Student Participation In Class Research Articles

A QUÍMICA NOS CABELOS: RELATO DE EXPERIÊNCIA DE ENSINO CTS VISANDO UMA EDUCAÇÃO ANTIRRACISTA

During adolescence, aesthetics play a significant role and is a key point, as they carry a whole symbology of historical, political and social nature. Based on Paulo Freire's theory of an emancipatory and critical education, in the use of generative themes, in the CTS approach, a didactic proposal was developed for a 3rd grade class. It discussed the aesthetic patterns and preconceptions related to different types of and introduced the content of polymers. With the project, it was realized that with the theme hair it was possible to increase the participation of students in class, bring the chemistry content closer to the students' everyday theme and develop a more critical attitude regarding the implications that Chemistry Technology has with the consumer society that perpetuates institutional racism.

Impact of social and psychological factors on academic achievement of university students.

Aim To examine the correlation between personality traits, learning styles, and academic achievement and a difference between students' gender, residency status and academic achievement. Methods The study included 95 students of first year of the School of Medicine, University of Sarajevo. The survey used the sociodemographic questionnaire, Index of Learning Style and Big Five Inventory. Academic achievement was represented by a cumulative grade point of each student. Results There was significant difference between the students' gender, information processing style, i.e. active/reflective learning style and academic achievement. Academic achievement was correlated with extraversion (negatively), conscientiousness and active/reflexive learning style. Conclusion With this study we wanted to improve awareness of teachers about the importance and use of different styles during lecture, to show the importance of students knowing their own preferences and learning styles, and how personality traits can affect students' academic achievement. Academic performance is an important outcome for students. It can increase motivation, student participation in class and wish to volunteer in different activities.

Optimising the learning environment for undergraduate students in the Department of Family Medicine at Sefako Makgatho Health Sciences University

Background: An important determinant of a medical student’s behaviour and performance is the department’s teaching and learning environment. Evaluation of such an environment can explore methods to improve educational curricula and optimise the academic learning environment.Aim: The aim is to evaluate the educational environment of undergraduate students in the Department of Family Medicine as perceived by students.Setting: This descriptive quantitative study was conducted with one group of final-year students (n = 41) enrolled in 2018, with a response rate of 93% (n = 39). Students were in different training sites at SMU.Methods: Data were collected using the Dundee Ready Educational Environmental Measure (DREEM) questionnaire. Total and mean scores for all questions were calculated.Results: The learning environment was given a mean score of 142/200 by the students. Individual subscales show that ‘academic self-perception’ was rated the highest (25/32), while ‘social self-perception’ had the lowest score (13/24). Positive perception aspects of the academic climate included: student competence and confidence; student participation in class; constructive criticism provided; empathy in medical profession; and friendships created. Areas for improvement included: provision of good support systems for students; social life improvement; course coordinators being less authoritarian and more approachable; student-centred curriculum with less emphasis on factual learning and factual recall.Conclusion: Students’ perceptions of their learning environment were more positive than negative. The areas of improvement will be used to draw lessons to optimise the curriculum and learning environment, improve administrative processes and develop student support mechanisms in order to improve students’ academic experience.

Catalan engineering students in Denmark

This article focuses on the impact of the language policy of a highly internationalized Danish university on two different kinds of exchange engineering students from a mid-size Catalan university: those who attend the Danish university for one semester and those who stay for a whole year with the expectation of staying for even longer. The university is highly internationalized, in the sense that (a) half the student population is from 40 different countries and (b) almost all the courses are taught in English. The findings come from the discursive analysis of three group discussions, two with Catalan Erasmus students before and after their stay in Denmark and one with teaching and administrative staff from the Danish university. For the short-stay Erasmus students, the combination of an ELF environment (i.e. one in which English is the only feasible lingua franca) with a teaching style that favors student participation in class contributes to an increase in student self-confidence and, ultimately, fluency. However, for those students who are considering the possibility of extending their stay and even finding a job in Denmark, the scarce presence of Danish within the university environment distorts their perception of the professional environment in Denmark, for which competence in Danish is essential.

