Student Confidence Research Articles

Technology Acceptance and Self-Directed Learning: Mediation Role of Positive Emotions, Learning Motivation and Technological Self-Efficacy

This study investigated the relationship between technology acceptance and self-directed learning among students in the colleges of education in the Ashanti region of Ghana, with a focus on the mediating roles of positive emotions, learning motivation, and technological self-efficacy. With a sample of 237 students and employing Smart Partial Least Squares Structural Equation Modelling, the study revealed that technology acceptance positively influenced technological self-efficacy, learning motivation and positive emotions. The study also indicated that technological self-efficacy and learning motivation insignificantly predicted students’ self-directed learning, while positive emotions significantly predicted students’ self-directed learning. The analysis identified learning motivation and technological self-efficacy as insignificant mediators in this relationship, but positive emotions positively and significantly mediated the relationship. It is recommended that the Colleges of Education in Ghana should focus on increasing student's confidence in their technological abilities through targeted training programmes and support resources.

Peningkatan Hasil Belajar IPAS Menggunakan Model Kooperatif Learning Tipe Team Games Tournament Berbantuan Quiziiz bagi Peserta Didik Kelas V SDN 01 Rejang Lebong

This study was motivated by the low learning outcomes of students because teachers have not used learning models that can encourage participation, active collaboration and meaningful learning for students. The purpose of this study was to describe the improvement of students' learning outcomes in IPAS learning by using the Team Games Tournament (TGT) type cooperative learning model assisted by Quiziiz in class V SDN 01 Rejang Lebong. This research is a classroom action research (PTK) that uses qualitative and quantitative approaches. This research was conducted in two cycles, namely cycle I which consisted of 2 meetings and cycle II which consisted of 1 meeting. Each cycle consisted of four stages, namely planning, implementation, observation, and reflection. The subjects of this research were teachers and 30 fifth grade students of SDN 01 Rejang Lebong. The data of this study were obtained from the results of the teaching module assessment, implementation process, and learning outcomes. The results showed an increase from cycle I to cycle II. The increase in research results is on: a) teaching module cycle I was 89.8 (Good) and increased in cycle II to 95.8% (very good), b) Implementation in the aspect of the teacher cycle I was 86.7% (good) and increased in cycle II to 94.4% (Very Good), in the aspect of students cycle I was 83.25% (Good) and increased in cycle II to 95.2% (very good), c) Learning outcomes of students cycle I was 81% (Good) and increased in cycle II to 88.7% (Good). Based on these results, it can be concluded that using the cooperative learning model of Team Games Tournament type assisted by quizizz for class V students of SDN 01 Rejang is able to actively involve students, increase collaboration and cooperation of students in groups, create a meaningful learning atmosphere, train critical thinking and increase curiosity and confidence of students in the learning process, so as to improve student learning outcomes in learning.

"Pancreata: The Keto Struggle": an innovative educational tale-based game for diabetic ketoacidosis revitalizes collaborative learning, learner's engagement among undergraduate medical students.

Traditional didactic teaching methods in medical education, while foundational, often lead to passive learning and insufficient engagement. "Pancreata-The Keto Struggle," an educational tale-based game for diabetic ketoacidosis (DKA), was developed to address these challenges by promoting collaborative learning, enhancing student engagement, and improving knowledge retention through an interactive and narrative-driven approach. This study involved 150 first-year medical students divided into 25 small groups of 6 each. Participants were assessed before and after engaging with the game through a structured formative assessment, a validated questionnaire measuring engagement and learning effectiveness, and a confidence level questionnaire. In-depth small-group interviews were also conducted for qualitative feedback and thematic analysis was performed. Statistical analyses were performed using SPSS version 17. The introduction of "Pancreata-The Keto Struggle" resulted in significant improvements in students' formative assessment scores, from a mean of 19.2 ± 1.9 before the game to 39.3 ± 2.2 out of 50 after the game (p < 0.0001). Notably, students demonstrated the highest confidence gains in managing DKA and interpreting laboratory results. Qualitative analysis identified seven common themes reflecting the game's impact on learning: collaboration, retention of concepts, internal drive, self and peer assessment, joyful learning, beyond books, and aesthetic content. Over 95% of students reported increased engagement and learning effectiveness due to the game's intrinsic motivation, narrative, and group learning mechanics. "Pancreata-The Keto Struggle" effectively revitalizes collaborative learning in medical education by integrating game-based learning with traditional teaching methods. The game not only facilitates a deeper understanding of complex clinical conditions like DKA but also broadly improves students' clinical management skills and confidence. These findings underscore the potential of educational tale based games to enrich medical education and advocate for their broader application across curricula.

