Significant Improvement In Students Research Articles

Enhancing English Speaking Proficiency through Group Discussions

The purpose of the following study to discuss the group discussion and its influence on improving the English speaking skills amongst the university students. Evidence from the study goes on to demonstrate that speaking English is the most difficult yet crucial component of learning the language, particularly in a non-native context. The question at hand in this research pertains to whether structured group discussions effectively improve the spoken English skills among students. The issue is, therefore, relevant; the need for such practice to happen in academic settings amongst students who can speak English effectively. The study used a quantitative pre-test/post-test design for the evaluation of improvement before and after intervention by implementing group discussions. Findings reported significant improvements in students' speaking fluency, accuracy, and confidence. This finding implies that the language learning curricula should be designed and taught complete with the group discussions on topics of relevance to learners. This would be a better vehicle for the development of speaking proficiency in English.

Design and implementation effects of SPOC-based blended teaching from the perspective of deep teaching: a case study of EFL students

ABSTRACT While blended teaching approaches are becoming more common in some higher educational institutes, their consistency in aligning with higher-level learning objectives varies The current study aims to explore the design and effectiveness of Small Private Online Course (SPOC)-based blended teaching in fostering deep learning among English as a Foreign Language students in Higher Vocational Colleges in Guangdong, China. We develop a systematically designed SPOC-based blended teaching approach tailored for deep learning promotion and compare it with a non-systematic SPOC-based design. The study then implements the SPOC-based blended teaching approach to promote deep learning and collects relevant data for analysis. Our results show significant improvements in students’ knowledge acquisition, skill development, and overall satisfaction compared to the non-systematic approach. This study provides valuable insights into deep blended teaching and underscores the necessity of a systematic shift in teaching methodologies through SPOC-based blended learning to optimise deep learning outcomes.

Old Habits Die Hard: Regression in Learning and Study Strategies Inventory Scores in PharmD Students

ObjectivesPrior studies have demonstrated that “learning to learn” (L2L) courses can lead to significant improvements in students’ Learning and Study Strategies Inventory (LASSI) scores immediately following the course. The objective of this study was to analyze whether improvements in LASSI scores are sustained one year following an L2L elective course. MethodsFirst-year pharmacy students in the Classes of 2024 and 2025 completed the LASSI at the start of the Fall semester and again immediately following an L2L course. One year later, during the second professional year, students completed the LASSI a third time. Repeated measure multivariate analysis of variance was used to analyze within-subject differences in LASSI scores across each of the 10 LASSI scales. Univariate analysis of variance with Bonferroni correction was used for pairwise comparison. ResultsA total of 119 students completed all three LASSI assessments. LASSI scores improved in all 10 scales following completion of the learning to learn course; however, one year after the completion of the course there was a statistically significant regression in all 10 scale scores (Wilks’ Λ (20,98) = 8.7). Among the 10 scales, attitude and concentration were statistically significantly lower during the second professional year compared to baseline at the start of the first professional year. Selecting main ideas was the only scale score higher during the second professional year compared to baseline. ConclusionsDespite marked improvements in LASSI scores following the implementation of a “learning to learn” course for first year pharmacy students, the improvements were not sustained one year later.

Exploring the Influence of Word Exposure via Facebook on Young EFL Learners’ Written Form of Word Knowledge

This quantitative study aimed to investigate the impact of word exposure via Facebook on thevocabulary knowledge of Thai EFL primary school learners. Additionally, it sought to examinedifferences in receptive and productive written forms of word knowledge between differenteducation levels. It explored the relationship between participants’ vocabulary size and wordknowledge. Forty students from grades four and six participated in the study, which involveddesigning and validating tests to measure receptive and productive written forms of wordknowledge. Descriptive and inferential statistics were employed to analyze quantitative data.The findings indicated significant improvements in students’ receptive and productivevocabulary knowledge, with noticeable development in their understanding of word spelling.Furthermore, grade six learners performed better than grade four learners on receptive andproductive written form measures. Correlational analysis revealed a relationship betweenvocabulary size and knowledge of written forms, indicating their interdependency. Overall, thisstudy suggests that exposure to words through Facebook positively influences vocabularyacquisition, underscoring the importance of word exposure experiences in learning vocabulary.Additionally, it highlights the predictive role of vocabulary size in the written form of wordknowledge. This study offers implications for practitioners and provides suggestions for futureresearch directions.

