Significant Improvement In Students Research Articles

The Impact of Kahoot! And Quizizz to Teach English Tenses for Flyers

Mastering English tenses is crucial for A2 Flyers students, enabling them to expand their language proficiency and excel in English examinations such as the Cambridge test. However, many schools and centers solely rely on traditional grammar-based teaching methods and paper exercises, resulting in student disinterest. To address this issue, educators must incorporate modern technological tools to cultivate students’ enthusiasm for learning tenses. Kahoot! and Quizizz present promising opportunities for both teachers and students. This research aims to investigate the effectiveness of using Kahoot! and Quizizz in teaching English tenses to Flyers. Participants in the study are A2 level students at Phuong Nam Language Center. Quantitative data was gathered through pre-test and post-test assessments, while qualitative data was obtained through questionnaires and semi-structured interviews. The test scores indicated a significant improvement in students’ academic performance, with the mean score increasing from 4.50 in the pre-test to 7.55 in the post-test, indicating notable progress. Moreover, the results highlighted the students’ heightened engagement during the teaching and learning process, particularly with the use of Kahoot! and Quizizz. Consequently, these quiz applications proved to be beneficial tools for teaching English tenses to Flyers.

Developing Hots-Based Communicative Language Teaching (CLT) to Improve Students’ Speaking Skill in Foreign Language Learning

This study aims at finding the significant difference in students’ speaking skill after being taught by using HOTS-based communicative language teaching. A quantitative study in the form of a quasi-experimental design was conducted which involved 27 students from the tenth grade in SMKN 1 Pugung, Tanggamus. The data were collected through pre-test & post-test. The data were collected in form of recording. The data were analyzed using paired sample test and independent sample t-test. The findings showed that 1) there was a significant improvement in students’ speaking skill after being taught by using HOTS-based communicative language teaching. The mean in the speaking pre-test is 65.52 while the post-test is 78.30, with a value of sig. (2-tailed) is 0.000 and it was lower than 0.05. 2). In conclusion, HOTS-based communicative language teaching is appropriate for improving the student’s speaking skills since the student can be more active, and creative, and comprehend the language used.

Riding the wave towards flourishing in STEM education: Enhancing teaching efficacy through a K-12 training program

The research aimed to analyze the effectiveness of a training program for K-12 teachers in improving their perceptions of flourishing, job satisfaction, work as meaning, and efficacy, as well as their students' academic performance. The study involved 147 K-12 teachers and 3544 students. A 'quasi-experimental' pretest-posttest with a control group design was adopted. The results showed significant improvements in students' academic performance and in all teacher variables in the experimental group. Targeting interventions towards K-12 educators has immense potential to profoundly influence students' academic growth by increasing their interest and competence in STEM disciplines.

The Effect of Problem Based Learning Model with Focus Group Discussion Method on Students' Learning Outcomes in Basic Vocational Subjects at SMK Negeri 1 Sumatera Barat

This study aims to evaluate the effect of the problem-based learning (PBL) model with the focus group discussion (FGD) method on students’ learning outcomes in the basic vocational subjects at SMK Negeri 1 Sumatera Barat. We employed a quasi-experimental research method, utilizing two sample groups: the experimental group (class X E2), which implemented the PBL model with the FGD method, and the control group (class X E1), which received direct instruction. We collected learning outcome data through pretest and posttest assessments and analyzed the mean differences between the two groups using a t-test. The study’s results revealed a significant improvement in students’ learning outcomes in the experimental group, with a mean posttest score of 87.48, compared to the control group, which scored 78.48. The hypothesis test showed a significant difference between the two groups, with a calculated t-value (4.086) exceeding the critical t-value (1.66). This indicates that the implementation of the PBL model with the FGD method has a positive influence on students’ learning outcomes. These findings underscore the potential of the PBL model as an effective instructional strategy for enhancing students’ learning outcomes and provide a foundation for further developments in education.

Exploring Approaches to Strengthen Oral Communication Skills in Secondary Education

This study investigated strategies aimed at enhancing oral communication skills among secondary students through a mixed-methods approach. The research design integrated quantitative assessments and qualitative data collection methods to gain comprehensive insights into the effectiveness of various approaches. Quantitative data were gathered through standardized assessments administered to measure students' oral proficiency levels before and after implementing specific strategies. These assessments included structured speaking tasks aligned with proficiency standards. Additionally, qualitative data were collected through interviews with secondary language teachers and learners to provide perspectives on the perceived impact of the strategies on students' oral communication skills. Findings revealed significant improvements in students' oral proficiency levels following the implementation of tailored approaches, highlighting the importance of student-centered methodologies in fostering effective oral communication skills development. These findings contribute to the ongoing discourse on language education and have implications for instructional practices aimed at promoting communicative competence among secondary students.

