Student Responses Research Articles

Cultivating Quantitative Literacy in the Introductory Course: A Mathematics Education Collaboration to Teach the Gini Coefficient

We report on a cross-disciplinary collaboration between sociology and mathematics education to more effectively cultivate quantitative literacy (QL) in the introductory sociology course. Focusing on an instructional unit presenting the Gini coefficient (the most commonly used summary measure of income inequality), we engaged in iterative cycles of presentation, assessment, and redesign across four semester-long courses. Assessments were guided by insights from mathematics education—such as the procedural/conceptual distinction, student misconceptions, and student noticing—and characterized by extensive informal discussion and analysis of patterns in student exam responses. Assessments were formalized via coding of specific response elements and used to identify strategic foci for revision and redesign (including creating a brief instructional video series and an active learning exercise). In this article, we highlight the value of cross-disciplinary collaboration in QL pedagogy, demonstrate the effectiveness of analyzing specific elements and patterns of student comprehension to revise pedagogical presentation, and advocate for the strategic utility of the Gini coefficient for cultivating QL in introductory sociology.

Exploring student response systems for large group teaching: a tale of engagement at scale

PurposeThis paper is a case study of student response systems used in large-class teaching. It considers the benefits, including the engagement of students and academic gains such as reduced administration. The constraints and impacts in classroom teaching are noted, drawing upon the experience of two teachers with their learning captured as a means of dissemination of practice to support other teachers who may be considering adopting and later adapting such practices (Gribble and Beckmann, 2023).Design/methodology/approachAn autoethnographical account was undertaken using an action-learning approach as a sense-making exercise. These accounts enabled a depth of insight beyond the anecdotal evidence experienced by an individual teacher alone.FindingsThe findings show that while student response systems have constraints, these can be addressed by putting pedagogical concerns in front of any technology deployment, reaping benefits for students and teachers. Once engaged in using the system, students become more willing to enter further discussions. However, the limitations of both systems indicate that there may be a need for multiple systems to be available based on the pedagogical needs of the class.Practical implicationsThe exploration of student response systems and outcomes of positive engagement by students in classroom settings provides insight to those wishing to explore such systems for use in large-class teaching settings.Originality/valueThis work extends discussions surrounding interactivity using student response systems. Additionally, practical insights from the users into their experiences with their students in using such systems provide alternatives for engagement in delivering large-class learning at scale.

A learning analytics‐based collaborative conversational agent to foster productive dialogue in inquiry learning

AbstractBackgroundSustaining productive student–student dialogue in online collaborative inquiry learning is challenging, and teacher support is limited when needed in multiple groups simultaneously. Collaborative conversational agents (CCAs) have been used in the past to support student dialogue. Yet, research is needed to reveal the characteristics and effectiveness of such agents.ObjectivesTo investigate the extent to which our analytics‐based Collaborative Learning Agent for Interactive Reasoning (Clair) can improve the productivity of student dialogue, we assessed both the levels at which students shared thoughts, listened to each other, deepened reasoning, and engaged with peer's reasoning, as well as their perceived productivity in terms of their learning community, accurate knowledge, and rigorous thinking.MethodIn two separate studies, 19 and 27 dyads of secondary school students from Brazil and the Netherlands, respectively, participated in digital inquiry‐based science lessons. The dyads were assigned to two conditions: with Clair present (treatment) or absent (control) in the chat. Sequential pattern mining of chat logs and the student's responses to a questionnaire were used to evaluate Clair's impact.ResultsAnalysis revealed that in both studies, Clair's presence resulted in dyads sharing their thoughts at a higher frequency compared to dyads that did not have Clair. Additionally, in the Netherlands' study, Clair's presence led to a higher frequency of students engaging with each other's reasoning. No differences were observed in students' perceived productivity.ConclusionThis work deepens our understanding of how CCAs impact student dialogue and illustrates the importance of a multidimensional perspective in analysing the role of CCAs in guiding student dialogue.

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We introduce a web-based tool for teachers to support the rapid analysis of student responses to short answer or mini-essay questions. Designed to support teaching in large-class settings, it aims to bring to practicing teachers analytic tools that can reveal insights in their student text data. We background development of the tool to date, briefly describe its architecture and features, and report on a benchtest evaluation. Finally, we introduce a pilot study to evaluate the tool in classrooms at three NZ universities and one polytechnic. We conclude with options for accessing the tool and outline plans for ongoing development.