Student pharmacist counseling performance after hands-on continuous glucose monitoring education: A multi-institutional pragmatic randomized study.

To assess the impact of wearing a continuous glucose monitoring (CGM) device on student pharmacist counseling ability (primary), knowledge, confidence, and empathy (secondary). Students from two institutions were randomized to wear a CGM device (intervention) vs not (control). All received CGM education via lecture and live demonstration. Intervention group students were provided a CGM device. After two weeks, all students completed a standardized patient (SP) encounter regarding CGM prescription counseling. Pre-post CGM-related knowledge, confidence, and empathy were assessed. Analysis of variance was used to compare between-group counseling score difference, and analysis of covariance was used to compare changes in pre-post knowledge, confidence, and empathy scores. Analyses were performed using Stata/BE17.0. Of 86 students enrolled, 63 consented and completed surveys (32 intervention, 31 control). The intervention group demonstrated higher average SP counseling score vs control (82.4% vs 77.7%, p=.046). The intervention group had greater change in confidence vs control from pre to post survey (+ 2.3 vs + 1.7, p=0.03, range 1-5). No between-group differences were observed in knowledge or empathy. The opportunity to wear a CGM device resulted in higher performance on CGM counseling and greater rise in CGM-related confidence. This study supports the use of resources to provide hands-on CGM training. Hands-on education about new diabetes technology can help students prepare to care for and counsel patients.

Stress and Confidence of Undergraduate Dental Students With Different Levels of Clinical Experience in Managing Endodontic Emergencies: A Cross-Sectional Study.

To describe the stress and confidence of dental students during the management of an endodontic emergency (EE) and investigate the associated factors. This cross-sectional study included 227 undergraduate dental students undergoing clinical training (i.e., in the fourth, fifth, or sixth year) who responded to questions asking for their overall level of stress during an EE and their level of confidence in their ability to manage 50 steps of EE management related to communication and technical skills, and clinical examination and decision-making. Managing EE was perceived as slightly or fairly stressful by 70% of the fourth- to sixth-year students. The fourth- and fifth-year students felt significantly greater stress (p = 0.026) and lower confidence (p < 0.001) than the sixth-year students, as did women (p < 0.001 for both). No significant difference in stress or confidence levels was observed across the clinical training environments evaluated. Just over half of the students reported being confident about discussing a case with their teacher. The situations in which students felt least confident were patient management, crack detection, lymph node palpation, locoregional or intrapulpal anaesthesia, and intraoral drainage, and those in which students gained the most confidence in the sixth year compared to the lower grades were clinical decision-making. Managing EE was perceived as slightly or fairly stressful for most students, and stress decreased, while confidence increased in the 3 years of clinical training. Although these findings are positive for the existing training program, there is still work to be done to improve students' learning experiences, especially on teacher receptiveness.

Evaluation of a simulation-based ophthalmology education workshop for medical students: a pilot project

Background/AimsOphthalmology is an under-represented specialty in many medical school curriculums resulting in reduced confidence in medical students and clinicians when dealing with eye conditions. Our study evaluates the impact of a simulation-based education (SBE) workshop to train medical students in ophthalmology.MethodsSecond-year medical students were invited to participate in a two-day (eight-hour) simulation-based ophthalmology workshop. Standardised patients, free-to-use simulators, and low-cost eye models were used to teach eye anatomy, physiology, pathologies, skills (slit-lamp, ophthalmoscopy etc.), and eye procedures (cataract surgery, eye lasers etc.). Learners filled questionnaires to evaluate their ophthalmology interest, confidence, and knowledge before the workshop, immediately after the workshop, and three months later. They also answered a feedback survey on the workshop’s quality and usefulness immediately after the workshop.ResultsNine students, including six females and three males, participated in the workshop. Pre-workshop, learners’ mean self-reported confidence in dealing with ophthalmology patients was 1.8/5 and mean self-reported interest in pursuing an ophthalmology residency was 2.6/5 on a Likert-scale-based questionnaire (on a scale of 1–5). Learners scored a mean of 8.4/15 on an ophthalmology knowledge questionnaire with fifteen questions. Post-workshop (immediate), their mean self-reported confidence was 3.4/5 (p = 0.0001), interest in pursuing an ophthalmology residency was 3.2/5 (p = 0.022), and score on the ophthalmology questionnaire was 13/15 (p = 0.0001). Three months later, students’ self-reported mean confidence was 3.2/5 (p = 0.0001), the likelihood of choosing ophthalmology residency was 2.8/5 (p = 0.59), and score on the ophthalmology knowledge questionnaire was 11/15 (p = 0.006). The feedback survey showed that all students found the workshop relevant, comprehensive, easy to understand, and that they gained knowledge/skills applicable to their future clinical practice.ConclusionsA small group SBE ophthalmology workshop improves learners’ knowledge, skills, and confidence using an approach they find interesting, with low cost and time investment.Trial registrationNot applicable.