Assessing the Impact of a Health Education Anti-Smoking Program for Students: A Follow-Up Investigation

In this follow-up study, we aimed to assess the effectiveness of the “I do not smoke, I exercise” anti-smoking preventive health education program. The program was based on the theory of planned behavior supplemented with life skills teaching and targeted at high school students. The intervention comprised ten one-hour online sessions, administered by physical education instructors. The study cohort comprised 222 students (109 boys, 113 girls) from 11 secondary schools, with an average age of 16.42 ± 1.36 years. Data collection involved pre- and post-intervention self-assessment questionnaires. The examined variables included attitudes towards smoking, intention to smoke, subjective norm, perceived behavioral control (PBC), knowledge about smoking, smoking behavior, exercise behavior, attitudes toward the program’s implementation, and satisfaction with the program. A separate paired samples t-test revealed a significant improvement in students’ knowledge about smoking (t217 = −5.605, p < 0.001, d = 0.38) and perceived behavioral control (t220 = −2.166, p < 0.05, d = 0.15) following the intervention. However, no significant changes were observed in the remaining variables. In addition, students’ overall satisfaction with the implementation of the present health education program was high (M = 5.72 ± 1.39). These findings suggest that the health education smoking prevention intervention incorporates techniques and strategies that influence the perceived behavioral control variable, emphasizing students’ strong interest in educationally theorized programs integrating technology into their design. Future studies should consider further examination of tobacco control strategies within the high school context.

An implementation of integrated performance assessment model in vocational English for communication learning

This research implemented the Integrated Performance Assessment (IPA) model within the context of vocational English for communication learning. The IPA model, proposed by the American Council on the Teaching of Foreign Languages (ACTFL), serves as a comprehensive framework aimed at unifying teaching and assessment methodologies to enhance students' speaking abilities. The primary objective of this research is to evaluate the efficacy of the IPA model in improving students' communication skills within a vocational English setting. First-semester students at AKN Blitar serve as the subjects of this research. A mixed-method approach is employed, encompassing both quantitative and qualitative analyses. Pre-test and post-test stages are conducted, with student scores calculated using the Shapiro-Wilk test to ensure the validity of the findings. The results of this research demonstrate a significant improvement in students' communication skills following the implementation of the IPA model. Despite the observed increase in scores between the pre-test and post-test stages, further investigation reveals that the significance value (p) remains above 0.05 (sig. > 0.05), underscoring the need for continued assessment and refinement of the IPA model in vocational English education.

A Piloting Study of Developing Social-Emotional Competence for Vietnamese High School Students

The lives and learning experiences of high school students are increasingly intertwined with online activities. With the global trend of Education 4.0, equipping students with digital skills is essential, including the capacity for online social-emotional skills. Someone with social-emotional skills knows how to turn social media into a useful tool, providing opportunities for personal development. This study focuses on developing social-emotional competence for high school students in the context of the Education 4.0 trend. The project has developed a learning program consisting of 6 common social-emotional skill themes for both virtual and real environments and implemented a test on 34 students. Using experimental evaluation methods, classroom observation, and quantitative methods were employed to assess the effectiveness of the program. The results indicate a significant improvement in students' social-emotional competence, with an average score post-experiment of 3.7397. Our experimental model also achieved 63.6% of CASEL criteria for organizing social-emotional competence. Therefore, the study has strengthened the findings and achievements in the development of social-emotional competence training in the fields of educational psychology in Vietnam.

IMPACT OF ENGLISH SONG IN VOCABULARY LEARNING : A PRE-EXPERIMENTAL STUDY AT A JUNIOR ISLAMIC BOARDING SCHOOL

Pre-experimental design with one group pre-test and post-test was used in this study to determine whether there is any positive or negative effect on students' vocabulary mastery after they are taught using English songs. This study's instruments were a written vocabulary test and a field note. The researchers employed English songs combined with a Vocabulary self-collection (VSS) technique in the treatment to improve students' vocabulary acquisition. The mean pre-test score for 39 students in the eighth grade at an Islamic junior high school was 48,71, and the mean post-test score was 80, 89. The mean results of the pre-test and post-test demonstrated a significant improvement in students' vocabulary mastery. The t-test's p-value (sig-2-tailed) was 0.00, which is less than 0.05. This outcome indicated that Ho was refused but Ha was authorized. It was able to prove that gaining vocabulary in the eighth grade of an Islamic junior high school utilizing an English song and VSS had a positive impact on students' vocabulary mastery. The main teaching implication of this study is that when an English song is combined with specific teaching and learning objectives and supported by learning assessment through VSS, it might assist students in learning English vocabulary effectively.

