Small Groups Of Students Research Articles

Decision-making conditions for participatory student voice research at scale: examples from studying vertical school spaces

Student voice research recognises students’ roles as knowledge makers in cultural institutions like schools. It rarely occurs at scale, as researchers need to work closely with small groups of students to enable dialogue, listen, and negotiate. Gathering rich qualitative data from large groups of students in schools using such participatory methods can be challenging, becoming methodologically “messy” for philosophical and practical reasons. This paper links high-level research principles and pragmatics of on-the-ground research strategy and improvisation to provide ways of managing the ‘mess’ of student voice research at scale. Drawing from researcher experiences working with large groups of students, a reflexive decision-making theory is used to discern the deliberations that guided the research team’s decision-making. Six different dimensions are illustrated, alongside methodological questions to offer guidance to other researchers. Student voice research at scale offers opportunities for diverse participatory roles for students and researchers to be innovative, reflexive knowledge makers.

Small‐ and large‐group instruction and a didactic method in mathematics for low‐performing adolescents: results from a randomized field experiment

AbstractThere is an increasing focus on helping low‐performing adolescents in school. We have randomly exposed low‐performing adolescents in mathematics in grade 8 to variations in key school inputs: teacher training, teaching material, and group size. Test scores of students in small groups taught by newly trained teachers provided with teaching material increased by 0.06 standard deviation. We find no impact on students in large groups with trained teachers and no new teaching material. Classroom observations indicate higher implementation fidelity of the didactic method among teachers of small groups, suggesting that targeted instruction with suitable teaching material in small and homogeneous groups can improve results for low‐performing adolescents and reduce achievement gaps in lower secondary education.

An interprofessional forum to improve students’ empathetic awareness of experiences of people from different racial or ethnic groups

Background: This study aimed to measure the impact of a large-scale interprofessional forum on students’ ethnocultural empathy and interprofessional competencies. Methods: The activity involved asynchronous pre-work and a live online discussion, which involved small groups of students guided by a faculty facilitator. The pre-work comprised reviewing a case of an individual with multiple chronic health conditions. After the experience, students self-assessed their interprofessional competencies and ethnocultural empathy using the Interprofessional Collaborative Competency Attainment Survey Revised (ICCAS-R) and the Scale of Ethnocultural Empathy (SEE) scales. Results: Of the 808 students who completed the experience, 700 (87%) completed the post-experience survey. Significant increases were found in students’ self-assessed interprofessional competencies (M = 3.55 to M = 4.15; p < .001) and empathic awareness (M = 4.95 to M = 5.19; p < .001). Conclusion: A large-scale interprofessional education activity can increase self-assessed interprofessional competence and empathic awareness.

PAIR-WORK FOR SPEAKING CLASS FOR FORMAL INTERACTION IN UNIVERSITY

This article contains students' pair work interactions on developing their speaking skills in speaking class. Pairing students for their speaking practice was more effective than grouping the students. But in this study that was not always the case. There are some requirements to complete the effectiveness of pair-work interaction. Thus, to collect the data, the author observed a speaking class in one of the universities in Surabaya with the consent of the faculty and the lecturer. The collected data will be analyzed using interactive analysis techniques and was presented in a descriptive form. There were two classes that were observed with 26 students in first class and 27 students in second class. When the students present are an odd number the lecturer will make it one group with three people. The lecturer lets the students have freedom to choose their own partner. The topic that was given to the students was "Welcoming Visitor”. From the observations the task was more successfully carried out by the second class than the first class. Pairs in the first class are less active than the second class. This can be seen from when they discussed how they proceed with the assignment of this speaking class. Based on the experience of this current study it is advisable to observe pair-work activities within smaller student groups than those of the current study, as observing large-scale pairs can be overwhelming for the observer. When observing large-scale pairs it is advisable to employ more than two observers. Thus the results would yield richer information and enhanced result consistency when monitoring a class engaged in pair work.

