Student-centered Activities Research Articles

Teaching Extensive Reading to EFL and Non-EFL Students: Benefits and Problems

This research describes the benefits and problems during the teaching of Extensive Reading (ER). This research is library research. The analysis shows that extensive reading has several benefits in the teaching and learning process, especially in learning English as a foreign language, such as adding vocabulary, helping to understand grammar, building reading speed, and reading fluency, reading for getting pleasure, building confidence and motivation, increasing motivating to read English more. Several difficulties of ER are also identified throughout the long reading exercise in extensive reading, including poor/lack of vocabulary and grammatical skills, inconsistent reading, difficulty comprehending the meaning of words, and loud classroom environment influence concentration on text analysis. Other problems are the level of reading material or difficulty in analyzing material related to literary works, different academic grades, learners paying less attention to the program, and the ER material selection. In selecting materials for extensive reading (ER), appropriate reading materials constitute an essential foundation of ER program. Students need a large quantity of engaging, approachable, readily available materials if they are to read extensively. Teachers should choose student-centered activities so students have opportunities to appreciate themselves with interactive reading experiences. The extensive reading (ER) program in schools/institutions also can be developed students' passion for reading in English. It is not only a skill or a translation, but also a personal, social, and academic activity. To be successful in ER program implementation, several aspects must be considered which involve all parties including schools/institutions, students, teachers, and even parents.

The Effect of Recorded Dialogues in Higher Education Students’ Spoken Performance

Students’ participation in English class is low and evidenced lack of vocabulary when they are exposed to speaking activities. To assist students overcome that situation, this innovation integrated pair work through recorded dialogues in a technical context. Participants studied at a public university located in Guayaquil (Ecuador). They belonged to the school of Net and Telecommunications. A mixed-design research was conducted. Quantitative instruments: pre and posttests, pre and post-surveys, and an action research were part of it. Data collected answered three research questions, two related to improvement in speaking in terms of vocabulary and fluency, and a third to know students’ perspectives towards this innovation. Results showed a large impact (Cohen’s d=2.97 – average of the three speaking components) for speaking due to the innovation (p < .001). Regarding students’ perspectives, the means of the post-survey were positive for the components of the innovation (pair work, planning and structuring, and recording of the dialogues). Implications of this study address other higher education authorities and EFL teachers who would like to engage students in the lessons with authentic and student-centered activities like pair-work and content of students’ field of interest.

Exploring the Learning Process of Individual Learners in a Student-Centered Activity: A Case of English Presentation Activities at a University in Japan

The purpose of this study was to analyze the learning process of university students during English presentation activities. Four students in the course participated in the research. Reflective texts written after each class were analyzed. The result of the correspondence analysis indicated that each participant reflected on themselves from similar or different perspectives. In addition, every single comment was classified into six categories: English, presentation, slide, content, collaborative learning, and active learning. Each comment was also judged whether it contained positive, neutral, or negative emotions. The results were discussed in terms of self-regulated learning based on the participants’ individual differences such as their presentation experiences or public speaking anxiety. The main finding was that despite the course offering the same English presentation activities, there were differences in the process or focus of learning among the participants. It suggests that teachers should focus more on individual-optimal learning in a student-centered activity in which students take the initiative in their learning. Self-regulated learning strategies such as how to reflect on oneself are thought to be effective for goal achievement at a higher level.

Application of Student-Centered Activities Among Engineering Students in the New Norm of Learning

This action research aimed to implement the blended learning modality through student-centred activity in the new normal of the engineering department of the Cavite State University – CCAT Campus. The study utilized quasi-experimental research design. Inferential and observation design were utilized to augment and support the research design findings. The Center for Educational Effectiveness at the University of California, Davis, provided the researchers with the checklists, questionnaires with Likert scales, and field and observation notes. Results showed that there was significant difference among the means observed as caused by the intervention. The action research concluded that there is an increase in student’ cognitive, affective, and psychomotor domains after the intervention, and the research identified that asynchronous classes and time management allotted for students were the critical challenges.

How to navigate in society: An investigation into social studies education

This study aims to show the role of social skills in the social studies curriculum, the educational process, the problems encountered in the process, and the solutions proposed by teachers to these problems. The basic qualitative research method, one of the qualitative research methods, was used for the study. In this regard, the general objectives, competencies, skills, and abilities of the 2018 social studies curriculum were examined based on the Akkok classification of social competencies, and then, in light of the findings, focus group interviews were conducted with eight teachers, including fourth-grade teachers and social studies teachers. Content analysis was conducted in the first part of the research data analysis, and descriptive analysis was conducted in the second part. Considering the program's components, it is evident that social skills are not given much attention. When examining the learning content, it was found that only 16% of all grade-level learning content included social skills. Based on interviews with teachers, it was found that student-centred activities and creative drama were used most frequently to teach social skills. In addition, it was found that family and school were responsible for the difficulties in teaching social skills. Teachers proposed solutions to the problems to improve school-family collaboration and move away from a success-oriented education system. Based on the research findings, suggestions were made for practitioners and future researchers.

