Students In Classroom Research Articles

Exploring the implementation of the school-based mental health program for adolescents in Indonesia: A mixed-methods study

Background: Mental health issues among adolescents have become a public concern in Indonesia. The Indonesian government introduced the School-Based Mental Health (SBMH) program in 2017 and has implemented it in all public junior high schools in Jakarta. However, there is a relative scarcity of evidence regarding how schools have implemented the SBMH. Objective: This study aimed to explore the SBMH program and its implementation in public junior high schools. Methods: Mixed methods were employed in 12 public junior high schools (6 from East Jakarta and 6 from West Jakarta) using a purposive sampling method from May 6 to August 30, 2021. Descriptive statistics and content analysis were applied to the data analysis. Results: The main inhibiting factor for the implementation of the SBMH program was the school curriculum. Schools that received the Health School Award had more trained teachers to facilitate the SBMH program compared to schools without the award. Consequently, schools with the award successfully implemented regular mental health education in the classroom, screening, and counseling for students with mental health issues more effectively than schools without the award. Conclusion: The government should gradually strengthen resources to facilitate the SBMH program in the long term. In the short and medium term, the government should develop a collaboration network by supporting external mental health providers, professionals, and counselors.

A Study on the Competencies of Preservice Secondary Teachers to Enhance the Achievements of the Students in Learning English

The capacity to communicate effectively in English is crucial for pupils in today's worldwide society. Teachers of English who are themselves proficient in the language may do wonders for their pupils' linguistic growth and academic success. Their knowledge and hard work provide an engaging and encouraging educational environment, giving pupils the tools they need to develop their language abilities to their full potential. The purpose of this research is to identify the competencies so that successful English pre service teachers use it to help their students to become better language users and achieve to greater academic achievement. Thus this study will provide insights that can positively create an impact on language learning outcomes and enrich the educational experiences of students in the English language classroom. This is a qualitative research. The study's researcher collected the information from number of sources on best practices organized by school to inculcate values. Capturing the depth, nuance, and surrounding circumstances of the topic at hand is a primary goal. This approach seeks to understand context of competencies of English pre service teachers to enhance students' achievement in English. Thus a qualitative methodology provides valuable lens to gain insights into the multifaceted nature of effective teaching practices. Moreover, this study will explore the interplay between these competencies that can create a harmonious and enriching educational experience for students, promoting deeper grasp of the English language. The outcomes of this investigation have major consequences for teacher preparation programs. Pre service teachers will be better to accommodate the students' wide range of demands and achieve greater results in language learning if these competencies are included into their training. As a result of this study's findings, the teaching methods will be improved for the benefit of students learning English language. It will illuminate the essential qualities and pedagogical strategies that will foster productive learning environments in English language classrooms. Effective language education requires wide range of competencies, including not just a command of the target language but also of its pedagogical content, classroom management, student differentiation, technological integration, and cultural awareness. By adopting these competencies, pre service teachers will help students to develop language proficiency that will serve them well in school and beyond.

Formation of cross-cultural competence of future teachers in the context of global discourse

Relevance. Many teachers express their annoyance about the fact that in classroom students are much more diverse than before, linguistically, socially and culturally. In this situation, any effort to get them in one place is a challenging task for teachers of any subject.Purpose. Educating everybody�s children need competence in several areas, including cross-cultural competence. As a solution, cultural competence of teachers has proved its worth to research this field.Methodology. The method of the research is mixed research method. In order to conduct the research, the method of surveys with likert scale, semi-structured open questions, observations and interviews are used. The following research questions provide a direction for the study.Results\Conclusions. Nowadays Cross-cultural competence is practiced in any field including education. The main reason for this phenomenon is the evidence of globalization in society. Intensification of globalization process, removing border limits between countries and development of tourism requires to prepare students with a new skill than before such as cross-cultural communicative competence. Knowing and speaking foreign language is not enough anymore. We have to engage and interact across cultures in teaching and learning or working. When faculty member enters the classroom there are students from diverse cultures. In order to meet students� needs and be successful in educating, teacher should cope with the difficulties which arose by background information of learners.