Student Access Application

In an era where a lot of disruptive technologies that change the entire perspective of the market are arriving very often. One such is the emergence of Mobile App Development, which completely changed the way users utilized software. Even though soft- ware development generally meant a stand-alone or Web application in the past, now it has landscape, facilitating seamless access to academic resources is paramount for student success. Preliminary findings indicate a significant improvement in students' ability to access academic resources efficiently, leading to heightened engagement with course materials and improved communication between students and faculty. The SAA demonstrates promise in addressing challenges associated with traditional methods of information dissemination in educational institutions. The implications of this research extend beyond the immediate benefits for students, as institutions can draw insights for optimizing their technology-driven strategies to enhance overall educational experiences. The findings presented in this paper contribute valuable knowledge to the ongoing discourse on leveraging mobile applications to create more accessible and engaging learning environments for students in the digital age.

Enhancing Science Process Skills in Physics Education: The Impact of the Phyphox Smartphone Application in High School Laboratories

This study explores the effectiveness of smartphones as measurement tools in physics laboratories, focusing on the science process skills of Class XI students at SMA Negeri 1 Wajo. Employing a Pre-Experimental One-Shot Case Study design, we integrated the Phyphox application into the curriculum and analyzed its impact on students' scientific understanding. Our methodology included purposive sampling of 24 students and data collection via science process skill tests, lesson plans, and student worksheets. Descriptive and inferential statistical analyses revealed a significant improvement in students' science process skills, with an average score of 72.08. The one-sample t-test showed an essential value of 0.000, indicating a positive effect of the Phyphox application. These findings suggest a potential shift towards technologically integrated learning environments in physics education, enhancing student engagement and comprehension. While promising, the study acknowledges its sample size and context limitations, highlighting the need for further research in diverse educational settings. This study contributes to the growing body of research advocating digital tools in education, aiming to prepare students for a technologically advanced world.

Enhancing Education in Elementary Schools through Gamified Learning: Exploring the Impact of Kahoot! on the Learning Process

The integration of technology in educational settings has gained popularity, aiming to enhance student engagement and motivation. Kahoot! digital tool activities have emerged as a favored choice for creating dynamic and captivating learning environments. This study investigates the impact of incorporating Kahoot! on students’ learning outcomes and motivation to learn science. The research utilized a quantitative methodology, collecting data through pre- and post-questionnaires administered to both experimental (N = 53) and control groups (N = 56). This study identified that integrating Kahoot! activities led to a significant improvement in students’ grasp of scientific concepts and principles. Moreover, a noteworthy increase in self-efficacy, interest, and enjoyment levels was observed among students in the experimental groups. This indicates that Kahoot! activities not only enhance students’ understanding of scientific concepts but also amplify their motivation to engage with the subject matter. This study also explored potential demographic variables that could influence these outcomes. Notably, the findings suggest that grade level plays a role in students’ motivation to learn science. In conclusion, this study underscores the potential of Kahoot! activities to positively influence students’ science learning experiences, emphasizing the importance of cultivating dynamic and captivating learning environments.

EFEKTIFITAS PENGGUNAAN MEDIA PUZZLE MATEMATIKA MATERI BILANGAN PECAHAN TERHADAP KEMANDIRIAN BELAJAR SISWA KELAS 2 SD

Mathematics plays a crucial role in the development of science, especially in the context of basic education. One of the important materials in mathematics is the number of fractions, which is often considered difficult by students. This research aims to find out the effectiveness of using mathematical puzzle media on fragmented number material in improving the learning independence of students of 2nd grade at the State Elementary School of Ngabeyan 01. The research method used is quantitative research with pre-experimental design. Data is collected through pretest and posttest tests as well as nontes in the form of interviews, observations, and documentation. Data analysis using the wilcoxom signed rank test, SPSS 25. The results of the study showed a significant improvement in students' learning independence after being treated using a mathematical puzzle medium. The average pretest score was 34, while the average posttest score increased to 92.67. The wilcoxom signed rank test produced a significance value of 0.001, showing a significant difference between pretest and posttest. Based on these findings, it can be concluded that the use of mathematical puzzle media is effective in improving the autonomy of students' learning on fragment number material in the second grade of State Elementary School Ngabeyan 01. Therefore, the results of this research are expected to be one of the benchmarks in learning to create an innovative and enjoyable learning environment, especially in overcoming the difficulty of students in understanding the concept of fractional numbers.

