in the region. Through qualitative methods such as content analysis and in-depth interviews, the study aims to understand the perceptions, experiences, and challenges of Islamic teachers in integrating Islamic content into Thai language instruction. It also explores the extent to which these textbooks incorporate linguistic skills, cultural representation, and Islamic values, and sheds light on the role of teachers in promoting culturally sensitive and religiously inclusive education. Additionally, the study investigates the particular challenges faced by Islamic teachers in Pattani when implementing the integration of Islamic perspectives. It examines their teaching strategies, the adaptation of materials, and any unique considerations that arise in comparison to teachers in non-Islamic contexts. The findings of this study will offer practical recommendations for curriculum development and teacher training programs, aiming to improve the quality of language education and promote a more culturally responsive and inclusive learning environment in secondary schools in the region.

Perkembangan Kognitif Pada Anak Sekolah Dasar

Cognitive development is an important aspect of children's growth, playing a crucial role in their ability to learn, think and solve problems. Children at elementary school age, who are approximately 6 to 12 years old, experience significant progress in their cognitive development. At this stage, they begin to develop abstract thinking skills, expand their vocabulary, and hone their problem-solving abilities. The literature review research methodology is a research approach that aims to investigate and synthesize relevant literature related to a particular topic. In this methodology, researchers collect, evaluate, and reconstruct information from various literary sources such as scientific journals, books, research reports, and other scientific articles. The primary goal of literature review research is to present a comprehensive understanding of an existing research topic, identify knowledge gaps, and provide a framework for further research. This theory covers the stages of children's cognitive development, including the concrete operations stage which often occurs in elementary school age children. The important role of teachers and a supportive learning environment in elementary schools is crucial in optimizing children's cognitive development. Apart from that, support from parents also plays an important role in providing appropriate stimulus and providing opportunities for children to explore their interests and talents.

The Role of Native Speaker Peers on Language Learners’ Fear of Negative Evaluation and Language Anxiety

This study investigated graduate-level international students’ linguistic and learning experiences in classrooms predominated by native English-speaking (NES) students. The central objective was to discern the impact of NES students’ presence on the fear of negative evaluation experienced by international students speaking English as a second language in an American university. A survey was initially administered to 22 graduate-level international students, and five international students, distinguished by heightened levels of anxiety associated with negative evaluation in classrooms primarily dominated by NES students, were interviewed. The interview data were analyzed with domain analysis. The findings elucidated that international students’ fear of negative evaluation depended mainly on instructors’ practices and international students’ perceptions of NES peers’ attitudes. Moreover, the increased fear of negative evaluation adversely impacted their linguistic behaviors and overall engagement with instructional content. The findings implied a need for more inclusive and safe learning environments in graduate schools.

The Importance of Setting the Classroom Learning Environment to Optimize its Function as a Learning Resource

The classroom is the main learning environment inschools where the learning process takes place. However, not only as a space where learning processes or activities take place, the classroom can actually be a source of learning if the learning environment (setting) is made in it. The purpose of this research is to examine how the learning environment (setting) in the classroom is able to maximize the potential of the classroom as a learning resource. The research method used is a literature study. The data used in this study came from textbooks, journals, scientific articles, literature reviews which contained the concepts studied. Data analysis was carried out by collecting relevant research results, sorting them, making notes, citations, and/or information which was then arranged systematically. The results of this study reveal that the arrangement of the learning environment (setting) in the classroom is able to maximize the potential of the classroom as a learning resource. Everything in the classroom should be used as a learning resource. Therefore, various equipment, objects, furniture, media and other items in the classroom should be managed, arranged, positioned and utilized appropriately and optimally as learning resources. Not only that, the arrangement of seating formations, access to various media and equipment in the classroom should also be made easier so that students can use them as learning resources more optimally. The learning environment (setting) in this class can be categorized into types of learning resources utilized (by utilization resources) and including environmental learning resources.

Feasibility of Partnering for Change (P4C) to create inclusive learning environments in Swedish compulsory schools

ABSTRACT Many pupils experience restricted participation in Swedish schools due to a non-inclusive learning environment. Partnering for Change (P4C) is an evidence-based service delivery model, developed and employed successfully in Canada to create inclusive learning environments. P4C could potentially be used in Swedish schools, but its feasibility outside Canada is unknown. The aim of this study was to investigate the feasibility of P4C in Swedish compulsory schools. Fifteen interviews with teachers, occupational therapists (OT), and principals conducted after four months of applying P4C in seven classes, were analysed using deductive content analysis based on five feasibility areas. Quantitative questionnaire data concerning implemented interventions were analysed using descriptive statistics. Findings showed that participants considered P4C acceptable and its implementation possible. P4C integrated well with, and extended, schools’ existing work on inclusive learning environments. Teachers and OTs implemented 83 interventions, indicating a need for improvements in the learning environment, which P4C helped to address, as positive effects for both pupils and teachers were noted. In summary, P4C was considered feasible in fostering inclusive learning environments in Swedish compulsory schools, offering potential value to the pupil health team without requiring further adaptions.

