Significant Improvement In Students Research Articles

Empowering Students in the Digital Era: An Analysis of Interactive E-Modules' Effect on Digital Mathematical Communication

Students' mathematical digital communication abilities are paramount in the current digital era, yet many continue encountering difficulties. This study focuses on using interactive e-modules as an innovative learning medium to enhance these abilities. Adopting a quantitative experimental approach, this research involved grade 8students from SMP Negeri 1 Ciwaringin during the 2022/2023 academic year, allocating them into control and experimental groups. The study aimed to evaluate student responses to the e-module, compare students' mathematical digital communication abilities before and after the module's implementation, and determine the effectiveness of the e-module. The study's results showed a significant improvement in students' abilities, with a 75.5% positive response to the e-module and an average student score increase from 36.63 (pretest) to 72.56 (posttest). An N-Gain rise of 56.62% demonstrated the effectiveness of the e-module. These findings solidify the interactive e-module as a suitable learning medium that increases student enthusiasm and participation in mathematical learning. Thus, this research significantly contributes to mathematics education, demonstrating that interactive e-modules can effectively overcome challenges in teaching mathematical digital communication.

PENINGKATAN PEMAHAMAN SISWA KELAS 5 SDN TAWANGREJO TERHADAP KONSEP PERUBAHAN WUJUD BENDA MELALUI PENERAPAN PBL (Problem Based Learning)

This study aims to improve the understanding of 5th-grade students at SDN Tawangrejo regarding the concept of changes in the states of matter through the implementation of Problem-Based Learning (PBL). PBL is used as a learning approach that encourages students to actively seek solutions to given problems. The study involved 18 5th-grade students as research subjects. The research adopted the Classroom Action Research (CAR) approach, consisting of four stages: planning, action, observation, and reflection. During the action stage, the teacher introduced the concept of changes in the states of matter through relevant real-life problem scenarios. The students were then assigned to work in groups, analyze the problems, gather information, and develop solutions. This process was supported by facilitation and guidance from the teacher. The results of the study show that the implementation of PBL significantly improves students' understanding of the concept of changes in the states of matter. There is a significant improvement in students' ability to identify changes in the states of matter, understand the factors influencing these changes, and explain the process of changes in the states of matter more comprehensively. Additionally, the students demonstrated more active participation in the learning process and improved teamwork skills. This research recommends that teachers and schools utilize the PBL approach in teaching the concept of changes in the states of matter. The implementation of PBL can enhance students' understanding and facilitate the development of collaboration and problem-solving skills. The study also emphasizes the importance of connecting learning to everyday life contexts to help students recognize the relevance of the material being taught
 Keywords: Increased understanding, Concept of changes in states of matter, PBL (Problem Based Learning)

ENHANCING ONLINE PRACTICAL COURSES IN MECHANICAL ENGINEERING: DEVELOPMENT AND ANALYSIS OF INNOVATIVE METHODS

This research paper introduces three innovative approaches for delivering online practical courses in the field of mechanical engineering. With the increasing popularity of eLearning platforms, educators have been encouraged to adapt their teaching methods accordingly. However, teaching practical mechanical engineering courses online has posed significant challenges due to the reliance on machinery and hands-on equipment. This study represents a pioneering effort in proposing new methods to address these difficulties. The primary goals of this research are to establish the feasibility of conducting practical courses online and to provide solutions for enhancing the quality of such courses. To achieve these objectives, the study focuses on the development, application, and analysis of pedagogical approaches, virtual tools, and simulation software. The research was carried out with three student groups enrolled in two Tunisian Higher Institutes of Technological Studies. Based on the evaluations of these experiences, the implementation of new methodologies has led to a significant improvement in students' practical skills.