Evaluation of the Campus Teaching Program Batch 6 on Literacy Improvement Based on the Kirkpatrick Model Level I and II at SMPN 1 MANIIS Grade VIII

Program evaluation is one of the best ways to improve the quality of a program activity. The quality of the program will affect the achievement of goals for an institution or organization. The purpose of this research is to evaluate the effectiveness of the Campus Teaching Program Generation 6 in improving the literacy of eighth-grade students at SMPN 1 Maniis, based on Kirkpatrick Model Levels 1 and 2. The research method used is quantitative descriptive with a survey method, involving 30 eighth-grade students who participated in the Minimum Competency Assessment (AKM) Class. Data collection techniques were conducted using questionnaires, tests, observations, and documentation. The research results showed a significant improvement in students' literacy knowledge, with the average increasing from 31.83 to 56.83. Additionally, the acquisition of N-Gain Score (0.5792) and N-Gain Percent (58%) indicates that this program falls into the "Moderate" and "Sufficiently Effective" categories according to the Kirkpatrick Model. Overall, the Campus Teaching Program has proven to be effective in improving the literacy of eighth-grade students at SMPN 1 Maniis, in line with Kirkpatrick Model Levels 1 and 2. The implication suggests that this program is worthy of continuation.

Development of PBL Based E-Student Worksheet Using an Ethnoscience Approach to Improve Students' Character Values and Conservation Attitudes on Redox Material

The study aimed to develop a PBL Integrated Ethnoscience-Based e-Student Worksheet focused on redox material, ensuring its validity, and to determine its impact on enhancing students' character values and conservation attitudes. Utilizing the Research and Development (R&D) approach with the Plomp model, the study incorporated various data collection methods such as interviews, student questionnaires, validation sheets, and user response surveys. Validation involved assessments from three material experts and media specialists. Initial trials encompassed one-on-one assessments with students of varying abilities and feedback from teachers and students. The larger-scale trial adopted a pre-experimental Pretest-Posttest Control Group design. The outcomes revealed that the e-Student Worksheet achieved high validation scores from both material and media experts, while feedback from users indicated its effectiveness. Importantly, significant improvements in students' character values and conservation attitudes were observed post-implementation of the e-Student Worksheet, as confirmed by paired t-tests. In summary, the use of the Flip Builder application in crafting the E-Student Worksheet, grounded in PBL and ethnosciences, not only received strong validation but also positively impacted students' character development and conservation perspectives.

Enhancing English Listening Skills: A Case Study of the CAKE Application in Student Learning

In today's world of education, mastery of English is important for students all over the world, including in Indonesia. Despite its importance, many learners struggle with English language proficiency, particularly in listening comprehension. This research explores the effectiveness of the CAKE application in improving English listening skills among secondary school students in North Sumatra, Indonesia. Using qualitative case study methodology, data was collected from 10 participants through interviews and observations. Findings showed significant improvements in students' listening skills after using the CAKE app, as evidenced by their performance in listening tests and self-reported experiences. Participants reported improvements in the quality of English such as better vocabulary and listening skills than before, increased self-confidence, focus and motivation in learning English, and this was due to the interesting features of the application. Although there were some challenges, such as selecting videos and understanding unclear audio, students provided valuable suggestions to improve the app's effectiveness. Overall, the CAKE app offers a promising solution for improving English listening skills, providing students with an accessible and engaging platform for language learning outside the classroom. By meeting students' needs and incorporating their input, CAKE applications have the potential to further improve language learning outcomes and contribute to students' overall language proficiency in a globalized world.

Secondary Students’ Awareness on Renewable Energy: A Comparison Between Malaysia and Oman

This study responds to the critical imperative of strengthening renewable energy (RE) education and fostering sustainable development awareness among secondary school students in Malaysia and Oman. It investigates the feasibility of using the mobile learning module named "MyREL" to enhance students' understanding, awareness, and interest for RE and sustainable development. The research findings underscore significant improvements in students' knowledge levels post-implementation of the "MyREL" module, with a more substantial increase observed in Oman. Developed content within "MyREL" plays a pivotal role in enhancing students' awareness of RE and climate issues, addressing the initial low levels of awareness in both countries. Notably, the study reveals a remarkable boost in students' interest in pursuing higher education and careers in the RE sector, highlighting the module's effectiveness in nurturing interest. While acknowledging study limitations, such as a small sample size and a brief intervention period, the research encourages future exploration to refine content, employ diverse teaching strategies, and conduct long-term assessments for knowledge and interest retention. Ultimately, this feasibility study underscores the significance of technology-enhanced learning, exemplified by "MyREL," in advancing RE literacy and advancing global efforts to combat climate change while facilitating the transition to cleaner energy sources

