Student Responses Research Articles

Managing Turn-Taking and Student Response Through a Microphone Gesture in an EFL Classroom

Managing Turn-Taking and Student Response Through a Microphone Gesture in an EFL Classroom

Throtel, throttel, trottel or trotel. Engineering Undergraduates’ Perception of the Use of Kahoot! to Review Course Content

Education has undergone a fundamental change driven by technological advances, significantly altering the way teaching and learning is conceptualized in the classroom. Currently the variety of learning and teaching platforms is extensive and in general, these have been very well received by language teachers. The use of these platforms is often driven by teachers’ eagerness to keep students motivated, engaged, and focused throughout a class. This exploratory study investigates engineering undergraduates’ perceptions of integrating Kahoot! (a Game-based Student Response System (GSRS)) to review technological vocabulary and grammar before their unit tests. Students’ perceptions were assessed using quantitative and qualitative methods throughout one semester. The findings indicated that students found the use of Kahoot! to be beneficial in relation to: (1) improving technological vocabulary in English (2) review more complex grammatical structures; (3) enjoy a more relaxed classroom environment. Finally, the present article presents some implications that may be useful to language lecturers.

The role of public school principals and teachers in developing the social responsibility of students with learning disabilities: a joint perspective

IntroductionPublic school principals and teachers are crucial in shaping students with learning disabilities to become socially responsible individuals. Beyond academics, educators use adaptive teaching and leadership to instill values of empathy, cooperation, and civic duty in these students, ensuring they can contribute positively to their communities.AimThe present study aimed to identify the role of government school principals and teachers in developing the social responsibility of students with learning disabilities in the Kasbah of Salt from their viewpoint.MethodA descriptive analytical approach was used, where a random sample was taken from the principals and teachers of some of the Kasbah Al-Salt schools for the primary stage, and thus the sampling unit consisted of (106) principals and teachers, and the scale was sed, and it includes (27) items distributed on three dimensions of social responsibility (education, preservation Environment, community service).ResultsAccording to the findings of the study, the degree of social responsibility among students who have learning difficulties is comparable to the average level. However, the study also discovered that there are disparities in the level of social responsibility due to the gender variable, and these differences are in favor of males. In addition, there were no differences that could be considered statistically significant between the levels of social responsibility and the educational level variable.Scientific noveltyThe study’s novelty lies in its exploration of educators’ views on fostering social responsibility in students with learning disabilities in the specific context of the Kasbah of Salt. The research uses a descriptive analytical method, focuses on primary schools in Kasbah Al-Salt, employs the structured Melhem (2018) scale for evaluation, and reveals gender as a significant factor in social responsibility, while educational level is not.

Feasibility Test of Interactive E-Module Project Based Learning Model in Manufacturing Engineering Drawing Learning

The purpose of this study is to: (1) Develop an interactive E-module of project based learning model in learning Manufacturing Engineering Drawing in SMK with expertise in Machining Engineering; (2) Determine the feasibility of an interactive E-module of project based learning model in learning Manufacturing Engineering Drawing in SMK with expertise in Machining Engineering. This study is a research and development study. The research model used is the 4D model which is implemented in 4 stages, namely the define, design, develop, and disseminate stages. Validation of the e-module was carried out by material experts and media experts. The product trial was carried out at SMK Negeri 2 Karanganyar. The results of this study are: (1) The interactive E-module of Manufacturing Engineering Drawing was developed using the 4-D model is an interactive E-module based on LMS Edukati designed using the Project Based Learning (PjBL) learning model; (2) The level of suitability of the interactive e-module is assessed based on validation by (a) Material experts at 76% with the category "very suitable", (b) Media experts at 88% with the category "very suitable", (c) Student responses at 85% with the category "very suitable".

A comparative study of how teachers communicate in deaf education classrooms.

This study investigates the communication practices of four teachers in 3rd to 6th grade classrooms with 9 deaf students with limited language proficiency and in stages of emergent writing development. Analyzing language modalities, utterance types, and class interactivity, we found that teachers using American sign language used student-centered approaches, generating a greater number of directives and responsive utterances. They persevered in increasing students' engagement and were successful in clarifying misunderstandings. Teachers using spoken English used teacher-centered approaches, making general comments directed at the whole class, which consequently reduced student participation and responsiveness. They also largely avoided repairing communication breakdowns with emergent writers, focusing instead on those with greater auditory and speaking abilities. These patterns reveal disparities in classroom communication that can affect student learning. Our findings highlight the need for teacher preparation programs to equip teachers with skill sets to employ accessible and effective communication during instruction, especially with deaf students who are still developing foundational language and writing skills.