Research on personalized Japanese language teaching model based on big data technology

Abstract In order to better improve students’ Japanese language performance and help them progress, this paper proposes an analysis of personalized Japanese language teaching in a big data technology environment. We build a model of learner characteristics and use collaborative filtering techniques to push learning information from learners with the same or similar interest and preference characteristics. Adjust teaching strategies based on visual user information in the information panel. Build a personalized teaching model based on big data, extract and visualize the data of each student’s learning behavior, find out the gap between the teaching objectives and the preset ones, and record the students’ learning methods. Based on data to dynamically update the teaching content, assign the most appropriate learning tasks, determine the distance of teaching objectives, and improve students’ learning ability and learning effectiveness. Through inductive learning inference on the training dataset, the probabilities of all subsets are calculated, the relevant data subset intervals are merged, and the business sensitivity index is introduced to measure the whole source, which makes the improved decision tree gradually reduce the uncertainty of the division and decrease the weight degree of the attributes, which makes the personalized Japanese teaching better. The analysis results showed that the improved decision tree model reached 71% accuracy in 80 cases and stayed above 73% afterwards, and the ratio of students’ mastered knowledge to the number of knowledges learned was 0.4. Personalized Japanese language teaching under this method led to a significant improvement in students’ performance.

Effects of the Good Behavior Game on Students’ Academic Engagement in Remote Classrooms During the COVID-19 Pandemic

This multiple-baseline design study examined the effects of the Good Behavior Game (GBG) on class-wide academic engagement in online general education classrooms. Teachers in three third- through fifth-grade classrooms in the state of New York implemented the GBG remotely during the COVID-19 pandemic. Treatment integrity was supported using aspects of implementation planning and by providing emailed performance feedback. Teachers’ perceived usability and students’ perceived acceptability of the GBG were assessed. Visual analysis results indicated two clear demonstrations of an effect, but experimental control was limited by smaller and delayed effects in one classroom. Statistical analyses of the data suggest that implementing the GBG was associated with moderate to strong, statistically significant improvements in students’ academic engagement in all three classrooms. Teachers reported that the GBG was usable in their online classrooms, and students reported finding the intervention acceptable to participate in remotely. These results provide initial support for further examining the effectiveness and social validity of using the GBG to improve elementary students’ academic engagement during remote instruction.

Using Spotlight App to Improve Listening Skills for Non-English Majors

Listening to English is very important in daily communication. Listening well helps people fully understand the contents that the speaker wants to express, and from there, listening will help improve other skills. However, Vietnamese students often face problems with their English listening skills. This study aimed to determine whether the Spotlight app should be used to improve the listening ability of first-year non-English majors. The specific objective is to assess the impact of the Spotlight app on students' listening ability and to collect student feedback on their opinions toward the Spotlight app. Questionnaires and tests were used as the main tools for data collection. The study participants included 41 students, of which 20 students were randomly selected into the experimental group (using the Spotlight app), and 21 students were assigned to the control group (not using Spotlight). While all 41 students were required to take pre-test and post-test, only the experimental group students answered questions in relation to their opinions on using Spotlight and suggestions for better using the Spotlight app. The results show that there is a significant improvement in students' performance in listening skills after using this app. In addition, student feedback on the use of the method is generally positive, and suggestions for reducing obstacles to using Spotlight are provided to enhance the widespread and effective use of the application. Keywords: listening skills, Spotlight app, non-English majors

Integrating Task-Based Learning and ICT in Reading and Writing Classes in Hybrid Setting

Several ICT tools are chosen as media in reading and writing courses, such as socrative for practicing and testing vocabulary, google form for practicing and evaluating reading ability, and writeabout for practicing students' writing skills based on given topics. The study analyze classroom practices of a reading and writing course in hybrid setting which integrated Task-Based Learning (TBL) and Information and Communication Technologies (ICT). It is a case study with quantitative approach. This project was done in 6 classes of reading and writing course consisted of 159 students in total. The data was gathered through classroom observation, pre-, and post-test scores analysis, and questionnaire analysis about students' feedback. The pre-and post-test scores were analyzed using descriptive statistical analysis, paired sample t-test, and changing level analysis.The findings indicated that teachers integrated TBL and various ICT tools to accomplish the course description and objectives. The result of those three data analyses described significant improvement in students' learning outcomes. The course received positive responses from the students with a 4.02 out of 5 (good level). The integration of TBL and ICT in a reading and writing course is considerable in enhancing students' achievement and enjoyment in hybrid setting. This study provided benefit from insight into the knowledge and practice for reading and writing lecturers to integrate TBL and ICT in their instruction particularly in hybrid context.