Constructively Aligned Instructional Design for Oral Presentations

In the paper "Constructively Aligned Instructional Design for Oral Presentations," the authors explore the implementation and outcomes of the 'General, Particular Specific' (GPS) model as a framework for curriculum instructional design for oral presentations within STEM education at an R1 Polytechnic University.   Objective: This study aims to investigate the impact of the 'General, Particular Specific' (GPS) model on the enhancement of constructive alignment in curriculum instructional design for oral presentations in STEM education to improve students' oral communication skills and their effectiveness in technical communication.   Theoretical Framework: Constructive alignment, curriculum-based Assessment, and curriculum and instructional design stand out, providing a solid basis for understanding the context of the investigation. The literature includes foundational texts on marketing management, center-based engineering research, Bloom's taxonomy of educational objectives, and the principles of enhancing teaching through constructive alignment. Additionally, it acknowledges the multifaceted nature of instructional design, emphasizing the widespread adoption of the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), showcasing a structured, comprehensive approach to educational planning and execution.   Method: The methodology adopted for this research comprises a qualitative study design, utilizing case study approaches within the Humanities and Social Science department at an R1 Polytechnic University. Data was collected through classroom observations, instructor interviews, and analysis of student presentation outcomes before and after implementing the GPS model.   Results and Discussion: The results revealed significant improvements in students' abilities to think critically about content alignment with audience expectations and effectively communicate technical information. In the discussion section, these results are contextualized in light of the theoretical framework, underscoring the effectiveness of the GPS model in fostering clear, explicit instruction and scaffolding in oral presentation skills. The study acknowledges possible limitations, including its scope within a single institution and the need for broader empirical validation.   Research Implications: This research's practical and theoretical implications are discussed, providing insights into how the results can be applied or influence practices in STEM education. These implications could encompass curriculum development, pedagogical strategies, and enhancing communication skills in STEM fields.   Originality/Value: This study contributes to the literature by highlighting the originality of applying the GPS model within the context of oral presentation instruction, marking a significant shift from traditional, less structured approaches to a more scaffolded and constructively aligned methodology. The relevance and value of this research are evidenced by its potential to impact pedagogical practices, particularly in enhancing the oral presentation capabilities of STEM students, thereby addressing a critical gap in STEM education and communication training.

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.

Meningkatkan Keterampilan Membaca Nyaring Peserta didik Menggunakan Metode Suku Kata Berbantuan Media Kartu Bergambar

This research aimed to determine the improvement of oral reading skills by practising the syllable-assisted visual aid method using picture cards among first grade students at SD Negeri 24 Palu, Palu City, Central Sulawesi. The research was conducted in SD Negeri 24 Palu with 28 first grade students. Data collection methods included observation, testing and documentation, while data analysis used a descriptive quantitative and qualitative approach. This research is a type of classroom action research that consists of four phases: planning, implementation, observation and evaluation. The results of the data analysis show that in the first test only 50% of the students achieved classical completeness or scored above the minimum criteria. However, in cycle 1, the percentage of students achieving classical completeness increased to 85%. These results indicate a significant improvement in students' oral reading skills with the use of the syllable method supported by visual aids in the form of picture cards

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. &gt; 0.05), underscoring the need for continued assessment and refinement of the IPA model in vocational English education.

Effectiveness of Periodicity Theory in Enhancing Student’s Writing Skills

This study investigates the integration of periodicity theory into teaching methodologies to address academic writing challenges among students. Periodicity theory focuses more on the cyclical nature of the writing process, offering insights into the organization and development of written discourse. This study examines the effectiveness of incorporating periodicity elements into teaching writing skills through a comprehensive methodology involving 10 students enrolled in the General English course. The results show significant improvements in students’ writing, with notable improvements in coherence, organization, and the incorporation of periodicity elements. However, not all students have similar learning speeds, leading to others in the study requiring further refinement in grammar and the inclusion of new Macro or Hyper-Themes. Despite the few students who did not improve significantly, the study showed a substantial increase in students’ writing skills when educators employ the periodicity concept.

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.