Narrowing Achievement Gaps in General Chemistry Courses with and without In-Class Active Learning

Underrepresentation of some populations in STEM fields occurs because these students experience achievement gaps with performance lower on average than their overrepresented peers. Interventions to reduce achievement gaps and increase the retention of underrepresented students in STEM courses include approaches found both inside and outside of class-time, with active learning being a leading example of an in-class intervention in which didactic instruction is replaced by student-centered activities. In this investigation, student performance was examined in reformed general chemistry classes that employed student-centered active learning strategies when taught in person but employed more didactic instruction when taught online during emergency remote teaching, along with classes using traditional instruction in both modalities. In both settings, achievement gaps for underrepresented minority students in reformed courses were significantly narrowed compared to students in classes with traditional instruction, suggesting that the course structure and teaching practices beyond in-class active learning in reformed courses are significant contributors to student success.

Addressing blank stares and unintended paths in student-centered learning

Despite decades of research supporting their effectiveness, adoption of student-centered teaching practices is slow, and many instructors try active learning only a few times before reverting to traditional teaching methods. Like most skills, learning to design and facilitate student-centered activities takes practice, and new adopters often encounter frustrations as they begin to implement these approaches. Sharing best practices for smoothing the implementation of active learning can increase the likelihood that instructors will adopt and sustain evidence-based practices. I will describe two common hurdles (and how I address them) when implementing student-centered activities in my undergraduate signals and systems courses. (1) The blank stare: Whether it be resistance to active learning practices, lack of understanding of the content, or just not enough sleep the night before, students often struggle to get started when handed an active learning activity. (2) The path not intended: One of my favorite parts of teaching is designing activities that (I believe) are engaging, relevant, and help students draw connections among important concepts. More often than I’d like to admit, however, the approach I have in mind when designing the activity bears little resemblance to the (equally valid) approach students take when completing it.

Using Primary Sources to Teach the Lives of Black Americans in New Jersey

The New Jersey Studies Academic Alliance (NJSAA) was founded to encourage the teaching of New Jersey studies and to help teachers more efficiently and thoroughly present the study of the state to their students. In the spring of 1999, the alliance initiated awards to recognize innovation and creativity in teaching New Jersey studies on the elementary, middle, secondary, and college level. The 2022 high school educator selected for recognition by the NJSAA was Robert M. Fenster, Hillsborough High School. Mr. Fenster has created a pair of lessons focused on the lives of Black Americans in New Jersey, as told through an examination of primary documents, conversations around agency, and student-centered activities. His lesson plans highlight the roles of Black Americans in the American Revolution and the significance of gradual emancipation in New Jersey. The following is a modified version of the inspiring remarks made by Mr. Fenster at the October 2022 meeting of the NJSAA, in which he discusses his work—and how it’s never to late to start teaching New Jersey history, in its full and unvarnished form.

Cooperative-flipped classroom under online modality: Enhancing students' mathematics achievement and critical thinking attitude

The effectiveness of devoting more time to student-centered activities than lectures inside the classroom is discussed in the paper. The use of pre-recorded videos of lessons to supplement teachers' lectures gives students plenty of time to prepare and study the material in advance and allows teachers to spend the majority of their lecture time on interactive activities that will encourage students to think critically and improve their communication skills. The study aimed to enhance the mathematics achievement and critical thinking attitude of senior high school students. As shown by the quantitative data gathered, the study demonstrated how teachers' teaching methods and students' attitudes toward critical thinking affect students' ability to do mathematical tasks. Significant differences were manifested in the pre-test and post-test results of mathematics achievement of the CFc group as well as in the post-test result of CFc and the pure online groups. A significant regression model was also shown to support the influence of critical thinking attitude on the mathematics achievement of the participants. Meanwhile, the qualitative data gathered from the journal of the students revealed that, as one of the lingering effects of the CoViD-19 pandemic in the Philippines, more exposure of students to self-paced and technology-aided teaching materials contributes to their ability to learn independently and examine their self-regulative learning process, which is a result of inverting the classroom. Additionally, in a mathematics classroom, cooperative learning techniques proved to be an excellent complement to flipped learning.