Research on the Spillover Effects of Digital Transformation on the Sustainable Growth of Green Schools

The development of society and the advancement of science and technology have led to the widespread integration of digital transformation in the field of education. However, the current establishment of green schools faces various challenges, including non-environmental building facilities, high renovation costs, low organizational management efficiency, high energy consumption, outdated office tools, and insufficient environmental awareness among teachers and students. Through thorough research and analysis, it becomes evident that digital technology can play a pivotal role in addressing these challenges and contribute to all aspects of green school establishment. The incorporation of digital thinking concepts is essential for the construction of ecologically civilized campuses and inclusive innovation. The process of digital design and transformation proves instrumental in optimizing both software and hardware facilities within the campus, thereby reducing energy consumption. Simultaneously, comprehensive digital teaching management enhances overall efficiency in management and service delivery. Innovative digital teaching and learning models emerge as transformative tools, providing new avenues to create low-carbon, green classrooms for both teachers and students. By exploring the application of digital transformation in establishing green schools and examining the resulting spillover effects, valuable insights can be gained. These insights, in turn, serve as reference points for building diversified digital technology paths on campus and fostering the creation of green schools.

Digital Transformation in South African Public Higher Education Institutions – A Pedagogical Approach

Traditional teaching and learning approaches were disrupted by COVID-19, which led to a considerable movement towards online and remote education, with public universities having to adapt to new remote learning methods and a delayed academic calendar. While these changes allowed for continued learning during the pandemic, they also came with challenges and had implications on student performance and well-being. This transition brought to light the necessity for effective pedagogical practices to engage students in virtual classrooms, which also exposed existing disparities in access to technology and internet connectivity. Studies have focused on student access and success in transformative digital learning by redressing socioeconomic issues. Keeping students engaged and connected to what is being delivered has yet to be explored in Public Higher Education Institutions (PHEIs). Numerous tools are available to engage and connect students during teaching and learning. However, these are not optimally utilised in PHEIs due to a lack of knowledge of their existence; lecturers’ preferences; lack of skills in using engaging tools; conventional teaching style that is assumed to be working; and lack of will to adapt and change with the times. Changing from conventional classrooms to hybrid and online classrooms requires changing teaching methods and especially pedagogies. This study aimed to identify how PHEIs could better benefit from using 21st-century pedagogies in virtual classrooms now that the pandemic is over. A qualitative research approach was used to gather data. A desktop literature review was used from a constructivist paradigm to assess and select data to include in the study methodologically. Data was analysed using theme analysis. This study found that blended learning and virtual learning have high propensity and knowledge retention rates amongst students, given that the pedagogies used by lecturers align with the new requirements of active and engaging learning. This study covered a broad aspect of pedagogies underpinning learning in 21st-century classrooms and theories. Recommendations were made for improved active engagement in the 21st-century classroom. Keywords: Pedagogies, Covid19, Learning, Public Higher Education Institutions, Student Engagement

Code-switching in students’ group discussions in EFL classroom at a university level

Code-switching is an activity when a person switches their language in a speech. Some research have been conducted in the field of code switching, however, very little was done in looking both the types and the reasons of doing it in the group discussion context. This research focuses on exploring the types of code-switching used by the students in EFL classroom during group discussion and the reasons why the students used code-switching during group discussion in EFL classroom. The methodology used in this research was a descriptive qualitative. There were three participants in this research, two females and one male aged 21 to 24-year-old which was done in a private university of Yogyakarta. In collecting the data, the researcher used interview and follow-up questions. And the finding of this research found that there were three types of code-switching used by the EFL student, the first one is tag switching, inter-sentential switching, and the last one is intra-sentential switching. Furthermore there were three reasons why the participants used code-switching. The first one is feeling comfortable in using their mother tongue, lacking the target language proficiency, and the last one is holding the floor.

“This Is Your Safe Space”: The Intersections of Rurality, Ethnicity, andLGBTQIA+ Language Educator Identity in the Southeastern U.S.