CON-FOLD Explainable Machine Learning with Confidence

Abstract FOLD-RM is an explainable machine learning classification algorithm that uses training data to create a set of classification rules. In this paper, we introduce CON-FOLD which extends FOLD-RM in several ways. CON-FOLD assigns probability-based confidence scores to rules learned for a classification task. This allows users to know how confident they should be in a prediction made by the model. We present a confidence-based pruning algorithm that uses the unique structure of FOLD-RM rules to efficiently prune rules and prevent overfitting. Furthermore, CON-FOLD enables the user to provide preexisting knowledge in the form of logic program rules that are either (fixed) background knowledge or (modifiable) initial rule candidates. The paper describes our method in detail and reports on practical experiments. We demonstrate the performance of the algorithm on benchmark datasets from the UCI Machine Learning Repository. For that, we introduce a new metric, Inverse Brier Score, to evaluate the accuracy of the produced confidence scores. Finally, we apply this extension to a real-world example that requires explainability: marking of student responses to a short answer question from the Australian Physics Olympiad.

Development of augmented reality media based on Assemblr Edu to enhance the learning outcomes

This study focuses on the development and evaluation of augmented reality (AR) learning media based on the Assemblr Edu application, aimed at enhancing the learning experience of fifth-grade students at SDN Tambaharjo 01. The AR media covers the subject of Community Economic Conditions and Natural Resources and Supporting Factors for Community Economic Activities. The research process included designing the AR content, validating it with experts, and conducting small and large group trials. This study investigates the development and effectiveness of AR learning media based on the Assemblr Edu application to improve learning outcomes in Natural Science and Social Studies for fifth-grade students at SD Negeri Tambaharjo 01. The research employs a quantitative approach with a Research and Development (R&D) method, utilizing the ADDIE development model to create and assess the learning media. The study addresses low student performance in Natural Science and Social Studies by integrating interactive AR technology to make learning more engaging and effective.The developed AR media, which includes 3D and 2D interactive content, was validated by material and media experts, yielding a high validity score of 90.31%. Small and large group trials were conducted, showing significant improvements in student learning outcomes. Pretest and posttest results demonstrated an average score increase from 50 to 85, with a student response rate of 88.46% indicating the media's feasibility. Teachers also rated the AR media highly, with a response score of 91.34%, confirming its practical application in educational settings. The study concludes that the Assemblr Edu-based AR learning media is highly feasible and effective in enhancing student learning outcomes in Natural Science and Social Studies.

Mathematical structures in quantum physics education for high school students: Unveiling the power of Dirac notation for conceptual and problem-solving proficiency

[This paper is part of the Focused Collection in Investigating and Improving Quantum Education through Research.] Teaching quantum physics (QP) to high school (HS) students is gaining momentum, necessitating the exploration of various effective methods. Specifically, the research on quantitative teaching methods is still in its early stages. Understanding the power of Dirac notation (DN) in teaching is crucial for grasping the complexities of QP, as it provides a concise and powerful symbolic framework that facilitates both conceptual and computational understanding. This study investigates the proficiency of HS students in interpreting, producing, and manipulating DN within QP. Utilizing qualitative content analysis of student responses to various tasks, quizzes, and final tests, the study aims to uncover the sensemaking opportunities DN provides and the difficulties students encounter. The findings indicate that DN facilitates both conceptual understanding and quantitative problem solving in QP by enabling students to interpret and produce representations of quantum states. The results highlight the importance of extensive practice and well-structured teaching sequences in developing DN proficiency, reinforcing the role of DN as an effective tool for teaching QP at the HS level. The study contributes to the ongoing discourse on integrating mathematical modeling in physics education, emphasizing the potential of DN in enhancing students’ grasp of QP concepts and their application in problem solving. Published by the American Physical Society 2024

Development of a Lagrange Mechanics E-Module Based on a Flipbook Pendulum Spring System

This research is a type of Research and Development (R D) research that uses the 4D development model, namely Define, Design, Develop, Disseminate. This research produces a Lagrange Mechanics E-Module based on a flipbook pendulum spring system. The aim of this research is to produce a Lagrange Mechanics E-Module that is suitable for use as a learning medium for Analytical Mechanics. The data collection instrument used in this research is a questionnaire as a validation assessment for material experts and students, data analysis uses percentages with predetermined categories. The research sample was 14 Physics Education students. The validation results by material experts were 73% in the feasible category. The student response results were 85% in the very appropriate category. From these results, the Lagrange Mechanics E-Module is suitable for use with revisions as an alternative source of learning.