THE IMPACT OF MULTISENSORY LEARNING MODEL-ORIENTED STORYTELLING ON LISTENING SELF-EFFICACY

It is quite important for the individual to actively participate in the educational process during language teaching. It is possible to involve the students in the learning process thanks to the use of various student-centered activities and appeal to more than one sense organ. The methods, techniques, and materials to be used in the language acquisition process of the students also affect their attitudes and self-efficacy towards the language learning process and the related skills. As an important part of the children’s literature, tales have an important function in language teaching. In this study, the impact of multisensory learning model-oriented storytelling on listening self-efficacy levels was examined. Experimental design, one of the quantitative research methods, was used in the study. The study group of the research consists of 5th grade students studying at a secondary school in the city center of Samsun during the academic year of 2021 and 2022. The age group of the students involved in the research ranges from 10 to 11. In addition, both individual and parental consents were obtained for the application. The Listening Self-Efficacy Scale was used as the data collection tool of the research. In order to collect the research data, permissions were obtained first from the Samsun Provincial Directorate of National Education and then the parents of the students. Lasting for 5 weeks, storytelling activities were applied to the experimental and control groups. For the control group, taletelling application was carried out through straight narrative technique while for the experimental group, it was carried out through multisensory learning model. Quantitative data analysis methods were used to analyze the research data. As a result of the research, it was seen that the listening skills of the experimental group changed positively. In addition, in the comparisons performed depending on the variables, it was concluded that the listening skills of the students whose father's education level was primary school, whose age level was 11, and whose grades for Turkish lesson were low in the previous year improved at a higher level. According to the research findings, it has been concluded that storytelling through multisensory learning method has a positive impact on improving the self-efficacy of the students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0540/a.php" alt="Hit counter" /></p>

Difficulties Encountered by a Dyslexic Secondary School Student in Learning Science and Suggestions for Solutions

This study aims to reveal the problems faced by a dyslexic student in learning science and determine what can be considered an effective science teaching method for this kind of learner. The case study design was used, and the study was conducted with a 7th-grade dyslexic female student. This study used observations and a semi-structured interview form as data collection tools. According to the findings, the problems faced by the student with dyslexia in learning science were generally compatible with the literature and immediately affected science learning. It was deduced that the student's reading skills, writing skills, motor skills, attention, memory and comprehension, language skills, use of sensory organs, and math skills are effective in learning science and that the development of these skills is necessary for understanding and comprehending science. In order to develop these skills, it is predicted that technology-based student-centered activities and individualized teaching may be beneficial, which is in line with the constructivist philosophy. In addition, it may be practical to give technology-supported reading extracts containing scientific texts, tasks involving social interaction, and writing tasks to improve students' reading, writing, and language skills.

Teachers' value beliefs and usage of one-to-one devices for students with dyslexia: A descriptive study.

One-to-one devices provide the opportunity for students to develop 21st-century skills, improve academic learning, access information, and increase student independence. This descriptive study explored the value beliefs held by middle school teachers at a school for students with dyslexia (SWD) following the implementation of one-to-one devices and the teachers' technology integration during the instruction of SWD. Data were collected from nine middle school teachers through a survey, classroom observation, and structured interviews. Quantitative findings demonstrated that teachers valued the use of technology in the teaching and learning process and had access to resources and personnel to support technology integration. However, the mean score for the sufficient training for technology integration was found to be lower. The study's qualitative findings revealed (a)one-to-one devices were used as a supplemental resource; (b)technology had both positive and negative impacts, and (c)teachers increased in self-efficacy of technology use within a supportive environment. Based on these findings, extended professional development incorporating 21st-century skills with a focus on the integration of devices into content areas is needed in order to develop the skills and knowledge necessary to incorporate student-centered activities.

In the studio with virtual reality: Student perceptions and potential integrations into art and design curriculum

The use of virtual reality (VR) to create immersive experiences through the principles taught in art and design curricula has been studied over the past two decades while, at the same time, demonstrating positive correlations between learning outcomes and the technology. Not surprisingly, the creation of 3D models within a virtual environment leads to a better understanding of 3D workflow. Yet, despite these developments, few studies have been conducted specifically on the application within a studio context for art and design disciplines and how VR might benefit artists and designers. This study confirms that the use of VR in art and design courses is perceived to promote a better understanding of three-dimensional spaces, design and to improve student-centred activities and student–student interactions. At the same time, integrating VR into curriculum should be strategic and aligned with learning outcomes for impactful learning experiences.