Investigating the Effectiveness of Using Structured and Unstructured Google Classroom on Grammar Learning Among Omani EFL Post-Basic Learners, and Perceived Benefits and Challenges

This study investigated the effectiveness of Google Classroom as a tool to improve grammar acquisition of Omani EFL learners. It analyzed students’ responses to structured and unstructured Google Classroom frameworks, to examine how each framework impacts performance. Perceptions concerning the use of Google Classroom, and the challenges encountered when using the platform were also identified. The sample of the study included two groups (structured (61) and unstructured (54), n= 115) from grade 11 students from one of the schools in Muscat Governorate in the academic year 2020-2021. Two instruments were used to collect data: a grammar achievement test (pre- post-test) and a questionnaire. The results of the study revealed a statistically significant improvement in students’ grammar performance, in favor of the structured Google Classroom group. All students were highly positive about using Google Classroom, finding it useful, enjoyable and easy. In the light of these findings, implications and recommendations are provided.

Comparison of Academic Results between Fully Autonomous and Non-autonomous Schools

School autonomy empowers schools to make decisions to invest in matters that are important for the school. School autonomy is also related to increased or improved student performance. Since 2014, the Bhutanese Ministry of Education implemented Central School reform initiative, which granted school autonomy in financial matters and school governance. The reform initiative was as a result of surmounting evidences on the perceived decline on the quality of education and student performance. This research attempted to determine if students’ performance in board examinations improved over the consecutive years in one of the central schools. Using students’ board examination marks for four years, this research determined that there were significant improvements in students’ performance, however the findings were inconsistent. Possible reasons for the inconsistent findings are discussed.

The Investigation on College Students' English Writing Achievements and Perceptions towards a Flipped Instructional Model

Many educators are seeking new methods to motivate and encourage student learning, and the flipped classroom model is increasingly being used by language teachers to engage students. This approach involves students watching instructional videos prior to class, then participating in practical activities during class time. This study aimed to evaluate the effectiveness of the flipped instructional model on the writing achievements, attitudes, and stress levels of first-year college students. The study was conducted in an intact writing classroom from 2020 to 2021 at a central university in Taiwan, with the researcher serving as the instructor. Students were given the option of an 8-week traditional classroom or an 8-week flipped classroom. The study used quantitative research methods to assess students' writing skills and attitudes towards the flipped classroom model, including an EFL writing test and a questionnaire. The study found that the flipped classroom methodology improved students' writing motivation and quality, with students being more comfortable in this type of environment and engaging in more group discussions about video content. Additionally, the flipped model led to significant improvements in students' writing abilities on pretest and posttest assessments. Both quantitative and qualitative data support the positive impact of the flipped classroom model on students' writing performance and attitudes. This research study offers significant insights into the utilization of the flipped instruction model, which can assist educators in enhancing the efficiency of their teaching approaches, particularly in improving students' writing abilities and fostering self-directed learning.

Modular Distance Learning in the Area of Education During the New Normal: A Systematic Review

In the Philippines, attempting to push through education despite the fatal pandemic caused by Covid-19 has proven difficult. Despite several objections, the Department of Education (DepEd) and the Commission on Higher Education (CHED) accepted and implemented the flexible blended learning model, despite the risk of open courses due to the virus. Modular (Printed), Modular (Digital), Online, Educational TV, Radio-Based Instruction, Home Schooling, and Blended Learning are the many learning modes. Using the systematic review, the study aims to determine the main educational experiences that used the Modular Distance Learning approach to promote educational knowledge within the Higher Education stage. Modular Distance Learning is implemented for those living in rural areas or provinces where internet connection is only available for a few. The usage of Modules created by teachers with various tasks and learning activities based on fundamental learning abilities is known as modular distance learning. Thus, the main findings of the study revealed that the implementation of modular distance learning or distance education resulted in a significant improvement in students’ knowledge of the specific content covered, despite the fact that both technical and non-technical problems occur during their teaching in distance learning.