Development augmented reality assisted teaching modules human sensory system to improve student learning outcomes

In the era of digital transformation, the use of technology to improve the quality of learning is very important. This research aimed to develop a teaching module for human sensory system material assisted by augmented reality media to improve students' biology learning outcomes. This research uses research and development methods. The subjects of this research were 22 Biology Education students at the University of Papua. Data collection instruments include validation sheets and questionnaires to determine the validity and responses of students to teaching modules as well as providing multiple choice questions to measure learning outcomes. The data analysis technique is descriptive by calculating validation results, analyzing student response questionnaires and student learning outcomes. The research results show that media and material expert validation test results obtained a percentage of 93.33% with a very valid category. The results of assessing student responses in the trial obtained an average percentage of 85.13% in the very good category. Student biology learning results show an average of 61.36 in the sufficient category. The conclusion of the research on Augmented Reality-assisted teaching modules meets the criteria of being valid, practical and effective and improving students' biology learning outcomes.

Going back to anatomy roots: Exploring the integration of anatomy sessions during clinical clerkships.

The topic of vertical integration of the basic and clinical sciences is an area of great concern and active investigation in medical education. To explore the feasibility of integrating basic sciences into the clinical phase of medical education, gross anatomy was selected as an appropriate discipline. Anatomy faculty, clerkship directors, medical students, and graduate students developed case-based anatomy modules with a design consistent with the principles of self-directed learning. This pilot study aimed to explore medical student responses to the integration of anatomy sessions during clinical clerkships. One-hour anatomy sessions were conducted during rotations of the following clerkships: internal medicine, pediatrics, family medicine, neurology, obstetrics and gynecology, and general surgery during the academic year 2022-2023. Each session consisted of four case-based stations. Voluntary, anonymous surveys were distributed at the end of each session. Descriptive statistics of survey responses from the 490 participants revealed the overall ratings of the anatomy sessions to be above an 8.50 on a scale of 1.00 (low) to 9.00 (high). A small q thematic analysis of the open-ended survey questions revealed the following themes: relevance of clinical correlations presented, a timely review of anatomical content, appreciation for the collaborative setting and interactivity among the participants, and constructive feedback regarding areas needing improvement. Students reported a high overall rating of the anatomy sessions and shared positive comments about these vertically integrated anatomy experiences. With a reduction in the amount of anatomy instruction during the pre-clinical years and limited exposure during the clinical years, anatomy sessions like the ones proposed could allow for the fluid incorporation of gross anatomy across all 4 years of medical school.

PRAKTIKALITAS E-LKPD BERBASIS STEM-PjBL DALAM PEMBELAJARAN IPA FASE B

The presentation of LKPD, especially in science learning, needs to experience innovation, including the use of technology to improve the quality of learning, namely by developing E-LKPD. Previous research has developed a STEM-PjBL based Science E-LKPD, but the response of class IV students to the E-LKPD is not yet known. This research aims to determine students' responses to STEM-PjBL-based Science E-LKPD. This research uses qualitative data and quantitative data. The research results were obtained based on the results of the student and teacher response instruments to the STEM-PjBL based Science E-LKPD which got an average percentage of 83% on the one to one test UI and the students' response results got an average percentage of 95% with very good category in small group trials, and teacher responses were 93%, all of which reflect suitability and excellence in various important aspects of learning.

Pengembangan Media Pembelajaran Interaktif Berbasis Web Game Wordwall pada Materi Pengaruh Gaya terhadap Benda Menggunakan Model Problem Based Learning di Kelas IV Sekolah Dasar

This study was motivated by the lack of use of digital technology-based media in IPAS learning, especially in the material of the effect of force on objects. In the results of observations and interviews it was found that students' interest in learning was very high by using digital-based learning media, so the development of digital-based interactive learning media was needed. This research aims to develop interactive learning media based on the Wordwall web game using the Problem Based model that is valid, practical, and effective. This media development uses the ADDIE model, which consists of several stages, namely: analysis, design, development, implementation, and evaluation. The research was conducted in class IV SDN 05 Tarok Dipo with 20 students. The results of the material expert validity test on learning media obtained a percentage of 89% with a very valid category, the results of the language expert validity test obtained a percentage of 97% with a very valid category, and the results of the media expert validity test obtained a percentage of 78% with a valid category. The results of the teacher response practicality test obtained a percentage of 96% with a very practical category. The results of the student response practicality test obtained a percentage of 92.5% with a very practical category. The results of the effectiveness test obtained a pre-test with a result of 67% and a post-test of 85%, this shows an increase in learning outcomes. So it can be concluded that the interactive learning media based on the Wordwall web game on the material of the effect of force on objects using the problem-based learning model in grade IV elementary school is declared valid, practical, and effective.