AbstractIn the contexts of the Southeastern U.S. and globally, the ascendance of parental rights bills has sought to limit what can be discussed in the classroom related to gender and sexuality as well as limiting access to healthcare for transgender, gender non‐conforming, and non‐binary individuals (HRC, 2023). In language education, scholastic and pedagogical pursuits related to the lived experiences of LGBTQIA+ students in classrooms and educators have emphasized consideration of the interconnectedness between language teachers' identities, pedagogical decisions, and place (Coda, 2021; Fogle & Moser, 2017). In rural spaces, language educators can experience increased emotional labor and marginalization (Acheson et al., 2016; Moser & Wei, 2021); however, there is limited attention to rural LGBTQIA+ language educators in contexts such as the Southeastern U.S. Drawing from a larger mixed methods study of LGBTQIA+ rural language educators in the Southeastern U.S., this study centers on one focal participant, Mariana, a cisgender, pansexual ESL educator. Utilizing Butler's (1990) theory of gender performativity and Crenshaw's (1989) intersectionality, findings draw attention to the intersections between Mariana's gender and sexual identities, rurality, and ethnicity, highlighting the tensions and contradictions related to identity performance, pedagogy decisions, and allyship efforts.

Desettling science through partnership

In this article, we share how developing and following tikanga was integral to our enactment of mana ōrite in the local curriculum as we (tangata whenua and tangata Tiriti) collaborated on a Year 7 science unit: Plants, Place, and People. Our initial thinking as we approached this unit had been to look for connections between mātauranga Māori, the New Zealand science curriculum, and a prior unit on plants that the lead teacher partner had developed. However, through ongoing conversations with tangata whenua, mana whenua, and kaiako Māori at the outset and throughout this work, we concluded that this approach was misguided. Instead, we recognised that for this unit on plants, it made more sense to start with mātauranga Māori o te ao tūroa—Māori knowledge about the natural world—and then use mātauranga Māori and science as lenses for understanding plants, place, people, and the relationships between them. Findings reveal how this mōhiotanga-enhancing approach created space for students in a superdiverse classroom to share their own narratives and experiences, in a process of “desettling” expectations in science.

Retracted: Deep-Learning-Guided Student Classroom Action Understanding for Preschool Education.

[This retracts the article DOI: 10.1155/2022/9416467.].

THE ANALYSIS OF CLASSROOM INTERACTION IN ENGLISH BETWEEN TEACHERS AND STUDENTS AT A KINDERGARTEN IN JAMBI

Interaction is a fundamental aspect of human life, with communication serving as a key component. In educational settings, classroom interaction plays a crucial role in facilitating effective knowledge transmission and fostering learning experiences. This study focuses on examining the patterns and quality of verbal interaction among English as a Foreign Language (EFL) students in a kindergarten classroom. This qualitative case study investigates the dynamics of classroom interaction in English between teachers and students at a kindergarten in Jambi. The research aims to gain a comprehensive understanding of the patterns of interaction, describe the types of teacher talk, and explore the characteristics of student talk. Through close observation and analysis, the study reveals compelling findings regarding the dominance of teacher talk, the varied functions of both teacher and student talk, and the emergence of significant themes within the interactions. The results demonstrate that teacher talk holds a prominent role in the classroom, influencing the learning process and managing classroom activities. However, the level of dominance displayed by the teacher varies across different learning activities. Furthermore, the study uncovers distinct types and functions of teacher talk, encompassing accepting feelings, encouraging, accepting students' ideas, asking questions, lecturing, giving directions, criticizing, and silencing. Student talk involved responding, initiating, and silencing.

Research on the Second Classroom Education in Local Colleges and Universitie

The extensive development of second classroom activities outside the first classroom of college students in local colleges and universities is of great significance to the cultivation of "Four Haves" new people in undergraduate students' ideology, values and outlook on life. In this process, find the fundamental problems and provide targeted solutions, so as to ensure that the second classroom activities play a fundamental role in the ideological and political education of college students in the new era.

Instructional Revolutions in English Language Pedagogical Process

One of the languages that have had the biggest impact on globalization and the explosion of knowledge is English. In the natural world, it is the most commonly used kind of communication. Using technology has become essential to learning a language, both inside and outside of the classroom. Almost all language classes use some sort of technology. The use of technology has helped and enhanced language acquisition. ICTs have a lot to offer teachers and students in language classrooms. Teachers must fulfill the roles of educator and facilitator while students improve their vocabulary, reading, and speaking skills. The use of Internet communication technology (ICT) in English language pedagogy is a relatively recent tradition in India. Technology gives teachers the ability to modify lessons, which improves language acquisition. Technology continues to gain relevance as a tool to assist teachers in facilitating language learning for their students. This study examines the usage of modern technologies in relation to teaching and learning English as a second or foreign language. Using technology, English language learners can improve their learning abilities.