Students’ experiences and attitudes toward a newly developed simulation-based pharmaceutical care clinical rotation: A pre-post study design

PurposeThis study aims to evaluate Doctor of Pharmacy (PharmD) students’ experience with the newly developed simulation-based pharmaceutical care (PC) rotation by evaluating their knowledge and attitudes towards PC before and after the rotation. MethodsA self-administered questionnaire was distributed to sixth year PharmD students enrolled in the clinical training rotation “Comprehensive Pharmaceutical Care” during the 2020/2021 academic semesters at Jordan University of Science and Technology’s (JUST) Faculty of Pharmacy. Questionnaires were distributed before and after completing four experiential training weeks and consisted of three sections. The first section collected students’ demographic details while the second and third sections evaluated students' knowledge about, and attitudes toward PC, respectively. Descriptive statistics were used to describe and compare changes in students' knowledge and attitudes pre-and post-rotation. ResultsA total of 106 valid questionnaires were completed with a response rate of 99.07%. The rates of correct answers increased after the rotation with median total knowledge score increasing from 8 to 10 (out of 13, P value < 0.001). Significant improvements in students’ understanding of aspects relating to the concept and process of PC, and the role of clinical pharmacist in PC provision, were shown post the simulation-based clinical rotation. Similarly, their attitudes toward performing PC were either improved or emphasized. In contrast results also revealed that specific aspects of the rotation require further refinement, such as the comprehensiveness of the PC process and responsibilities in providing PC. ConclusionsPharmD students’ understanding and attitudes toward PC were either improved or emphasized after the simulation-based PC rotation. This study highlights the value of simulation as a unique instructional technique that can assist educators to develop PC competencies for pharmacy students.

ENHANCING STUDENTS' WRITING PROFICIENCY THROUGH EXTENDED WRITING PROJECTS

English language proficiency is crucial in the global context as it serves as a medium to share ideas and information across nations. Recognizing the significance of English as an international language, the government of Indonesia has mandated English education from elementary school to university. Writing is one of the essential language skills that students must master, allowing them to express their feelings, opinions, and thoughts effectively. However, the study finds that many students lack interest and face challenges when it comes to writing. They struggle to generate ideas, choose appropriate topics, and organize their thoughts into coherent sentences. To address this issue, the researcher explores the implementation of the Extended Writing Project (EWP) method as a potential solution to improve students' writing proficiency. The research employs a pre-experimental method with a one-group pretest-posttest design to assess the effectiveness of the EWP method. The study is conducted at SMA Negeri 1 Polewali during the 2016/2017 academic year, with 24 students from one of the tenth-grade classes chosen as the sample through cluster random sampling. Throughout the research, the researcher guides students in proposing their own topics or selecting from a provided list, creating preliminary outlines, and clustering or listing ideas before organizing them into paragraphs. The EWP method emphasizes revision and editing, encouraging students to make multiple drafts and take responsibility for improving linguistic correctness. The results demonstrate a significant improvement in students' writing ability after the application of the EWP method. Notably, improvements are observed in content, organization, vocabulary, language use, and mechanics. Students show enhanced coherence, relevance, and use of appropriate words, leading to better-organized paragraphs and improved language correctness. In conclusion, the Extended Writing Project method proves to be effective in enhancing students' writing skills in descriptive texts at SMA Negeri 1 Polewali. The method encourages students to take ownership of their writing process, resulting in significant progress in their writing abilities. To overcome challenges related to limited vocabulary, the use of dictionaries with active vocabulary-building activities is suggested. This research contributes valuable insights to the field of English language teaching and offers a potential solution to enhance students' writing proficiency in Indonesian schools.