El desarrollo de la conducta asertiva a estudiantes de nivel superior de Xilitla, S.L.P

Objetive: Design a Course-Workshop to increase assertiveness in students of the Bachelor of Management and Business Development at the Institute of Higher Education Educadistanciaslp de Xilitla, S.L.P. Methodology: Descriptive research was applied to give a detailed explanation of the characteristics of the object being evaluated. With a qualitative and quantitative approach. In addition, theoretical, empirical (Observation, Questionnaire, expert criteria) and mathematical (Percent Analysis and Bar Graphs) methods (Historical - Logic, Analysis - synthesis) were used. Contribution: By integrating the Course-Workshop to increase assertiveness in students of the Bachelor of Business Management and Development, a precedent is created, by encouraging student participation in class and increasing knowledge at the same time, so that capable students graduate to debate without fear in the work context where they work. With the development of the Course-Workshop to increase assertiveness in students, the class will be more dynamic, will improve knowledge and development, while acquiring security to express opinions freely, preparing it for work performance at the end of the Degree, at at the same time that the prestige of the Institution will grow by graduating highly trained personnel.

THE APPLICATION OF ENTREPRENEURSHIP STRATEGIC MANAGEMENT TO CLASSROOM MANAGEMENT

Handling students in a big class (above fifty students) often triggers many problems. One major problem is regarding active participation of students in the class. In a big class, the participation level of students is often low since the class is usually dominated only by dominant students. As educators, we all want full participation of all students in our class. A study is conducted to solve the problem of student participation in a big class. One thing a teacher can do is to design the class in such a way that the students have an opportunity to develop his or her full participation. Qualitative research in Marketing Management class in University is being done to observe whether a particular classroom management design can activate student participation. This classroom management design is made to enable students experiencing a real work atmosphere where productivity and social skills (which influence student participation in the class) are needed. According to education experts, traditional classroom management is not sufficient to develop productivity and social skills. Therefore a structured management system is applied in managing the research class. In addition, an entrepreneurial profile (desire for responsibility) for each student is collected to decide which student fits to become a group coordinator. The result of the research reveals that students can play the role of coordinators (upper management); they can actively participate in the class and communicate with the lecturer, as well as with the other students who are not coordinators. The students are proven to actively communicate based on the hierarchy which is purposively created by the lecturer.

Upaya Meningkatkan Partisipasi Dan Hasil Belajar Siswa Dengan Menggunakan Metode Diskusi Kelompok Pada Mata Pelajaran IPS Terpadu Kelas VIII Di SMP Negeri 19 Padang

This research is motivated by the problem of the learning methods of group discussion in the purpose of this study is to find out how to increase participation and learning outcomes in learning Integrated Social Sciences discussion methods in class VIII.3 in SMP 19 Padang. The results of data analysis show that learning group discussion models can increase student activity. Students have the courage to ask questions, communicate, answer questions from teachers, friends or other groups and dare to defend their opinions when discussing. Increased participation and Integrated Social Studies learning outcomes can be seen from the acquisition of student scores before being given action, which is an average of 74, to 78 in cycle I. Achievement of material completeness before the action was 8 students (26.67%), increasing to 12 students ( 40%) in cycle I. In the second cycle the average value increased to 83.77 and students who had achieved completeness 23 students (76.67%) at the end of the cycle test the average score of students became 87.1 students who had achieved completeness 26 students (86.67 %). From the results of the study, it can be concluded that the learning method of Group Discussion is able to increase student participation in class VIII. 3 at SMP N 19 Padang, because learning using the Group Discussion method can create an active, innovative, creative and enjoyable learning atmosphere.