THE IMPACT OF FLIPPED CLASSROOM ON EFL STUDENTS’ GRAMMATICAL COMPETENCE AND ATTITUDE IN CHINA

This study aims to examine how flipped an English Grammar classroom would affect students’ English grammatical competence and attitude. The study was conducted for 6 weeks in two Business English classes of a vocational college in China. There are 50 students in the flipped classroom and 52 students in the traditional classroom. Achievement tests and a survey on learners’ attitudes of the model were used for collecting data. It was revealed the flipped classroom model exerted moderate impact on learners’ academic achievements compared to the traditional teaching methodology. Besides, students mostly had positive attitude towards applying the flipped classroom model in instructing English grammar.

Implementing Flipped Classroom to Enhance Students’ Engagement in College level under National University Bangladesh

Because of traditional classroom approach, lacking of engagement in classroom of honors level students under National University, Bangladesh is a very common scenario. So that, a large percentage of college graduates are found to be unemployed. The aim of this study is to find out possible solution of this instructional issue. Flipped classroom approach is a fruitful teaching strategy to deal with the problem. Flipped classroom method enhances students’ engagement in class. Students found pleasure and satisfaction to learn a new thing in a flipped classroom. Their class performance and attendance rate increased.

Unity3D-based conference room scene preparation and construction

With the continuous development of society, the trend of digitally enabled online teaching is becoming more and more obvious. In order to ensure the quality of online teaching and add fun to education, teacher and student teaching should be combined with virtual scenes. This paper provides a simple example of a virtual classroom for teachers and students by introducing the basic operation of Unity3D engine, the design and construction of conference room scenes, and the implementation of drawing interaction functions and mobile devices porting and script editors to explore the possibility of adding a new form of teaching in 3D virtual space. The test results in this study show that the virtual scene can improve the interactive experience and bring immersion to users, which has some practical significance.

The impact of flipped learning on students’ level of engagement in computer studies classroom, in Oyo State, Nigeria

This study investigates the impact of flipped learning on students' level of engagement in computer studies classrooms in Oyo State. The study employed a quasi-experimental pre-test, post-test, and control group design and tested two null hypotheses at a 0.05 level of significance. The sample consisted of 60 junior secondary school III computer studies students selected through a purposive sampling technique. The study utilized the Students' Engagement Questionnaire (SEQ) (R=0.85) and Students' Engagement Observation Scale (SEOS)(R=0.80) as instruments for data collection. The data were analyzed using inferential statistics of ANCOVA and a chart. The study found that student's level of engagement in computer studies was significantly higher in the flipped classroom, but the level of engagement did not differ based on gender. The results of the study suggest that flipped learning can be used to increase the level of engagement of students in computer studies classrooms in Oyo State.

Comparison of Paper-and-Pencil Versus Tablet Administration of the 2021 National Youth Risk Behavior Survey (YRBS)

PurposeAs part of efforts to modernize the Youth Risk Behavior Surveillance System, the national Youth Risk Behavior Survey (YRBS) is moving from paper-and-pencil instrument (PAPI) administration to electronic administration using tablets. This study aimed to examine differences in demographic characteristics and the reporting of health behaviors and experiences between the PAPI- and tablet-administered 2021 national YRBS questionnaire. MethodsHigh school students (grades 9–12) in classrooms from 57 schools participating in the 2021 national YRBS were assigned randomly to complete the survey using PAPI (n = 4,684 students) or using tablets (n = 3,645 students). Eighty-nine behavior and experience items were examined to compare the missingness in reporting and the prevalence estimation (i.e., proportions) by administration mode. ResultsDemographic characteristics (sex, race/ethnicity, grade, and sexual identity) did not differ by mode (PAPI vs. tablet). For the majority (93.2%, 83 out of 89) of YRBS behavior and experience items, mode was not significantly associated with the reported proportions, adjusting for sex, race/ethnicity, grade, and sexual identity. However, 30 out of 89 (33.7%) items showed significant variation in missingness by mode; 10 items had higher missingness with PAPI administration while 20 had higher missingness with tablet administration. DiscussionSurvey administration mode was not significantly associated with behavior and experience reporting among high school students. More research is needed to understand differential patterns of missingness by mode. Aligning with Centers for Disease Control and Prevention's Public Health Data Modernization Initiative, findings from this study provide evidence to support electronic survey administration for the national YRBS, particularly using tablet data collection.