Possibilities of Care within Institutional Constraints: A Case Study in Black Creative Knowledge Production

Art school curriculums in institutional settings are often irrelevant to the lived experiences, pathways, and histories of Black students. In this context, in Summer 2021 and 2022, Artspace gallery manager Joshua Vettivelu stewarded a series of projects centring Black students, creating space for open exploration through residencies and research supported by peer mentorship. These projects mobilized a durational approach, pairing small groups of students with slightly more experienced peer mentors over an extended period, in an environment underscored with care and self-direction. In 2021, the it’s real because it happened residency and exhibit allowed participants to explore questions of self-portraiture and perception in collaboration. In 2022, The Black Creative Research Residency (BCRR) project paired a working artist, Shaya Ishaq, with three students to explore questions of optical allyship and Black resistance, culminating in the Knowable Archives, Unknowable Vessels exhibit. This exploration of optical allyship raised questions about allyship communicated through (sometimes shallow) visual signifiers, and in particular explored the works of David Drake – an enslaved potter working in the Antebellum South known for engraving his pots with poetry and his signature – and Josiah Wedgwood – a British potter who made abolitionist pendants for The Society for Effecting the Abolition of Slave Trade. This paper highlights the best practices that emerged from these residencies, such as providing both material resources and immaterial – that is to say, intellectual and relational – support through caring mentorship and relationship building. Furthermore, we explore the tension between both possibilities and limitations of radical care and Black creative practices within institutional constraints.

Harmonizing the Old and the New

This paper seeks to uncover terms of comparability between Bogdan Bogdanović’s and Dušan Grabrijan’s texts, building on a thorough translation and interpretation of the written work published by Bogdanović in Mali Urbanizam and by Grabrijan on Sarajevo between 1936 and 1942. From 1956 to 1958, at the beginning of a successful career as an architect of memorials and monuments, Bogdan Bogdanović produced a monthly column called ‘Mali Urbanizam’ (Small-scale urbanism) in Borba, the Yugoslav publication that bestowed the coveted yearly prize for architecture. This body of articles includes topics concerning urban design, architecture, art, and how reinterpretations and reflections of historical cities and heritage may suggest spatial features adaptable in the post-war reconstruction of Yugoslavia. It is no coincidence that his first article was dedicated to Jože Plečnik, whom Bogdanović considered a pioneer in small-scale urbanism.Through a comparative analysis of texts by Grabrijan and Bogdanović, this paper identifies the topic of historic urban ensembles both as precedent and as an area for modern design intervention, given the layered and multifold cultural built heritage that preceded the unification of Yugoslavia. The term ‘ensemble’ is here used to encompass the formal and historical peculiarities of Yugoslav cities, including the juxtaposition of eclectic buildings and Ottoman urban fabric, a townscape where buildings adapted to an almost untamed landscape, unlike the clashing of old and new in recent socialist urban expansions. Both Grabrijan and Bogdanović used newspaper articles as a medium to initiate an alphabetization process on the intrinsic values of urban heritage. Their efforts were embraced by a small group of students and fellow architects in an attempt to define a ‘national style’ that would capture all these complexities.

Pengembangan Media Pembelajaran Puzzle Untuk Meningkatkan Keterampilan Menulis pada Pembelajaran Bahasa Indonesia Materi Teks Deskriptif di Sekolah Dasar

This research aims to develop learning media in the form of Puzzles to improve writing skills and find out the suitability of Puzzle media in class IV Indonesian language learning at Muhammmadiyah Cibinong Elementary School which is valid and practical for use in learning activities. The research method is R & D (Research and development), with the ADDIE development model used analysis, design, development, implementation and evaluation. Based on the results of research analysis obtained from material experts, they obtained a score of 88% in the "Very Decent" category and media experts obtained a score of 93% which met the "Very Good" criteria. Then the practical results of the small group of students with a score of 86.5% and the large group with a score of 87.5% with valid results. So it can be concluded that Puzzle media to improve writing skills in learning Indonesian descriptive text is suitable for use in classroom learning activities.