A Mixed Research on Cheating and Absenteeism Behaviors of Teacher Certificate Program Students

<p style="text-align:justify">The primary goal of this research is to explore absenteeism tendency, and the attitudes towards absenteeism and cheating of students who attended the teacher certificate program. In addition, this research aims to identify the views of students and lecturers on cheating and absenteeism. A sequential explanatory mixed-method research design was employed in this research. The sample of the quantitative data was 321 teacher certificate program students studying at Mugla Sitki Kocman University, Turkey. Absenteeism tendency, cheating attitude and absenteeism attitude scales were used to collect the data. Descriptive statistics, correlation, independent t-test, one-way analysis of variance (ANOVA) and Tukey HSD tests were used to analyze the data. Qualitative data was collected through semi-structured interview forms. 14 students and 14 lecturers were interviewed, recorded, and transcribed. Qualitative data was analyzed through quantitative content analyses and descriptive analyses. Research findings show that verbal field students have significantly more positive cheating attitudes than quantitative field students. While cheating attitudes show no significant difference between genders, students in physical education departments have higher scores in the dimensions of environmental conditions and opportunity and ability than verbal and quantitative field students. Both students and lecturers describe cheating as “unfair behavior and plagiarism,” and absenteeism as a “right” in unavoidable situations. It is emphasized that the active participation of students in classes mostly depends on the instructor.</p>

Virtual Online Teaching in Transport Law

The virtual classroom is a new and modern structure in university teaching around the world. It can provide tuition to students in advantageous ways. The virtual classroom, with its numerous functionalities, provides a level of student class participation that is unprecedented in face-to-face classes It is also appeals to students, as it saves them time and money with public transport and/or parking. A much-improved classroom attendance record as compared to face-to-face classes has also been noticed. The students’ levels of understanding of the subject matter has also been noticeably improved by mechanisms available in virtual classroom teaching. As technology improves, the virtual classroom is likely to increasingly popular for convenience, flexibility and study efficacy. This paper explores the use of virtual classrooms in law education.

More than a warm body: assessing student class participation

ABSTRACTStudent participation in class is an important step in preparation for the communication skills needed in reference services. Participation involvement and assessment should extend beyond mere classroom attendance. Course syllabi should clearly state how participation is defined and what is expected of students. This article discusses the role of participation and provides an example of one way to assess and encourage such participation.

The school as a public space for democratic experiences: Formal student participation and its political characteristics

School democracy in terms of formal student participation is often expressed through different types of councils. This requires that these forms of political participation function democratically. The article contributes knowledge about the school as a public space and the democratic experiences gained through formal student participation in class and school councils. The article is designed in four steps: (I) the presentation of previous research, (II) the presentation of the pedagogical political participation model used for analysis and discussion, (III) the findings of an empirical case in Sweden, and (IV) theoretical synthetizes using John Dewey’s educational theory. It is argued that the political characteristics of formal student participation are uniform and bound to different types of political participation, such as being informed and heard and a lack of political influence that positions students as political objects for democratic fostering. This raises questions about the consequences of students’ growth of democratic experiences.

A CRITICAL ANALYSIS OF THE IMPACT OF CLASSROOM DYNAMICS ON STUDENTS' SOCIAL INTERACTION IN SECONDARY SCHOOLS IN KENYA

The purpose of the study was a critical analysis of the impact of classroom dynamics on students’ social interaction in secondary schools in Kenya. Most of the Kenyan secondary schools are faced with the challenge of overcrowding in the classrooms thus unsuited to providing a positive classroom atmosphere hence limited leaner-teacher contact. The critical analysis was to establish and address issues and strategies that must be implemented to create a positive classroom atmosphere where learners feel comfortable to learn and communicate with each other and the teacher. The main purpose of the study was to critically analyze the gender related issues, leaner’s personality related issues and the impact they have on classroom dynamics and establish the impact of learners discipline on classroom dynamics. Moreover the study generate the importance of learners participation in the classroom set up and also the role of the teacher in motivating learners who are not naturally motivated. The study adopted a qualitative research design that was valid in studying critical analysis. The study established key recommendations to the school management to ensure that classrooms have adequate space to accommodate all the students comfortably and allow the teacher to move freely and easily connect with the learners. It also recommends provision of in-service training for teachers on how to handle large classes with learners of mixed ability, varying ages and genders, teachers should provide teaching approaches that sustain learner’s interest and ensure participation of students in class and finally teachers should provide a friendly learning environment that engages all the learners irrespective of their gender and personality abilities as it enhances a good classroom dynamic and social interaction among learners. Article visualizations:

O enfoque CTS e as concepções de tecnologia de alunos do ensino médio

http://dx.doi.org/10.5007/1982-5153.2016v9n2p121Neste artigo analisamos as concepções de tecnologia apresentadas por alunos do Ensino Médio durante uma intervenção didático-pedagógica com Enfoque CTS em uma escola da rede pública de ensino da região metropolitana de Curitiba-PR. A metodologia utilizada foi a pesquisa qualitativa de natureza interpretativa e com observação participante. Os dados constituídos foram tratados por meio da Análise Textual Discursiva de Moraes e Galiazzi (2007). A análise dos dados indica que os estudantes apresentam diferentes visões sobre o que vem a ser a tecnologia e o modo como ela influencia e é influenciada pelo contexto sociocultural em que se insere. Além disso, observou-se maior participação dos alunos durante as aulas, evidenciando o interesse que o assunto desperta nos estudantes nessa modalidade de ensino.

Classroom Response Systems and Student Performance Improvement: Local Versus International Students

ABSTRACTThe clicker is one of the most popular mobile classroom response systems. A number of studies reported that clickers could effectively encourage students to participate in class. However, most of them are not talking about Chinese students and their finding seldom reported the difference in perception between Chinese and international students on using the mobile classroom response system in learning. They seldom examine the issue of cultural differences on the application of these learning management systems. The study can fill in the gap to collect their perception on using clickers in Hong Kong. The result shows that both Chinese and international students are keen on using clickers in class. The clicker is found to be able to advance learning efficacy and raise student participation in class.

Exploring the Emerging Challenges and Benefits of Information and Communication Technology for Education

Making sense of the challenges and benefits of Information and Communication Technology for Education (ICT4E) serves as a feedback to planners and implementers. In the context of ICT4E, the study attempted to describe the challenges, identify and determine the expected and observed benefits of the program. Mixed methods and the exploratory design strategy were used in gathering data. Data were analyzed through general inductive approach, thematic analysis, frequency counts, percentages, and ranks. Results revealed that informants pointed maintenance and sustainability, Internet connectivity, and use of an open source operating system as challenges in ICT4E. Teacher-participants identified insufficient funds to subsidize expenses, lack of internet connection, and regular power interruption as challenges in ICT4E. “Learning becomes fast and effective” (53.3%) and “active participation of students in class” (61.7%) were the top expected and obtained benefits from ICT4E, respectively. Based on the findings, it is recommended that before the implementation, policymakers, planners, and project implementers should deliberately anticipate the possible challenges in integrating ICT4E in public secondary schools. The participants should be empowered to have access, power, and control on ICT4E initiatives. This develops their sense of ownership towards any educational innovations.

IMPROVING STUDENT PARTICIPATION IN CLASS BY STRENGTHENING TEACHER-STUDENT INTERACTION

This study focuses on the implementation of teacher-student interaction strength in improving students’ participation in a bilingual boarding high school in Central Java. The goals of this study are, (1) describing whether and to what extent teacher-student interaction improves the student participation in class, (2) to identify the advantages and difficulties in implementing this strategy in this research. I adopted Classroom Action Research (CAR) which requires four steps, namely planning, implementing, observing, and reflecting. The participants are 23 high school students. The methods of data collection are observation, diary, interview, photograph, pretest, and post-test. In analyzing data I used (1) constant comparative technique by Burns (1999) (qualitative), (2) descriptive statistic technique (quantitative). After analyzing the data, I found out that the change in participation in class was seen clearly and all the responses from the students were positive. Moreover the average score of students` speaking skill increased from 62.77 to 84.51.