KRUSKAL WALLIS ANALYSIS TO FIND OUT THE IMPROVEMENT OF DESIGN THINKING SKILLS IN OBJECT-ORIENTED PROGRAMMING MATERIALS THROUGH EDUCATIONAL CONTENT

Education legislation in Indonesia currently requires Informatics subjects, which is closely related to programming-based material. However, many students in Indonesia still have difficulty learning about programming material. One of them is due to the background of students about the ability to think in the process of solving a program code. Seeing the phenomenon of today's students who are active on social media, it is a good step if social media is used as a learning media platform. This study aims to analyze the improvement of design thinking skills by using educational content-based learning media. The research method used was R&D with the ADDIE media development model and One Group Pretest-Posttest as the research design. The results showed an increase after students were given treatment in the form of educational content based learning media. The Kruskal Wallis test results showed a significant difference between the upper class, middle class, and lower class. The N-Gain obtained in the upper class is 0.560, in the middle class is 0.505, and in the lower class is 0.303. The average value of the results of student responses to learning media is 96.59 percent with the category "Very Good".

Multimodal Discourse Analysis of Classroom Oral Presentations at Tertiary Level

The study was an investigation of tertiary classroom student presenters’ use of language, gesture, positioning and movement in the lesson. Teaching and learning in the classroom is a multi-semiotic experience and the current study provides the insights into their distinct pedagogies. Raised comprehension of semiotization and resemiotization has multiplied the responsibilities of both teachers and students. 12 teachers and 320 student presenters’ use of semiotic resources at tertiary level had been investigated quantitatively and qualitatively through thematic analysis. The semiotic resources of language, gesture and the use of space through the positioning and movement of teachers and students have been discussed in relation to the pedagogy they realise, which require insinuations in teaching and learning both.

Pengembangan E-Booklet Berbasis Aplikasi Android Pada Sub Konsep Sistem Peredaran Darah Manusia Kelas XI SMA

Electronic booklets are learning resources that are in accordance with online learning conditions, the 2013 curriculum and IT advances in education. The research model used is 4D namely: 1) Define, 2) Design and 3) Development which then in the Development stage uses the Tessmer Formative Evaluation design namely 1) Expert assessment and 2) individual test 3) small group test. The subjects of the validity test were 2 Biology Education lecturers and 1 Biology teacher at SMA Negeri 4 Banjarmasin. The individual test subjects were 3 class XI MIPA 3 students at SMA Negeri 4 Banjarmasin and the small group test subjects were 4 students in the same class. The results of the study show 1) the validity of the Android application-based E-Booklet based on 5 aspects has a valid category; 2) the practicality of the contents of the Android application-based E-Booklet has attractiveness based on the responses of students in the at least good category, the practicality of the hope that the E-Booklet is easy to use based on the responses of students in the least good category; and 3) the effectiveness of expectations based on critical thinking assessments obtains a very good category in interpretation, analysis, evaluation, explanation, and self-regulation skills, and has a good category in the aspect of inference

Student and staff expectations of university life - a pilot study.

Student expectations of university lack clarity, yet unmet expectations may negatively impact upon satisfaction, attainment and progression. This questionnaire-based pilot study explored student and staff expectations, in a large English widening participation university. In all, 65 students and 27 staff participated. Most notable was the similarity of student responses regardless of demographic characteristics. However, students already in paid work were significantly more likely to agree that they liked the university and found it easy to make friends. Students who might consider taking on paid work expressed significantly more concern that they may struggle with their academic work whilst those not in paid work had significantly more concerns about exams and self-directed learning. In terms of transferable academic skills, Black students were significantly less likely than white students to expect to make detailed class notes for themselves, albeit within this small sample size, while those first-in-family identified more academic skills needs than other student groups. Significantly more staff than students considered classroom attendance necessary. This pilot study suggests future research directions, including the impact of paid work and ethnicity on specific academic skills and underlines the importance of student support.