Confidence and Preparedness of Wisconsin Speech-Language Pathologists and Graduate Students in Serving Bilingual Children

This study examined the self-perceived confidence and preparedness of 128 certified speech-language pathologists (SLPs) and 26 SLP graduate students in Wisconsin when serving bilingual children. Participants, monolingual or bilingual, completed an online survey. The relationship between confidence, preparedness, academic coursework, and continuing education was investigated. Results indicated that bilingual SLPs show higher confidence and preparedness levels than monolingual SLPs when working with bilingual children. However, both groups exhibited significantly higher confidence and preparedness when working with monolingual children. A regression analysis revealed that the number of continuing education courses (CEUs) significantly predicts confidence and preparedness levels for working with bilingual children. In contrast, the number of academic coursework topics covered did not significantly correlate with confidence or preparedness. The results highlight the need for specialized learning opportunities that focus on the complexities of bilingual service provision in improving the readiness of both monolingual and bilingual SLPs, and graduate students to serve bilingual populations effectively.

Evaluation of Objective Structured Clinical Examination-assessed competence and perceived confidence in oral surgery among final-year undergraduate student.

This study aimed to evaluate dental students' competencies and self-confidence in performing common oral surgical procedures. It further aimed to assess potential correlations among levels of competence and confidence with student gender. Final-year undergraduate students from Mosul Dental School in Iraq were enrolled in a summative Objective Structured Clinical Examination (OSCE) to assess their competence in core skills and knowledge in oral surgery (OS). The students were also invited to participate in the ABAOMS self-assessment questionnaire to assess self-perceived confidence in performing OS procedures. Gender correlation with competence and confidence was computed via the Pearson Chi-square test (p ≤ 0.05). A total of 272 students were evaluated for OS competence. Students' highest competence was in dental anatomy (91.1%), while history-taking and tooth extraction scored the highest failure levels (56.1%) and (39.1%), respectively. For self-confidence, students felt adequately prepared to carry out several clinical procedures although they indicated low confidence in performing minimally practiced procedures. No significant correlation was detected in the total confidence versus competence except for the management of post-extraction complications. Results also showed no significant correlation between students' competence-confidence-gender; except for the administration of local anesthesia among females (p-value 0.007 ≤0.01). The findings of this study show that the competence and self-perceived confidence of final-year students were generally satisfactory for a range of clinical and affective skills. However, several areas of weakness were identified which underscore the need for modification of the current curriculum to improve the preparedness of undergraduate dental students as safe beginners in OS.

Task design for highly educated newcomers: improvement and implementation through Lesson Study

PurposeThis case study aims to explore the outcomes of two Lesson Study (LS) cycles involving four teachers of English for Academic Purposes (EAP) in the Netherlands, focusing on task-based language pedagogy.Design/methodology/approachUsing LS, teachers engaged in a Plan-Observe-Analyse-Evaluate cycle to address the unique needs of highly educated newcomers. Initially, teachers received input on task-based pedagogy and redesigned materials for specific learner groups. One teacher taught while others observed, and student feedback was collected. Post-lesson, teachers and the More Knowledgeable Other (MKO) discussed improvements, repeating the process the following week. Qualitative analyses of audio recordings, classroom observations, task designs and student feedback identified critical moments in the LS cycle.FindingsFindings indicate that the task-based approach, task design and classroom implementation offered by LS helped to improve teachers’ professionalism: The LS cycle made teachers aware of task difficulty and clarity relative to student proficiency and interests, leading to adaptations for high, average and low-achieving students. It shifted teachers’ focus from “how to teach” to understanding student needs, revealing that low performance may stem from personal traits rather than proficiency. The process also underlined the additional care needed for vulnerable students facing challenges like long commutes from asylum seeker centres.Practical implicationsThis study highlights the transformative potential of the LS model in enhancing task design, teaching practices and teacher development through collaboration, reflection and student-centred approaches. Teachers should adapt tasks collaboratively to accommodate diverse student needs, focusing on accessibility, engagement and emotional well-being, particularly in mixed-ability and vulnerable student groups. Real-time adjustments based on classroom experiences, combined with understanding students’ emotional challenges, can foster better outcomes. Future research could explore the long-term impacts of adaptive teaching on student engagement, confidence and performance as well as the integration of emotional support into teaching strategies for vulnerable learners.Originality/valueThis study contributes to understanding the effectiveness of LS in task development and improvement as well as professional development. It highlights implications for teacher training and task design in EAP contexts.