Perception of students about Team-based learning (TBL) Problem-based learning (PBL)

Introduction: Medical teaching has evolved over the past few years, from traditional teaching methods such as lectures and practical classes using blackboard, slide projector to more student-centered activities such as self-directed learning,problem-based learning (PBL), and team-based learning (TBL) Problem based learning is an integral part of our MBBS curriculum. We introduced TBL to 2nd-year MBBS students in the Pharmacology department, who are also practicing PBB in the 2nd year. 
 Objective: The study aimed to know students’ perceptions about TBL and PBL.
 Methods: Students were asked to anonymously fill the questionnaire regarding each teaching strategy using both open and closed-ended questions. The data were analyzed by using SPSS version 21.
 Results: A total of 120 students filled the questionnaire regarding their perception of TBL, and 94 students filled the questionnaire regarding PBL. Students found the readiness assurance tests and immediate feedback useful for their learning in TBL. While for PBL, students found that group members respected different points of view, and there is better integration among different disciplines.
 Conclusion: It is the need of the hour to include new strategies in our curriculum which promote teamwork and effective communication skills. Both PBL and TBL have advantages of their own and can provide better student learning if incorporated in a medical curriculum, keeping in view the students’ responses in our study.
 
 Keywords:
 Team-based learning (TBL), Problem-based learning (PBL).

HUBUNGAN PENERAPAN STRATEGI DALAM METODE EVERY ONE IS A TEACHER HERE DENGAN PENINGKATAN MOTIVASI BELAJAR PAI

Student participation is very important in the learning process, in addition to the activeness and learning outcomes achieved. Teachers must always be able to pay attention to every method and learning strategy that is suitable for students' conditions, the method every one is a teacher here is a method that is easy to use to obtain large and responsible student participation in class. Therefore, the use of this method is very hopeful of educators so that students can get maximum learning outcomes. As a concept for active learning, namely a process of teaching and learning activities in which students are involved intellectually and emotionally so that they can really play a role and participate actively in carrying out learning activities. The application of the every one is a teacher here method in learning Islamic religious education is the right choice of a teacher, students will easily master the material that will be delivered by a teacher and they will more quickly understand and understand teachings in the form of concepts and principles in material topics being taught, this is based on the main student-centered activities with teacher guidance, and the teacher is not the main role, the use of this method will be able to increase student motivation.

Self-assessment and peer-assessment of the psychomotor skills in preclinical prosthodontics: A prospective study.

Students' self-assessment and peer assessments are essential to understand the rubrics criteria and improve their psychomotor skills. The purpose of this study was to assess the impact of self-assessment score (SAS), peer-assessment score (PAS) and teacher assessment score (TAS) on the final scores of the psychomotor skills of dental students in a preclinical fixed prosthodontics course. A prospective study included D2 students in a preclinical fixed prosthodontics course for two consecutive academic years from September 2017 to May 2019. Students' performance of various procedures over 14 sessions was assessed by SAS, PAS and TAS. Repeated-measures ANOVA was used to assess differences between the three scores and control charts showed their change over time. Multivariable linear regression was used to assess the association between two outcome variables: TAS and the total preclinical score and the explanatory variables: SAS, PAS, TAS, gender and GPA. The significance level was set at 5%. SAS had a significantly higher mean (80.21) than TAS (79.32) and PAS (78.58). SAS reached higher levels earlier than TAS and PAS. PAS had a stronger association with TAS than SAS (partial eta squared, η2=0.17 and 0.13), whereas SAS significantly predicted total preclinical score (p < .0001). PAS helped develop the skills of dental students during training, while SAS had an impact on their total preclinical score. Different student-centred activities are needed to support students' preclinical training in fixed prosthodontics courses.

Students’ Engagement through Technology and Cooperative Learning: A Systematic Literature Review

Students’ engagement (SE) is an inherent part of learners’ participation in a classroom instructional task through different and diverse activity-based media. This paper analyses a logical literature of SE with cooperative learning (CL) and technology integration (TI). The outcomes reveal the impact of instructional methodology such as active learning through cohort instructions to generate conceptual understanding and SE, critical thinking, and student-centred activities, blended and flipped learning, Google Docs (a free Web-based tool that allows you to create, edit, and store documents online), and massive open online course (MOOC) to improve student homework. The systematic review of the literature establishes outcomes from current research conducted between January 2013 and June 2022. Out of 114 papers, thirty publications fulfilled the refining and exclusion/inclusion guidelines after standard evaluation screening of the journals and review, along with the additional elimination of repetitive records from the study. The goal of the evaluation is to analyse the effectiveness of all the papers utilised in the research. The literature review possibilities are illustrated by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework. The limitations and discussion from this systematic literature review (SLR) address some gaps, future directions for SE, and implications for education and research.