Embedding the Flipped Classroom Approach to Support Student Learning in Animal Handling and Clinical Skills: Practical Classes Throughout a Veterinary Curriculum.

A comprehensive bank of flipped classrooms was developed to help students prepare for animal handling and clinical skills practical classes. Flipped classroom is a type of blended learning. In the context of clinical skills, it is designed to provide students with online learning resources prior to attendance at practical classes. The initiative was catalyzed by the pandemic, and the resources continue to be embedded throughout the curriculum. A team approach was used for the development of the bank, and the design embraced relevant pedagogical frameworks and active learning techniques. Feedback was gathered from a small group of students who completed an online form after each practical class throughout the academic year and wrote a reflective piece at the end of the project. Instructors who delivered practical classes participated in focus group discussions. Students particularly liked flipped classrooms that were well designed with a range of content and interactivity. The main benefits for students of the flipped approach were being more prepared and confident, less anxious, and making better use of in-class time to focus on learning skills. One of the main challenges encountered by instructors was managing a group when some students had not done the prework. A few other issues were mentioned, including when the standardized design template was not followed and the workload involved in continuing to enhance and expand the resources. Teamwork and training were crucial to the successful production of the large bank of flipped classrooms. Sharing our experience with the wider education community, within and beyond our institution, continues to be one of team's aims.

Engine strip and build lab: a practical approach to learning gas turbine engines

Abstract The world is currently undergoing a technological transformation with numerous innovative concepts emerging. This shift is driven by remarkable advancements in artificial intelligence and the urgent need for decarbonisation. With this comes a growing demand for skilled engineers who can actively contribute at any stage within the life cycle of a product. This can be the generation of new concepts at low Technology Readiness Levels or contributing actively to their development and operational safety. This paper explores the integration of a 1-day practical activity to reinforce theoretical concepts learned within a classroom-based environment. Small groups of students were given the opportunity of engaging with a small helicopter engine (Rolls-Royce Gnome engine) through the disassembly and reassembly of the exhaust and power turbine section while following the manufacturer’s manual and ensuring industrial norms for safe practice. This hands-on activity included an introduction to tooling, a Gnome familiarisation activity, and an introduction to inspection techniques. Based on the feedback recorded, the students experienced a notable improvement in their basic understanding by effectively reinforcing knowledge acquired within the classroom through active engagement with an actual gas turbine engine.

Recognizing Multi-Party Epistemic Dialogue Acts During Collaborative Game-Based Learning Using Large Language Models

AbstractUnderstanding students’ multi-party epistemic and topic based-dialogue contributions, or how students present knowledge in group-based chat interactions during collaborative game-based learning, offers valuable insights into group dynamics and learning processes. However, manually annotating these contributions is labor-intensive and challenging. To address this, we develop an automated method for recognizing dialogue acts from text chat data of small groups of middle school students interacting in a collaborative game-based learning environment. Our approach utilizes dual contrastive learning and label-aware data augmentation to fine-tune large language models’ underlying embedding representations within a supervised learning framework for epistemic and topic-based dialogue act classification. Results show that our method achieves a performance improvement of 4% to 8% over baseline methods in two key classification scenarios. These findings highlight the potential for automated dialogue act recognition to support understanding of how meaning-making occurs by focusing on the development and evolution of knowledge in group discourse, ultimately providing teachers with actionable insights to better support student learning.

Cancer Care Pre-registration Interprofessional Education with Expert Patients: A Qualitative Study.