Analysis of Learning Environment Survey at State Islamic Primary School

The student's learning environment is very important in the learning process. A good student learning environment will create comfort for student activities in every learning process. A learning environment survey is needed to measure the quality of input and learning processes in the classroom and in educational units in accordance with the learning environment intended in the National Assessment. The aim of this research is to describe the learning environment for State Islamic Primary School 39 Aceh Besar students. This research method is survey research with a qualitative descriptive approach. Research instruments include observation, interviews and documentation. This research is population research where all objects are respondents in the research. School environment, facilities and infrastructure, and all classrooms of State Islamic Primary School 39 Aceh Besar. The research results show that the analysis of the learning environment in schools based on survey results shows that teachers have succeeded in creating a classroom atmosphere that is conducive to students not feeling bored and bored, good classroom management coupled with the addition of facilities and infrastructure. Based on a survey of the family environment of students at State Islamic Primary School 39 Aceh Besar, there is still a lack of attention from families, especially parents, in encouraging student learning outside of school. Students are still less educated, such as students who are lazy, such as spending time watching TV, not following their parents' orders to study and playing a lot outside the house. Based on a survey of the community environment, students at State Islamic Primary School 39 Aceh Besar still do not support it. There are still students who are undisciplined and lack supervision. Students lack parental attention and tend to misbehave.

Students' Motivation to Learn: is the Learning Environment of Secondary Schools a Factor in Delta State?

Students' Motivation to Learn: is the Learning Environment of Secondary Schools a Factor in Delta State?

Exploring the Social and Cognitive Factors Shaping the Acquisition of Science Concepts among Primary School Students in first and second languages

This study investigates the intricate interplay of social and cognitive factors influencing the acquisition of science concepts among primary school pupils, with a focus on their first and second language. A survey research design was carried out across different primary schools in Ijebu Ode Government Area of Ogun State, during the third term of the 2022/2023 academic year. A sample size of 268 primary four pupils, 196 from eight private and seventy-two (72) from three public primary schools, were randomly selected through simple random sampling technique. A pilot survey was conducted by administering the research instruments to 46 male and 72 female randomly selected primary 4 pupils after which the instruments were subjected to analysis. The data collected were analyzed using a t-test and hierarchical regression analysis. Regression analysis showed that pupil motivation, teacher support, parent support, and school environment have a significant contribution to pupils’ science performance test (SPT). The results revealed a significant correlation between pupil motivation, teacher support, parental involvement, and the school environment, collectively influencing pupils' science performance. The study emphasizes addressing language disparities, enhancing student motivation, fostering collaborative support from parents and teachers, and creating a conducive learning environment in primary schools to improve overall science education performance.

INFLUENCE OF INSTRUCTIONAL SUPERVISION IN PROMOTION OF CHILD-FRIENDLY LEARNING ENVIRONMENT IN RURAL PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA

Effective head teachers’ management practices should be aimed at fostering all-inclusive and child-focused learning environments for quality learning and the general well-being of all learners. The purpose of the study was to investigate the influence of instructional supervision in the promotion of a child-friendly learning environment in rural-based public primary schools in Meru County. The study utilised a descriptive survey design and targeted 775 teachers in rural-based public primary schools in Meru County. Simple random sampling was used to select a sample of 155 teachers. Data was collected through questionnaires. Data analysis was carried out through descriptive and inferential statistics. The results of the study revealed a significant relationship between instructional supervision and the promotion of a child-friendly learning environment (r (146) = .22, P = .007). The instructional supervision practices in the study were focused on: supervision of instructional processes, professional development, teacher empowerment, and instruction and guidance on curriculum delivery. Based on the findings, there is a need to improve on direct supervision of instructional processes towards enhancing teaching conditions and quality of learning. The study recommends that head teachers need to receive more in-service training in areas of professional development, and curriculum and assessment. The study further recommends that the government needs to avail more resources for continuous teacher empowerment and professional development plans.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>

THE LEARNING ENVIRONMENT OF A FAR-FLUNG NATIONAL HIGH SCHOOL: STAKEHOLDERS’ PERSPECTIVE

This study explored the learning environment of a rural public national high school in the Municipality of Don Marcelino, Province of Davao Occidental using a qualitative phenomenological research design. Forty (40) purposively selected participants from the different stakeholders like the students, teachers, parents, and members of the Local Government Unit, and only one (1) participant for the school head underwent an In-Depth Interview and Focused Group Discussion using a semi-structured interview guide/protocol. Data collected were analyzed with the data reduction approach, Thematic Analysis, and Patton's directions. Results revealed the following emergent themes on the learning environment of a far-flung school: Improving school setting amenable to learning; Inadequate proficient teaching force; Insufficient instructional technology; Deficient classroom facilities; and distinctly average academic outcomes. More so, stakeholders addressed challenges through Self-motivation and academic resourcefulness; Aiming high with Faith in the Divine; creating a positive learning atmosphere through Homerooms and Home Visits; Using best pedagogies to motivate learners; Collaborating with stakeholders and getting parents involved; and Coordinating school, community, and LGU. Shared insights of the stakeholders were: Addressed the pandemic challenges; Showed academic value despite modular learning difficulty; Improved teachers' proficiency and classroom scaffolding; Kept learning support mechanism; Sustained parents' support for learners; and Unified medium of instruction. The implications of the study were presented.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0758/a.php" alt="Hit counter" /></p>