Enhancement of Critical Thinking Skills of Grade X Students at SMKN 2 Singosari in History Learning: The Process of Islam's Entry and Development in the Archipelago through Project-Based Learning

This research aims to investigate the improvement of critical thinking skills among grade X students at SMKN 2 Singosari in history learning, particularly regarding the process of Islam's entry and development in the archipelago, through the implementation of project-based learning. The research method employed is classroom action research. Data were collected through tests to measure students' critical thinking skills and their learning outcomes. The analysis results indicate a significant improvement in students' critical thinking skills from pre-cycle to cycle I, and from cycle I to cycle II. At the indicator level, there is a consistent improvement in the ability to ask questions, skills in presenting arguments and ideas, skills in validating data relevant to the problem, and skills in formulating conclusions and solutions with proper reasoning. Furthermore, students' learning outcomes also show a significant improvement from pre-cycle to cycle I, and from cycle I to cycle II, both in terms of average learning outcomes and the level of learning completeness. These findings suggest that the implementation of project-based learning can positively contribute to the enhancement of critical thinking skills and learning outcomes of students in history learning.

Exploring the Impact of Teacher Role Changes in the Flipped Classroom Model on the Critical Thinking Abilities of University Students

This study investigates the impact of teacher role changes within the flipped classroom model on the critical thinking abilities of Canadian university students. Employing a mixed-methods research design, the study combines quantitative data from pre- and post-tests using the California Critical Thinking Skills Test (CCTST) with qualitative insights from student and teacher interviews. The quantitative analysis revealed statistically significant improvements in students’ critical thinking abilities in flipped classroom settings, particularly in analysis, inference, and evaluation skills, indicating a medium to large effect size (η² = 0.111). Qualitative findings underscore the importance of increased student engagement, enhanced learning environments, the value of collaborative learning, and the pivotal role of teacher support and feedback in facilitating critical thinking development. Integrating these findings, the study offers a multifaceted view of how strategic pedagogical shifts—specifically, adopting more facilitative and supportive roles by teachers—can significantly enhance critical thinking in higher education. This research contributes to the literature on educational strategies, advocating for the broader adoption of flipped classroom models as a means to foster active, student-centered learning and critical thinking skills.

The Impact of Directed Reading Thinking Activity Strategy in Increasing Students’ Reading Motivation and Learning Achievement

This study aims to explore the effectiveness of the Directed Reading Thinking Activity (DRTA) strategy in enhancing students' reading motivation and learning outcomes. Conducted using a mixed-methods approach, it involved 27 ninth-grade students at the Al-Gazali Islamic Boarding School. The study meticulously examines how the DRTA strategy, which encourages students to make predictions, pose questions, and enhance their comprehension through engaged reading, impacts their motivation to read and their levels of reading comprehension. By integrating both quantitative and qualitative research methods, this study provides a comprehensive analysis of students' reading performance before and after the implementation of the DRTA strategy. The findings indicate a significant improvement in students' reading motivation and overall reading achievement. This suggests the potential of the DRTA strategy as an effective pedagogical tool for comprehensive reading enhancement. This research offers insights into reading strategies that can foster a more engaging and productive reading environment for students, including those in Islamic boarding school settings.

Enhancing Arabic Reading Skills: A Prezi Program-Based Learning Material Development for Integrated Islamic Elementary Schools in Indonesia

This study addresses the challenge of enhancing Arabic language learning through the development of engaging learning materials using Prezi software. Combining qualitative and quantitative approaches within the Research and Development (R&D) methodology, the study progresses through stages including needs identification, expert consultations, and model development. Implemented in a fifth-grade class, the model underwent testing using a pretest-posttest Control Group design, demonstrating significant improvements in students' reading comprehension (t0=4.6, exceeding critical t-value at 99% confidence level). Recommendations highlight the importance of Arabic language schools embracing technology, with tailored training for teachers and the utilization of programs like Breasy for material development. Emphasis is placed on optimizing learning media to foster student engagement, with implementation strategies focused on enhancing teacher proficiency and promoting active student participation in elementary Arabic language instruction.