In interprofessional education (IPE) patients with cancer are sometimes recruited to support passive forms of learning but do not seem to have been recruited as expert patients (EPs). The aim of the study was to explore the experiences of patients who acted as EPs in an IPE learning activity in Aotearoa New Zealand. These EPs were completing or had completed receiving radiation therapy as outpatients. Ten EPs were interviewed about their experiences of being interviewed by small interprofessional groups of senior pre-registration students. Four themes were identified: (1) Why EPs decided to take part; (2) EPs' perceptions of the primary purpose of the IPE; (3) EPs' experiences of the interview, and (4) What EPs felt they contributed to student learning or learned about themselves or from students. EPs also made suggestions about how the learning activity could be improved. The study showed EPs felt they had something important to contribute to student learning. They thought the interprofessional nature of the learning activity was uncontentious and took part because they wanted students of all disciplines to learn about what it is like to have cancer and having treatment. The EPs felt the students were well-prepared and professional in their approach. They pointed out the importance of students introducing themselves proficiently and in culturally appropriate ways as this made them relax, open up, and share their experiences and in some cases learn from the students and from themselves. Patients are willing to act as EPs, but selection and approach need careful consideration.

The School of Bunesti, Arges, Romania: Hand-made Architecture, A Craft of Self-limitation

Weary of the present-day inflation of possibilities for planning, building, learning, and living, and with an increasingly acute sense of the artificiality of our professional training, we—a historian, an architect, and a small group of students—chose to get away from urban scenery and to put ourselves to the test through a summer. We settled in the middle of a forest, giving ourselves time for reflection and action from a radically different perspective. Inspired by classic authors and classical culture, since 2008 we have been taking the local natural building techniques of a Wallachian valley as a guide to the timeless topography of the ancient world.

PENGEMBANGAN MEDIA PEMBELAJARAN SCRAPBOOK UNTUK MENINGKATKAN KETERAMPILAN MEMBACA SISWA KELAS II SEKOLAH DASAR

This research aims to describe the development of scrapbook learning media to improve the reading skills of second grade elementary school students. The research was carried out using the ADDIE Research and Development model, with stages of analysis, design, development, implementation and evaluation. The sampling technique was purposive sampling with a total of 63 students. Data collection tools include observation, questionnaires, test questions, and documentation. The trial design uses one group pretest-posttest design. The test subjects were classes IIA, IIB and IIC at SDN 12 Jerora Sintang. The results of media development research and the results of students' reading skills are as follows. (1) The feasibility of the media by media experts was 97% and 93% by material experts was declared to be very feasible criteria and worthy of being tested on students. (2) The results of small group students' reading skills in the pretest class IIB were 23% while the posttest was 86% and in the large group trial in the pretest class IIA 32% while the posttest was 86%, then the pretest class IIC was 27% while the posttest was 82%, from the data the results were obtained. students' reading skills improved significantly. (3) The response of the small group of students in class IIB was 89%, while the large group in class IIA was 93% and in class IIC 92% was categorized as very good.

DESIGN AND DEVELOPMENT OF A NOVEL INSTRUCTIONAL MATERIAL FOR VIRTUAL REALITY BASED TEACHING FOR ART HISTORY COURSE

Art history classes can be challenging for students without an art history background. Recognizing these challenges is the first step to finding practical solutions. The integration of innovative digital technologies into art history classes is a creative way to discover novel delivery methods and could also help motivate students and enhance their learning. VR visualizes abstract concepts and theories and allows students to virtually visit historical sites with a sense of presence. Research is focused on creating educational material with two different VR approaches, 3D animation, textual information, and photos for an undergraduate level Art History course on the Süleymaniye Complex in Ottoman Religious Architecture. VR-integrated course material development needs well-designed multidisciplinary collaboration. A collective effort was needed to determine the competencies and digital technology-based delivery methods by experts in art history, architectural history, educational sciences, and graphic design disciplines. The educational material includes VR-based (6DOF) walk-through software and Quicktime VR-based (3DOF) panoramic photos, 3D animated narratives, and textual-photographic information about the building. Once materials were developed, they were demonstrated to a small group of teachers, research assistants and students in a VR technology-equipped classroom. The feedback from the participants showed that the instructional material was qualified to positively affect the students' level of interest, learning, and retention. This innovative approach has significant educational potential, however its realisation depends on tight collaboration between course teachers, educational specialists, designers and IT specialists, which is not always easy to access.