Using Cognitive Complexity to Understand Role-Play as a Pedagogical Tool in Graduate Evaluation Education

In response to a call for more research on evaluator education, this paper explores the use of role-play as an in-class activity for students in a graduate course in evaluation. We describe the activity in detail and use the Structure of Observed Learning Outcomes taxonomy as a tool to describe the cognitive complexity of student responses in the activity. Using a collaborative autoethnographic approach, we found that the role-play activity provided the opportunity for students to exhibit knowledge of evaluation theories and for us to observe the complexity of their responses.

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK ELEKTRONIK (E-LKPD) MENGGUNAKAN APLIKASI KVISOFT FLIPBOOK MAKER PADA MATA PELAJARAN EKONOMI

This development research aims to develop Electronic Student Worksheets (E-LKPD) using the Kvisoft Flipbook Maker application in Economics Subjects, analyze feasibility, analyze learning outcomes and analyze student responses to Electronic Student Worksheets (E-LKPD) using the application Kvisoft Flipbook Maker on Economics Subjects. This R&D research uses a 4D model with define, design, develop, and disperse stages. The research subjects were students of class XI IPS 3 at SMAN 15 Surabaya. The results of the validity of the experts obtained a feasibility average recapitulation of 92.52% with a very feasible interpretation. The score obtained from material experts was 93.39% with very proper interpretation, 87.27% for linguists with very feasible interpretation, and 96.92% for media experts with very proper interpretation. The effectiveness of student learning outcomes gives an effective influence and the student's response to the product shows the criteria are very well understood with a proportion of 93.62%. The conclusions obtained refer to the results of the study that this teaching material is very suitable for use as a learning resource for students.

Pengembangan Media Pembelajaran Berbasis Video Animasi Kelas IV (Fase B) Pada Materi Metamorfosis

Natural and Social Sciences (IPAS) is an important part of the basic education curriculum. In grade IV, one of the topics taught is metamorphosis. However, conventional learning that is only used to rely on textbooks and teacher lectures can be less varied so that it is less attractive to students. Because of that, in this research, the goal is to develop learning media based on video animation for science learning in class IV (Phase B) on metamorphosis material. This course research utilizes research development (R&D) methods adapted from the Borg and Gall model. Sources of data in this study were interviews, expert validation, and student responses as well as documentation during the use of animated video-based learning media. Data collection techniques used in this study were questionnaires and interviews. The results of this study indicate that the development of animated video-based science learning media has gone through 7 research steps, namely preliminary studies and data collection, planning, initial product development, initial product trials, initial product revisions, field trials, and final product revisions. The feasibility level of the learning media developed is "Very Good" in terms of material and design aspects with an average value of 4.00 and 3.86. As well as the results of the "Very Good" product trial with an average value of 3.79. The development of animated video-based media using the Borg and Gall method can be an effective alternative in learning Science Class IV (Phase B) on metamorphosis material. This media can be a more interesting learning facility in class.

Pursuing student response through incomplete syntax, prosody, bodily- and visuo-orthographical resources in Chinese-as-a-second-language classrooms

ABSTRACT This study investigates how teachers use designedly incomplete utterances (DIUs) and other multimodal resources to pursue student responses to their questions to accomplish particular pedagogical tasks in Chinese as a second language (CSL) classrooms. Adopting interactional linguistics and conversation analysis, we examined 18.5 hours of CSL classroom interactions. We identified two different types of DIUs based on their syntactic projectability: DIU with a local projection and DIU with a global projection. Both types of DIUs are used after a lack of student answers to teachers’ prior questions. However, DIUs with a local projection are used after teachers’ identification or characterisation questions, whereas DIUs with a global projection are used to pursue student answers to teachers’ telling questions. These two types of DIUs are produced with the prosodic feature of final lengthening, bodily movements such as torso lean and eyebrow raise, and visuo-orthographical resources such as Chinese characters on blackboards and screens. The findings contribute to our understanding of the multimodal resources that teachers use to pursue responses in L2 classrooms.