The impact of a universal social emotional intervention on students’ mental wellbeing in a secondary public school in Qatar

This paper is based on a study that explored the impact of a practitioner-designed social emotional program on students’ wellbeing based on the results of the WEMWBS scale in a public secondary school in Qatar. This cluster randomized controlled trial study (RCT) involved the assignment of two groups; an intervention group (n = 82) to receive a universal social emotional intervention and a control group (n = 81) to continue with the usual practices without attending or participating in any social emotional interventions. Students in both groups rated their wellbeing levels before the intervention (baseline) and after the intervention (post intervention). The results revealed a significant improvement in students’ wellbeing after participating in the SEL intervention with an adjusted effect size of (EF = 0.76). The paper discusses the results of this study in the light of the program’s design and social context.

Implementation of Read, Encode, Annotate, adn Ponder (REAP) Strategy To Improve Students’ Reading Comprehension

This research aims to improve students’ reading comprehension of narrative text by using Read, Encode, Annotate, and Ponder (REAP) strategy. This research is a classroom action research which was conducted in three cycles. The participants of this research are the teacher and the students in class X IIS 4 of SMA Negeri 1 Kayan Hulu.The study showed that the use of REAP strategy gave significant improvement in students’ reading comprehension of narrative text. Before implementing the strategy, the students’ understanding of the text were not well structured because they could not comprehend the text or story clearly. They were not motivated to read and comprehend the text. The students’ problems solved when the researcher implemented REAP strategy for teaching and learning. REAP strategy gave an active process of reading which can help students to construct their greater understanding about the text. It was shown by students’ enthusiasm to pay attention in doing every activity during teaching and learning process used REAP strategy. Furthermore, the students showed motivation and enthusiasm during the learning phase of teaching. In conclusion, the use of REAP strategy could enhance students’ reading comprehension of narrative text.

Student Pharmacists’ Attitude Changes Toward Interprofessional Education Following an Introductory Interprofessional Course

Objective. Interprofessional education (IPE) has the potential to enhance collaboration among health care professionals in providing best patient care. Several IPE studies reported findings about multiple disciplines, but there is scant information focusing on IPE in student pharmacists. The objectives of this study were to, first, measure changes in student pharmacists' attitudes toward introductory interprofessional education using the survey Students Perceptions of Interprofessional Clinical Education Revised 2 (SPICE-R2) and, second, obtain a comprehensive understanding of attitude changes by integrating quantitative and qualitative results.Methods. A convergent mixed-methods design was used and involved quantitative data about the attitudes measured by the SPICE-R2 survey and qualitative open-ended questions about students' opinions. Participants completed the survey three times, namely before and after completing an online course and after participating in an in-person event.Results. Of 89 student pharmacists that participated in this study, 55 and 27 students provided complete responses for the online course and the event, respectively. Paired t tests showed significant improvements in students' attitudes after completing the online course for the three SPICE-R2 subdomains, and the qualitative data was confirmatory. After participating in the event, students' attitudes were not significantly changed. The meta-inferences were expansive in four areas, including team building, professional communication, learning from the group case study, and health care challenges.Conclusion. The online course was an effective learning activity for improving student pharmacists' attitudes toward IPE. The event was a viable learning activity to maintain or increase the students' attitudes toward interprofessional roles and teamwork. The mixed-methods findings provided "value added" with a more comprehensive understanding of attitude change.

Open Inquiry Practicum: An Effective Strategy for Enhancing Science Process Skills of Prospective Biology Teachers

Practicum has been widely recognized as an effective approach to enhance science process skills. However, traditional practicums may not be sufficient in improving integrated process skills. To address this issue, the current study aimed to introduce the open inquiry practicum model and investigate its impact on basic and integrated process skills among prospective biology teacher students. The study was conducted during the odd semester of 2022-2023, where selected courses utilized practicums both in and outside of the laboratory to facilitate open inquiry learning. A quasi-experimental study with a non-equivalent control group design was conducted to assess the effect of open inquiry practicum on students' science process skills. Data was collected from observing the practicum process utilizing the open inquiry learning model, as well as pretest and posttest results of science process skills. Treatment effect was analyzed through Mann-Whitney test with an alpha level of 0.05. The open inquiry practicum model consisted of experimental design preparation, practical field and laboratory work, data collection and analysis, data presentation, and uploading practical activity products in the form of posters and videos to YouTube. The results indicated a significant improvement in students' science process skills through the implementation of the open inquiry practicum.