Enhancing Students Class Participation in the Case of Second Year Tourism Management Students on ?Research Methods in Tourism

The primary purpose of this study was to enhance students’ class participation in the case of second year tourism management students registered for ‘research methods in tourism’. In order to accomplish research objectives, data were collected from the second year tourism management students. All second yeartourism management students registered for the course research method in tourism were the participants of the study; the total numbers of the students are 65 but out of this 51 questionnaires were correctly filled and returned. Both qualitative and quantitative approaches were employed with descriptive research design. Self-administered questionnaire, 5 FGD having 12 members and observations for some sessions were used to collect the data. The reported instruments were prepared in English and they include both open ended and close ended type of questions; open ended questionnaires were prepared not to limit respondent’s idea. Once the data collection stage was over, collected responses were organized in the form of tables by using percentage and Chi-square analysis. The result revealed that student’s level ofparticipation is highly affected by different factors such as in advance preparation, delivery of teaching material in advance, applying different active teaching methods by the instructor, availability of different rewarding means, mixing low achievers with medium and high achievers, language and student self-confidence. As a result, majority of the students (86.3%) have positive attitude on active participation since they believed that active participation will help them to share new ideas with their friends. Though some students are still inactive perhaps due to different psychological and personal factors that need further investigation; the actions implemented also bring some important changes that enhanced students’ class participation.

Effectiveness of Blended Learning Method on Digital Logic Circuit

An ideal teaching-learning method, such as the blended learning method, is to motivate interests in education and to allow active class participation of students. Students exposed to this method are hypothesized to be dedicated in learning and their school life. A research was conducted on <TEX>$11^{th}$</TEX> graders in Daejeon city high school specialized in industry; the blended learning method was applied to a course, digital logic circuit and the effects on the students' learning were monitored. The result shows that compared with a common leaning method, the blended learning method is very effective in terms of increasing educational interest, class participation, the level of concentration in class and academic achievement of students. Also, it shows positive feedbacks from the students on the educational videos and the usage of the contents. Conclusively, the blended learning method effectively increases academic achievements through improved educational motivation and active class participation which positively affect the overall satisfaction of participants.

ACIDS AND BASES: DEVELOPMENT OF A SEQUENCE TEACHING FOR CHEMICAL TEACHING

It is very important that the chemical contents are related to the daily life of the student in order to favor the understanding of the social context in which they are inserted. For this to occur the teacher can appropriate the elaboration of didactic sequences to assist you in choosing the best teaching-learning resources to be worked in the classroom, such as games, experiments and activities that favor the contextualization of the contents. In seeking work in this way the contents, from the elaboration of didactic sequences, these will contribute to arouse curiosity, motivation and participation of students in class and encouraging the teaching and learning process. From this perspective the present article focused on the development of a didactic sequence for the chemical content acid, where from that the teacher can work in the classroom various teaching resources for the content herein. However they were developed different methods to teach the chemical content acid and base, using so experimentation, making a game and a contextualized approach. The choice of the methodology presented here it was with the intention that, from this use can encourage a better use of the content by the students and that they can better understand the content and the relationship of chemistry with your social context.

Implementation of a Flipped Classroom Educational Model in a Predoctoral Dental Course

This article describes the development and implementation of a flipped classroom model to promote student-centered learning as part of a predoctoral dental course. This model redesigns the traditional lecture-style classroom into a blended learning model that combines active learning pedagogy with instructional technology and "flips" the sequence so that students use online resources to learn content ahead of class and then use class time for discussion. The dental anatomy portion of a second-year DMD course at Harvard School of Dental Medicine was redesigned using the flipped classroom model. The 36 students in the course viewed online materials before class; then, during class, small groups of students participated in peer teaching and team discussions based on learning objectives under the supervision of faculty. The utilization of pre- and post-class quizzes as well as peer assessments were critical motivating factors that likely contributed to the increase in student participation in class and helped place learning accountability on the students. Student feedback from a survey after the experience was generally positive with regard to the collaborative and interactive aspects of this form of blended learning.