Meeting the needs of students in higher education multigenerational classrooms: what can educators do?

PurposeIt is now considered commonplace to teach in a multigenerational higher education classroom that is made up of Baby Boomers, Generation X, Y and Z students. To ensure that all students, regardless of their generational identity, are successful in the classroom, educators must teach purposefully, with an understanding of the variables that affect student learning. Educators must ensure instruction is delivered according to varying student strengths and needs. This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations. The most effective instructional practices for teaching will be discussed.Design/methodology/approachThis article is a literature review focused on meeting the needs of multigenerational learners in synchronous and asynchronous online learning classrooms.FindingsTo ensure that all students, regardless of generational identity, are successful in the classroom, educators must teach purposefully, with an understanding of the variables that affect student learning. A summary of these generational strengths and needs are discussed within this paper.Practical implicationsThis paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations.Originality/valueThis paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations. The most effective instructional practices for teaching will be discussed.

Strategies For Managing Disruptive Behaviours Among Public Secondary Schools’ Students in Classrooms in Kogi East Education Zone Nigeria

The study investigated strategies for managing disruptive behaviours among public secondary school students in classrooms in Kogi East Education Zone. The purpose of the study was to find out the causative factors responsible for students’ classroom disruptive behaviours and strategies to be adopted by public secondary school teachers in the management of students’ classroom disruptive behaviours. Two research questions guided the study. A descriptive survey design was adopted. The population of the study consisted of 2434 teaching staff from 208 secondary schools in the Kogi East education zone. A sample of 400 teachers representing 16% was purposively selected for the study. The Disruptive Behaviour Management Questionnaire (DBMQ) was used as an instrument for data collection. Mean and standard deviation was used to answer the research questions that guided the study with a benchmark of 2.50 for acceptance and rejection. It was revealed from the analysis that (1) hereditary factors, visual disability, mental disability, excessive intelligent quotient in an individual student, exposure of students to the use of computers, television, radios, internet, mobile phones and frustration resulting from emotional to be the causative factors responsible for students’ classroom disruptive behaviours in Kogi East Education Zone. (2) Finding the cause, inducing the desirable behaviour, eliminating the undesired behaviour, systematic desensitization, ignoring strategy, dealing directly with persistent behaviours and monitoring techniques to be strategies for managing students’ disruptive behaviours in the classroom in Kogi East Education Zone. Some recommendations were also made.

Flipped Classroom for Undergraduate Medical Students in India: Are we ready for it?

The teaching-learning environment has undergone a paradigm shift with the recent implementation of a Competency-Based Medical Curriculum in India. Despite this, the concept of flipped classrooms for medical students is still in its infancy in our country. We conducted an experimental randomized crossover study to find if a flipped teaching model improves learning for first-year medical undergraduate students. Students' perceptions of this novel method were also obtained and analyzed. In the first period (first part of the study), one group of students underwent the Flipped Model Teaching (Flipped Teaching Group), and the second group (Traditional Teaching Group) was taught by the conventional method. A crossover was done with a second topic in the second period. A written test was conducted at the end of each period. Student feedback was also obtained. There was no statistically significant difference in students' performance on comparing traditional and flipped teaching methods. Reasons for this could be the level of the learner, prior exposure to active learning strategies, learner readiness/motivation for active learning, and timing of the study. Out of the participants 80% of students preferred the flipped model classroom teaching, especially the interactive discussion, and expressed their desire for more frequent similar learning activities. We conclude that there was no difference in marks obtained by students in the two groups, yet they preferred the flipped classroom method, which indicates that it is feasible to adopt this method in the Indian medical undergraduate classroom.