DEVELOPING OF ISPRING QUIZ MAKER AS AN EVALUATION MEDIA IN THE PRAGMATICS COURSE

This research aimed to determining the suitability of iSpring Quiz Maker as an evaluation media in the Arabic Language and Literature pragmatics course at UIN Malang, understanding the response of students' interest in using iSpring Quiz Maker as an evaluation medium in the Arabic Language and Literature pragmatics course at UIN Malang, and knowing the effectiveness of using iSpring Quiz Maker as an evaluation medium in the Arabic Language and Literature pragmatics course at UIN Malang. The method used in this research is research and development (R & D) by applying the ADDIE model (analysis, design, development, implementation, and evaluation). The results of this research show: (1) iSpring Quiz Maker is declared very suitable for use as a medium for evaluating pragmatic courses based on the assessment of material expert validators and media expert validators; (2) Student responses are quite interested in using iSpring Quiz Maker as a medium for evaluating pragmatic courses; (3) iSpring Quiz Maker is effective as a pragmatic course evaluation medium because the percentage of the total number of students who get an exam score ≤ 50 is 26.3%, while the percentage of the total number of students who get an exam score > 50 is 73.7%.

Assessing instructional strategies in agricultural science to enhance senior secondary school students’ interest in agriculture in Zaria Educational Zone

The study assessed instructional strategies in agricultural science to enhanced senior secondary school’s students interest in agriculture, within Zaria educational zone. Four specific objectives, four research questions and three hypotheses guided the study. Descriptive survey research design was adopted. Structure questionnaire design on 4-point rating scale with 154 teachers and 200 students as sampled respondents was used. The data was analysed using mean, standard deviation and t – test at 5% level of significance. The result revealed that most of the teachers were male (72.08%), with age ranged from 35 – 39 years (35.07%), married (64.29%) and were qualified to teach agricultural science at senior secondary school level (76.63%) with more than five years working experience (81.85%). Use of successful agropreneurs as resource person, use of motivation and less punishment, giving award/rewards to students, taking students for field trips, relating teaching with real life situation outside classroom, exposing students’ on careers opportunities in agriculture, organizing agricultural shows and exhibition among others were acceptable instructional based strategies that could enhance students’ interest in agriculture. However, there was significant difference on the mean responses of teachers and students on the instructional-based strategies that could enhanced students interest in agriculture. Recommendations were made based on the findings of the study.

The Role of Consumerism in Pharmacy Education

The notion of consumerism and that students are customers of pharmacy colleges was explored by proponents and opponents to the idea. First, a working definition of a “customer” in pharmacy education is pondered with respect to roles and responsibilities of students and schools/colleges of pharmacy. Second, the pros and cons of “student-centered” education is considered in the light of students and their families being consumers of the educational experience. Third, the duality of student-centered education is discussed including student engagement/disengagement in their learning, professional/unprofessional behaviors and shared/individual responsibilities. Lastly, learning and teaching environment dynamics are discerned when higher education becomes more student-centric and how that may affect the overall outcome of the student and the goals of pharmacy educational programs.

Thermal comfort in university classrooms in humid subtropical climate: field study during all seasons

Ensuring students thermal comfort has complex implications involving student performance and energy consumption costs. Existing models may not be suitable for predicting the thermal comfort of university students. This study aimed to compare the thermal comfort responses of university students in air-conditioned and naturally ventilated classrooms located in a humid Brazilian subtropical climate with the analytical and adaptive models. The study was conducted in 28 classrooms of two universities located in a humid subtropical climate in southern Brazil. Environmental variables were measured using a microclimatic station, while personal variables were obtained through student responses in electronic questionnaires between September 2022 and July 2023. In classrooms operating with natural ventilation, the mean thermal neutrality temperatures were 19.8oC and 21.4oC in Joinville and São José, respectively. When operating with air-conditioning, the mean thermal neutrality temperatures were 21.8oC and 22.1oC in Joinville and São José, respectively. Even when they answered “neutral” on the thermal sensation questionnaire, students reported that they preferred the cooler environment. Classroom occupant densities less than 1.00 did not influence the students’ thermal sensation. In general, the PMV/PPD model was not able to predict the thermal comfort of university students. The adaptive comfort model proved adequate to predict the thermal comfort of students when classrooms were naturally ventilated.