Analysis of Validity and Practicality of Ethno-STEM Based Science E-Modules to Enhance Critical Thinking Skills and Independence of Students

This study aims to assess the validity and practicality of the development of an ethno-STEM-based IPA (Natural Sciences) E-module in the theme of Jamu (traditional herbal drink) to train students’ critical thinking skills and independence. The research type is research and development (R&D) using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design. The research focuses on validity and practicality by using a questionnaire research instrument assessed by experts and practitioners with Likert scale categories techniques. The data analysis results indicate that the e-module validity in the media aspect is 40.8, the material and learning aspects is 50.9, and the language aspect is 15. The validity is distributed within the very valid category. Additionally, the practicality of the e-module of a small group of students is 80 and teachers is 85.5 and it is distributed in the very practical category. The operational practicality data suggest that student assessment is 76 or in the practical category and teacher is 82.5 or in the very practical category. The results of validity and practicality imply that the development of the ethno-STEM based science e-module in the theme of Jamu is valid and practical to be implemented to improve critical thinking skills in IPA learning.Keywords: critical thinking skills, e-module, independence, practicality, validity

Development Of A Practicum Guide For Reproduction Material In Plants Integrated With Modified Free Inquiry For Class XI SMA/MA

This study aims to create a practicum guide for reproduction in plants, which is a sub-chapter of regulatory process in plants. The guide is integrated with modified free inquiry to assist and facilitate teachers and students, as well as to establish a more consistent approach to conducting practicum activities in order to achieve learning objectives. This research was R&D and employed the Plomp Model, which comprises three stages, namely introduction, development, and evaluation. The feasibility testing subjects consisted of three students using individual techniques and six students in small groups. The practicality test is conducted by teachers and students from the XI class of SMAN 1 Koto XI Tarusan, Pesisir Selatan Regency. Observation and questionnaires were implemented as data collection techniques. Descriptive analysis is employed to analyse data. The results of this study demonstrated that the practicum guide developed was highly valid (90.90%), highly feasible (85% and 85.83%), and highly practical (96.94% and 89.51%). Consequently, the development of a practicum guide for plant reproduction that is integrated with modified free inquiry can be implemented in the practicum process, as it has satisfied the criteria of validity, feasibility, and practicality in use.

Improving student learning outcomes on SPLDV material using the Problem Based Learning model in class IX H SMPN 6 Surabaya

The problem based learning model is expected to be effective in enabling students to find solutions and solve their own problems, thereby increasing conceptual understanding of SPLDV material. The aim of this research is to find out how much influence the problem based learning model has on SPLDV material which can improve student learning outcomes at SMPN 6 Surabaya. This research uses the PBL method. The design of this research is a single case study, namely an experimental design by providing treatment to a small group and a large group. The results of data processing using the influence of the PBL learning model on the learning outcomes of conflict resources and social integration at SMPN 6 Surabaya. The result is the use of a problem-based learning model that involves sources of conflict which will improve student learning outcomes at SMPN 6 Surabaya. The use of the PBL learning model for learning outcomes related to SPLDV material at SMPN 6 Surabaya is classified as good, this can be seen from the average pre-cycle score carried out by individuals, namely 85.18, the average LKPD score is 1 learning outcome for small group students consisting of 2 participants. students is 85.90 and the average score for LKPD 2 student learning outcomes for a large group of 6 students is 99.09. In the collaborative classroom action research carried out it can be declared successful because there is an average increase in pre-cycle, cycle 1 and cycle 2 in learning outcomes.