Integration of Artificial Intelligence in Academia: A Case Study of Critical Teaching and Learning in Higher Education

This study scrutinizes the role of AI literacy and ChatGPT-3 in enhancing critical reasoning and journalistic writing competencies among 50 third-term journalism students at Tajik National University. Given the escalating relevance of AI across sectors, including journalism, we aim to highlight the potential advantages of incorporating AI utilities in journalism pedagogy. We utilized a mixed- methods approach, comprising both quantitative and qualitative data collection techniques, for a comprehensive examination of the influence of AI literacy and ChatGPT-3 on student skill development.We gathered insights via surveys and interviews, revealing the impact of AI on learning outcomes. Our findings suggest a significant improvement in students' critical thinking and journalistic writing skills with ChatGPT-3 usage. The integration of AI tools in the classroom encourages in-depth analysis and collaboration, thereby enhancing students' writing skills. The results underline the importance of AI literacy in journalism education, preparing students for the rapidly transforming, AI-centric journalism industry.

From Speech to Text: Enhancing Descriptive Paragraph Writing with Unjuk Tutur‘s Learning Model

This study fills a gap in the literature by examining effectiveness of one specific speaking project named Unjuk Tutur (Show and Tell) learning model in improving the ability of seventh-grade students at SMPN 01 Simpang OKU Selatan to write descriptive paragraphs. The study used a one-group pretest-posttest design with a sample of 16 out of 119 students due to social restrictions from the government in response to COVID-19. Data was collected through a descriptive paragraph writing test, and the data was analyzed using statistical techniques. The results showed a significant improvement in students' ability to write descriptive paragraphs after using the Speaking Project learning model, with an average score increase from 66.67 on the pre-test to 78.13 on the post-test. The findings suggest that the Speaking Project learning model could be an effective tool for improving students' writing skills in descriptive paragraphs. The assessment criteria used to evaluate the students' descriptive paragraphs included vocabulary, sentence structure, and spelling. The implications of this study are significant for educators seeking to enhance students' writing abilities. The Speaking Project learning model, which focuses on simple communication skills, could be an effective approach to teaching writing skills to seventh-grade students. Moreover, the findings of this study are relevant to the wider context of Indonesian language learning in the field, where there is a lack of variety in learning methods and models. In conclusion, this study highlights the effectiveness of the Speaking Project model in improving students' descriptive writing skills in Indonesian language learning. Educators can benefit from this approach to enhance students' writing abilities.

Teaching and learning methods compared: A pedagogical evaluation of problem-based learning (PBL) and lecture methods in developing learners’ cognitive abilities

Using a mixed method, quasi-experimental pre-test-post-test non-equivalent group design, this study inquired into the possibilities of enhancing learners’ cognitive abilities, with problem-based learning (PBL; -experimental) and lecture method (control) as predictor variables. Aided by the random scorecards, a group of 51 students was assigned to the experimental (26) and control (25) streams, where their cognitive performance was compared on both the lower and higher-order learning attributes for 15 weeks. Whereas there was a slight difference in the mean scores of the two groups on the three lower-order learning parameters measured at the pre-test, the difference (Xc = 55.32 < Xe = 55.8; t-statistic 0.176 < critical t- 2.01) was not statistically significant. However, at the immediate-post-test, the mean scores of the two groups on the three higher-order learning parameters statistically differed (Xc = 66.81 > Xe = 59.21) in favor of the control group (t = 2.967 > 2.01; p = .005 < 0.05). Although a reduction in weekly learning hours from 3 to 2 was accompanied by a significant improvement in students’ cognitive development on the three higher-order learning attributes at the delayed post-test for the experimental group, that of the control group, improved marginally (Xc = 76.36 < Xe = 86.31). Even though the generalization of these findings may be limited due to the examination of a single learning discipline, the qualitative and quantitative analyses suggest that PBL is a true stimulant of students’ cognitive development over time.