Kevalidan LKPD Berorientasi Model Problem Based Learning Materi Gaya Kelas IV SDN 24 Pontianak Tenggara

This research and development aims to produce a Problem-Based Learning (PBL) model-oriented Student Worksheet (LKPD) product for the Science and Social Studies (IPAS) subject, specifically focusing on the topic of the influence of forces on objects for fourth-grade elementary school students. The objective is to create a valid and suitable tool to assist the learning process within the Independent Learning Curriculum. The method employed is the research and development (R&D) approach, adapting the ADDIE model and modifying it into ADD. The research sample consists of 2 validators and 24 students. Data collection techniques include questionnaires and interviews. The results of the research and development received feasibility assessments from 2 validators, with an average score of 4 for the didactic aspect, categorized as "Highly Feasible". The aspect of suitability regarding the orientation of the problem-based learning model obtained an average score of 3.95, also categorized as "Highly Feasible". The construction aspect received an average score of 3.83, likewise categorized as "Highly Feasible". Additionally, the design aspect obtained an average score of 3.85, also categorized as "Highly Feasible", for the developed PBL-oriented LKPD. These results are supported by the readability test and student response towards the LKPD, which yielded excellent results. The readability test obtained a percentage score of 84.98%, categorized as "Very Good". In conclusion, it can be inferred that the PBL-oriented LKPD is suitable for use in the learning process.

A Mixed Methods Pilot Study to Evaluate User Engagement with MedMicroMaps: A Novel Interactive E-learning Tool for Medical Microbiology

A Mixed Methods Pilot Study to Evaluate User Engagement with MedMicroMaps: A Novel Interactive E-learning Tool for Medical Microbiology

Application of the RADEC Learning Model through the Experimental Method on Students' Critical Thinking Ability in Natural Science Learning Animal Movement Organ Material Class V SDN 13 Singkawang

This research aims to: 1) To describe the differences between the RADEC learning model through the experimental method on the critical thinking abilities of students who study with the RADEC learning model and classes that use direct learning in class V science learning at SDN 13 Singkawang; 2) To describe the implementation of the RADEC learning model through the experimental method on the critical thinking abilities of class V students at SDN 13 Singkawang in science learning; 3) To describe students' responses to the RADEC learning model through experimental methods on students' critical thinking abilities. This research is a quantitative experimental research. This research method is a quasi experimental design, with a post-test only control group design. The population of this study was all fifth grade students, totaling 50 students. Samples were taken using probability sampling techniques with saturated sampling. Data collection techniques use test and non-test techniques. The test instrument is a critical thinking ability question sheet in the form of an essay. Meanwhile, non-tests are in the form of model implementation observation sheets and student response questionnaire sheets. The data analysis technique used was a two-sample t test. The results of the research, 1) show that tcount = 3.844 ttable = 2.010, which means that there is a significant difference in the results of students' critical thinking ability tests between students who applied the RADEC model through the experimental method and students who used the direct learning model. 2) The results of the model implementation analysis show a percentage of 90.5%, very good criteria and 3) the results of the analysis of student response questionnaires show a percentage of 75% good criteria, which means that learning using the RADEC learning model through the experimental method in science learning has an effect on critical thinking skills. students' science, so that students respond well to learning activities. So it can be concluded that the RADEC learning model during the learning process makes an impression, attracts students' attention, and provides a new learning atmosphere

PENGEMBANGAN MEDIA KOMIK PADA MATERI SUMBER ENERGI TERHADAP HASIL BELAJAR KELAS III SD NEGERI 3 RAMBUTAN

The aim of the research is to develop comic media to determine the validity, practicality and potential effects of the comic media being developed. The type of research applied is Research and Development (R&D) with the ADDIE method which consists of Analyze, Design, Development, Implementation and Evaluation. The research results from the development of comic media on energy source materials were valid. It can be seen from the assessment results from media, material and language experts, obtaining a percentage of 87% with the criteria "Very Valid". Based on the value given by the validator, comic media can be stated valid to be used in the learning process. The results of the development of comic media can be seen from the student responses in the one to one trial which obtained a percentage of 8.3% with the "Very Practical" criterion, while the student response in the small group trial obtained a percentage of 8.8% with the "Very Practical" criterion", and student responses in the field test which obtained a percentage of 8.7% with the criteria "Very Practical" based on responses from students, the comic media can be stated to have practicality. The results of developing comic media were stated effective. It can be seen from the results of research in field trials which obtained a pre-test score of 7.9% and a post-test score of 9.1% with the criteria "Very High”.