Teaching health disparities on the road: An experiential educational intervention for doctor of nursing practice students

AimThis analysis was conducted to understand the nuanced and underlying benefits and challenges of an experiential educational intervention for DNP students learning how neighborhoods and health disparities may be related. BackgroundPoor social and environmental conditions in many low-income urban neighborhoods are linked to deleterious health outcomes. Many of the structural and political influences are unknown to health providers, which can inhibit their understanding of the social effects on health. One aspect of a new DNP social determinants of health curriculum is a guided community bus tour in economically disadvantaged neighborhoods to enhance understanding of health disparities. DesignA concurrent mixed methods design, including comparison surveys and thematic analysis, was used to analyze student responses to the experiential educational intervention. MethodA community-based bus tour implemented in socially disadvantaged neighborhoods in an urban environment was the study focus. New DNP students (n=91) in a midwestern university introductory course agreed to provide feedback following an experiential learning activity. The analysis of responses to the educational intervention was completed using a systematic thematic analysis alongside descriptive statistics and paired t-tests in a convergent mixed methods analytical approach to answer the research aim. ResultsStudents expressed confidence in naming and addressing health disparities after the bus tour activity. Analysis showed: (a) A visual tour can impact new learning, (b) Policy can explain inequity and is new to students, (c) Students do not well articulate racial disparities and (d) Understanding racial history requires attention and conversation. ConclusionA community bus tour met our expectations for teaching DNP students concepts related to health disparities as it illustrated real-life situations in actual neighborhoods. However, there were unusual student responses that prompted us to reflect on the activity and consider improvements. More emphasis needs to be placed on cultural wealth and on discussion planning for such experiences. Our results lay the groundwork for curriculum development. Setting goals and targets in line with the 2022 CDC’s Core Health Equity Science and Implementation Strategy is essential.

‘Like to comment on that?’

Abstract Questions are powerful interactional devices which academic lecturers may use to facilitate learning, engage students and add to a lecture’s interactivity. This contrastive and corpus-based study examines student-oriented questions, i.e. those initiating a student response, in British and Montenegrin university linguistics lectures. It aims to answer research questions regarding what forms of this question category are employed; how frequent they are, what functions they commonly perform, and whether there are any similarities and differences in these respects between the two groups of lectures. The data include 12 lectures in linguistics from several British academic corpora and a specially created corpus of 12 Montenegrin linguistics lectures. We combine quantitative and qualitative approaches to arrive at results which point to certain similarities and differences between the corpora. Some of these might be explained by the language differences between English and BCMS (Bosnian/Croatian/Montenegrin/Serbian), while others seem to have stemmed from academic lecturing style differences. The findings add to the literature on questions in academic lectures and, together with other contrastive studies, may contribute to revealing the universal and culturally-specific discourse features of academic lectures across academic cultures, as well as be pedagogically useful for lecturers, particularly novices, who are teaching linguistics in English and BCMS.

The Personal Faculty Mentor (PFM) Role: Advanced Support for Individualized Student Care

Background - Given the complexity of student responsibilities and backgrounds, the need for additional support during graduate education is evident for overall success. An innovative role that addresses these complexities and mitigates issues facing today’s nursing student was developed. Purpose - The Personal Faculty Mentor (PFM) role was developed to provide one, specific point of contact in an effort to support students throughout their MSN journey by completing new student orientation, individualized student outreach, frequent personal communication, and development of success plans. The PFM role also supports the faculty or instructor role by providing additional support and outreach with student concerns (low participation or scores). The overall purpose of the PFM is to improve student outcomes including pass rates, persistence rates, and satisfaction. Methods - Within the University’s Master of Science in Nursing Accelerated Track (MSN AT) Advanced Generalist and Clinical Nurse Leader (CNL), the PFM role was implemented to support student success. The MSN AT has flexible due dates for assignments which lends for more intensive student support. Results – Since the PFM role has been in place since program inception (July 2019), persistence and program completion are on average 12% higher, as high as 29%, with those students who actively participate with their PFM. Through survey, students report high satisfaction with the PFM role and attribute part of their success to this supportive role. Each session, students who actively participate with their PFM have better persistence than those who do not. Limitations – While the anecdotal feedback and positive outcomes are noteworthy, this strategy did not involve an empirical research investigation. As a result, a causative relationship may not be concrete. There is clearly an improvement in the retention and persistence of students who engage regularly with the PFM; however, there are additional variables that may be impacting the outcomes that would be helpful to identify. Conclusions / Implications for Practice - Student support promotes success. The role of the PFM provides individualized, student-centered support. Students who participate and interact with their PFM are more likely to be successful in the MSN AT.