Investigation of the Effectiveness of the Problem-Based Learning (PBL) Model in Teaching the Concepts of "Heat, Temperature and Pressure" and the Effects of the Activities on the Development of Scientific Process Skills

This study aims to reveal the effectiveness of the problem-based learning (PBL) model in teaching the concepts of heat, temperature and pressure, as well as the effect of the activities on the development of scientific process skills. For this purpose, the change in the academic achievement levels of the students constituting the sampling group was tried to be determined with a pilot application designed based on this model. The research was carried out on a single group based on a pretest-posttest applied quasi-experimental design. Teaching activities addressing the concepts of heat, temperature and pressure and designed according to the PBL model were carried out in a private school over a two-week period. In this context, a unique problem situation was designed, in which two brothers watched and discussed the volume changes of small and large inflated balloons with the effect of temperature, and student-centered activities were carried out, in which demonstration, lecture, question-answer and discussion methods were dominantly used. The problem situation, which includes important connections such as gas, gas pressure, temperature and heat concepts, the relationship between heat and temperature, and the relationship between temperature and pressure, which are known to be quite difficult to understand by 8th-grade students, were implemented sequentially in a single scenario. From the pretest-posttest results, it was determined that there was a significant positive difference in the academic achievement levels of the students constituting the sampling group after the application, and there was a very large difference between the pretest-posttest scores (66.0-92.5). As a result, it can be said that very striking results can be achieved in understanding the selected concepts and the relations between them, with the scenario and appropriate teaching activities designed in a sufficient time based on the problem-based teaching model, and especially the effective and interactive use of demonstration and question-answer methods. Moreover, the results of the pre-test and post-test related to the integrated science process skills test showed that the application in question led to a positive and significant difference in the scientific process skills of the students.

New Normal: The Future Curriculum Development in Education

The purpose of this study was to conduct a needs analysis concerning the future of curriculum development in education. A mixed-methods study was conducted with a sequential exploratory research design, where the qualitative data were collected first followed by the quantitative data. As a needs analysis was undertaken in this research, the Delphi technique, one of the techniques for determining needs, was employed in this study. In the first stage of the three-stage Delphi technique, an open-ended question was directed to curriculum development experts. The qualitative data were analyzed using a content analysis method under four themes, Design, Development, Implementation, and Evaluation. In the second stage, a questionnaire was prepared based on the resultant findings and experts were asked whether they agreed with the questionnaire items. After analyzing the questionnaire data using central tendency measures, the second stage was initiated to determine whether there were differences in their views regarding the same questionnaire items. As a result of these procedures, first, the views of experts were obtained on the future of curriculum development and then the quantitative data were collected. Finally, the collected data were analyzed together. Under the design stage of curriculum development, the study findings suggested creating curriculum drafts based on the needs analyses, skills, and abilities and ensuring their suitability to digital platforms. Under the development stage, the results suggested preparing curriculum with interdisciplinary approaches that value student-centered practices, skills, values, and activities. The implementation stage included inclination towards practices such as creating digital content and guiding towards social accountability projects that eliminate the disadvantages of distance education. Lastly, the evaluation stage included effective use of digital platforms, taking safety precautions, and providing counselling services.

Effect of Project-Based Learning Towards Collaboration among Students in the Design and Technology Subject

Teaching Design and Technology that focuses only on the end product had led to students less exposure to collaboration skills in their learning. Therefore, a study that determines the teaching method in applying collaboration skills among students and its effect is required. The two teaching methods used were the ‘doing a project’ method for the control group and project-based learning for the treatment group. A quasi-experimental study was carried out with a nonequivalent control group. Two groups were selected from two different daily schools consisting of 34 students for the control group and 32 students for the treatment group. A pre-test, followed by an intervention for 7 weeks was carried out. After the intervention, a post-test was carried out for both groups. A questionnaire regarding collaboration skills was used in both tests. The data obtained were analyzed descriptively and by inference. The pre-test showed that there was no significant difference in the level of collaboration of both groups. However, the results of the post-test showed that the level of collaboration in the treatment group is significantly higher than in the control group. Thus, the study showed that collaboration can be applied and cultivated among students by using project-based learning. This can be achieved by structured discussion from explicit planning, and student-centered learning activities with teaching and learning aids that support the execution of students’ project work.