Learning by Gaming: Investigating the Effectiveness of Kahoot! on Young ESL Learners’ Language Performance

Educators turn to game-based language education to offer immersive and interactive learning experiences that foster language acquisition. This fun and engaging mode of learning is resultant of the rapid growth of technology and the rising popularity of internet-based games. The present study investigated the effectiveness of gamification of Kahoot! to enhance grammar acquisition of young ESL learners. In a pre-experimental quantitative research setting, a purposive sample of 68 sixth-grade ESL learners is utilized, employing research instruments like pre-tests, post-tests, and questionnaires to evaluate the efficacy of gamified learning for grammar acquisition. The SPSS analysis suggests a statistically significant improvement in students' post-test scores in grammar, affirming Kahoot!'s positive impact on student motivation and engagement. This study strongly highlights gamification as a powerful strategy in enhancing language acquisition and nurturing a positive learning experience.

Evaluating the effectiveness of a low fidelity, easily available simulator to teach basic arthroscopy skills to novice learners: A prospective cohort study

BackgroundArthroscopy proficiency is key to being a competent orthopaedic surgeon and acquiring arthroscopic skills takes years of exposure and diligent practice. However, today’s graduating consultants have had considerably less time in operating theatre than their senior colleagues at the same point of their careers. ObjectivesTo evaluate whether: (1) Students could improve their arthroscopic technique using a low fidelity arthroscopic training tool (2) students enjoyed the use of the simulator (3) If certain demographics correlate to performance on the simulator. MethodsMedical students who have no previous training in arthroscopy were included. A combined left- and right-handed timed run with a low-fidelity arthroscopic triangulation simulator was recorded before and after 40-minutes of practice. Results84 participants took part with an average improvement of was 66.8%. Students felt that their arthroscopic skills increased on average by 36.4%. 73 of the 84 participants gave the maximum score of 5 when asked if they enjoyed the session and 74 participants gave the maximum score of 5 as to whether they would be interested in participating in further sessions. Factors such as biological sex, video game play and sports were found to be statistically significant to performance. ConclusionsThis study showed a statistically significant improvement in students’ arthroscopic performance with a low-fidelity arthroscopic simulator. Students found the experience useful with the vast majority indicating interest in completing further training sessions to help improve practical surgical skills. Video gamers, sports players and males were found to have a correlation with performance on the simulator.

Efficacy of Google Form–based MCQ tests for formative assessment in medical biochemistry education

BACKGROUND: Biochemistry, being a vast and complex subject, can be challenging for Phase I MBBS students to comprehend and retain. Embracing rapidly evolving technology can facilitate a more accessible learning experience. In this study, we investigated the effectiveness of using Google Form–based multiple-choice question (MCQ) tests as a formative assessment tool after each biochemistry lecture series. The aim was to assess the improvement and gather feedback of Phase I MBBS students on the utility of this assessment tool. MATERIALS AND METHODS: This educational prospective longitudinal study was conducted by the Department of Biochemistry at a university-affiliated medical college and tertiary care hospital. The study included 150 Phase I MBBS students as participants. Google Form–based MCQ tests were implemented as educational interventions after each lecture series during the study period. The study compared the internal assessment (IA) MCQ marks of students before and after the implementation of the intervention. In addition, feedback questionnaires were collected from the students. RESULTS: There was a significant improvement in students’ scores between the first IA (mean ± standard deviation [SD], 8.16 ± 3.08) and second IA (mean ± SD, 17.64 ± 2.02) (P < 0.0001). According to students’ feedback, 149 out of 150 (99.3%) students found the use of Google Form–based MCQ tests as a formative assessment tool in the teaching–learning process to be highly beneficial and motivated them to engage in their biochemistry studies. CONCLUSION: With the shift toward competency-based medical education (CBME) in India, it is crucial for educators to embrace novel teaching–learning and evaluation approaches. Our study highlighted the efficacy of employing Google Form–based MCQ tests in enhancing students’ comprehension of the biochemistry subject, evaluating their scores and improving the overall quality of learning. Through this mode of assessment, teachers were able to provide targeted feedback on areas that required improvement, thereby enhancing the learning experience.