Pengembangan Metode Evaluasi Pembelajaran Berbasis Quizizz Berbantuan E-Modul dalam Menunjang Kegiatan Pembelajaran di Kelas X APAPL SMKN 9 Makassar

In the learning process, the success or failure of the delivery of material carried out is measured in giving tests or evaluations. Evaluation is one of the important aspects of the learning process. One of the evaluation media that can be used is quizizz. This study aims to develop and analyze the results of validation and student responses to the use of evaluation media. The media developed is a quizizz-based evaluation tool with the help of e-modules. This research uses a research and development (R&D) approach with the ADDIE development model. The subjects of the study were 23 class X students majoring in Brackish Water and Sea Fisheries Agribusiness (APAPL) SMKN 9 Makassar, media experts, and material experts. The results showed: (1) The validation assessment of media experts obtained an average value of 3.69 and 3.87. (2) The material expert validation assessment obtained an average score of 4.0 and 4.0. Based on the average validation scores of the two experts, it can be said that the evaluation tool is declared feasible to use because it is in the very valid category. (3) The average result response of 12 small group students amounted to 81.83 who were in the very good category. (4) The average result response of 23 large group students amounted to 84.56 who were in the very good category. Based on the average scores of the two group trials, it can be stated that the development of evaluation tools is declared feasible for use and is in the very good category to be applied.

Competition between small groups of students during Cultural studies classes as means of enhancing their motivation when learning a foreign language

Importance. The article focuses on the issues of enhancing linguist students’ motivation of studying a foreign language on the example of a “Cultural studies” course on the training profile “Interpreter/ Translator in cross-cultural communication”. A number of conditions in organizing the process of studying that contribute to enhancing motivation of students when studying a foreign language have been found.Research methods. Among the methods, used in the current study, one may distinguish theoretical methods (analysis of special literature on psychology, pedagogics and methods of teaching foreign languages in terms of motivation to more efficient studying process) as well as practical methods (forming experiment, observation and carrying a survey).Results and discussion. As a result of the analysis of theoretical and methodological material on motivation to studying process there have been elicited certain methods, techniques and forms of studying process – active questioning, work in small groups of students, competition between groups of students, introspection. The authors of this article have worked out a survey, aimed at accessing the level of motivation. The results of the forming experiment are presented in the practical part of the article. It was possible to make a conclusion on the effectiveness of changing the types of students’ activities as well as the role of diverse forms of work during classes. The study proved that these factors influence the students’ motivation. The experiment also showed that student collective creative activity in small groups is the most effective when compared to other types of activities.Conclusion. The results of the carried experiment can serve as methodological recommendations on seminars in High school.

Assessing the Effectiveness of Student-generated Scenario-based Questions as a Tool for Active Learning

Background: Active learning is not new as an educational philosophy and its benefits over passive learning modes are well known. In a competency-based framework, active learning is one of the key thrust areas. However, across the globe studies have shown that its implementation is wrought with challenges and limitations. The present study explored the implementation and effectiveness of an innovative technique of active learning where students in small groups of 5–6 construct structured scenario-based questions (SBQs) and learn in the process of making questions. Objectives: The study was done with the objective of assessing the effectiveness and feedback of student-generated SBQs as a method of active learning among medical students. Materials and Methods: Sensitization about the project was done followed by deciding the topics which could be covered with this method. The method was implemented in Physiology for Phase 1 MBBS students. During implementation, two small groups (25 students each) were randomly assigned into a “study group” and two into a “control group.” The students were given trigger topics, learning resources and then asked to make SBQs in sub-groups of 5–6. The questions were then opened to discussion, comments and answering by the peers. Knowledge obtained was compared by a pre-post analysis within-group using paired t-test. Between-group analysis was done using independent sample t-test. Feedback was collected both from faculty and students on a Likert Scale. Results: The study group recorded a statistically significant higher score (11.92 ± 2.2) after the activity as compared to control group (8.04 ± 2.24). Feedback received from participants and faculty was positive with a mean score of more than 4 on a 5-point Likert Scale for all items, except feasibility in which the faculty feedback score was 3.67. Out of 49 participating students, 31 students commented on qualitative feedback that it was engaging. More than half (26) students mentioned they “want more such sessions.” Conclusion: The present study showed that this activity can be implemented in small group teaching hours of the timetable. It retains the benefits of active learning both in terms of learning outcomes and experientially. It can also be used as a means to implement problem-based learning and early clinical exposure.