NGHIÊN CỨU HIỆU QUẢ CỦA PHƯƠNG PHÁP TƯƠNG TÁC TRONG PHÁT TRIỂN KĨ NĂNG NÓI TIẾNG TRUNG QUỐC GIAI ĐOẠN CƠ SỞ TẠI TRƯỜNG ĐẠI HỌC HÙNG VƯƠNG

The ultimate goal of foreign language teaching and learning is communicative competence. Speaking holds a particularly vital position in the communication process. For language-specialized students at the foundation level, developing speaking skills is of utmost importance. Among these, interactive methods employed in communicative tasks have a positive impact on the language acquisition process in general and speaking skills in particular. From the perspective of applied linguistics, this study employs scientific experimentation to demonstrate the constructive influence of interactive methods on enhancing vocabulary usage, grammatical structures, accurate language forms, attention engagement, retelling, and precise responses of students towards teaching Chinese speaking skills at the foundation level. The research also suggests the application of interactive methods in the development of Chinese speaking skills at the foundation level at Hung Vuong University.

Innovation of Learning Tools Based on the Caplaire Model to Improve Scientific Literacy Skills

This research aims to produce a Student Worksheet based on the Caplaire Model to improve scientific literacy skills for Elementary School Teacher Education students that is valid, practical, and effective. This research is development research using the ADDIE model which includes 5 stages, namely: Analyze, Design, Development, Implementation, and Evaluation. The research instruments used in product development consist of material expert validation and design expert validation instruments, student response questionnaire instruments to products, and product effectiveness test question instruments. The data analysis technique used in this research was quantitative and qualitative descriptive data analysis. The research results obtained were: 1) The results of the material expert validation test using the material expert validation instrument obtained a score of 84% with a very feasible category; 2) The results of the design expert validation test using the design expert validation instrument obtained a score of 86% with a very feasible category; 3) The results of the practicality test using the lecturer response questionnaire instrument obtained a score of 85% in the very practical category; 4) The results of the effectiveness test using question instruments for students showed an increase in scores in the initial test and final test, in the initial test the average score was 60.8 and in the final test the average score was 82.8. So, through this development research, student worksheets based on the Caplaire Model were obtained that were valid, practical, and effective.

Development of Augmented Reality Media using Gender-Based Tri Hita Karana to Facilitate Students' Liability towards Local Culture

This study aims to develop Augmented Reality (AR) media using Gender-based Tri Hita Karana to facilitate students' liability towards local culture. This study utilized the Research and Development (R&D) approach with 48 fifth-grade students at SD Negeri 11 Denpasar as subjects. The instruments used in this research were expert validation questionnaires and student questionnaires, while the data analysis techniques include Aiken's V index for expert validation and descriptive analysis of student responses. With an average score of 0.992, the expert validation results using Aiken's V index demonstrate that this augmented reality media was quite legitimate. Furthermore, the study of the student questionnaire reveals a favorable reaction towards the enjoyment of local culture, as indicated by an average score of 3.137. This study determined that combining augmented reality (AR) technology with cultural knowledge-based learning could be a novel approach in contemporary education.

Development of HTML5-Based Mobile Learning Media to Enhance Critical Thinking Skills of Elementary School Students in IPAS Learning

This study aims to examine the validity, practicality, and effectiveness of HTML5-based mobile learning media to enhance the critical thinking skills of elementary school students in science learning (IPAS). The research method used was Research and Development (R&D) with the ADDIE model (analysis, design, development, implementation, evaluation). The study subjects were fourth-grade elementary students from two schools, SDN Yosowilangun Kidul 01 and SDN Yosowilangun Kidul 03 in Lumajang Regency. Data collection techniques included questionnaires, expert validation instruments, practicality instruments, and pretest-posttest data. Data analysis was conducted using a descriptive quantitative approach, focusing on student needs and the validity, practicality, and effectiveness of HTML5-based mobile learning media. The results showed that the HTML5-based mobile learning media had an average validity score of 88.9%, categorized as "highly valid." The practicality test, based on teacher observation and student response questionnaires, yielded an average percentage of 91.50%, categorized as "very practical," indicating that the media is suitable for use in the learning process. In the effectiveness test, the analysis of critical thinking data resulted in an N-gain score of 0.754, categorized as "high," demonstrating that the use of HTML5-based mobile learning media can significantly improve students' critical thinking skills in elementary science learning. In conclusion, the use of HTML5-based mobile learning media in science learning is valid, feasible, and highly effective for improving students' learning outcomes and critical thinking skills at the elementary level.