Pengaruh Gamifikasi pada Materi Sumber Energi Alternatif terhadap Motivasi Belajar dan Sikap Percaya Diri Siswa

This study aims to evaluate the effect of gamification on students' learning motivation and self-confidence. The underlying problem is low learning motivation due to monotonous conventional learning methods. Using the PRISMA method, this study screened relevant literature and used a quantitative approach with an experimental design. The research subjects were 60 grade 5 students, who were divided into an experimental group (using Kupin Edu) and a control group (using traditional methods). Data were collected through pretest and posttest questionnaires, analyzed by statistical tests. The results showed that the experimental group experienced significant improvements in learning motivation, from a score of 65.3 to 82.7, and self-confidence, from 58.7 to 75.3. In contrast, the control group showed minimal improvement. Competitive elements, such as leaderboards, and collaborative elements, such as daily challenges, were shown to significantly increase student engagement. This study concludes that gamification is an effective approach to increase students' learning motivation and confidence, particularly at the primary education level. The practical implication is that gamification can be integrated in the curriculum to create a more engaging and relevant learning environment. This research contributes to expanding the application of educational technology to improve the quality of student learning.

Examining Student Perceived Knowledge, Skills, and Confidence Applying the NCHEC Eight Areas of Responsibility

ABSTRACT Background The National Commission for Health Education Credentialing, Inc. (NCHEC) has established and updated the specific knowledge and skills necessary to become a Certified Health Education Specialist (CHES). To prepare students, it is important that coursework addresses the Areas of Responsibility (AoR); however, research examining student preparation has been limited. Purpose The purpose of this study was to assess perceived knowledge, skills, and confidence to apply selected sub-competencies from AoR I, II, IV, and VII through a community health assessment (CHA) among undergraduate health majors in Community Health courses in spring of 2021. Methods A 20 question pre and post-survey was administered to measure and compare student confidence and perceived knowledge/skills of the Eight AoR. Results There was a statistically significant difference (p < .05) between the pre and post-test measuring confidence for 38 AoR and for 31 AoR assessing perception of knowledge and skills. Discussion The findings from this study help instructors identify gaps in the course and in the preparation program. Translation to Health Education Practice This assessment of the CHA project is a useful pedagogical tool to determine if students are gaining fundamental skills in competencies needed in health education and promotion.

Physical education as a basis for developing self-confidence in students' self-defense using various types of martial arts

Studying physical education as a basis for developing confidence and self-defense skills is extremely important. Sports help to treat failures as temporary obstacles, stimulating the search for ways to improve one's own abilities. This develops psychological resilience, favorably affecting self-esteem and the ability to self-defense. Physical exercises aimed at developing physical capabilities allow you to increase self-esteem and self-confidence, and also contribute to the ability to protect yourself. Activity helps to overcome stress, improves mood and stimulates the production of hormones of joy. Due to the improvement of physical condition, psychological well-being also improves. Conscious engagement in sports and physical exercises contributes to a positive attitude towards one's own body and increased confidence, forming important self-defense skills. The purpose of the study is to analyze the role of physical education in the formation of confidence in self-defense. General scientific methods are used in the process, in particular, analysis, synthesis and generalization of information sources. The results of the study show that physical education is of crucial importance in this area, with an emphasis on the development of personal resilience in self- defense. The conclusions note that the role of physical education in modern life is critically important. It strengthens physical and psychological health, increases the level of confidence and the ability to self-defense, and its importance will only grow in the future. One of the key conditions for successfully mastering any activity is faith in oneself and one’s capabilities. This often helps to overcome difficulties that seem insurmountable at first glance, along with abilities, high motivation and other factors. Physical education and sports teach self-discipline, emotional management and perseverance, skills that are useful in all areas of life. They help to learn to set complex goals and achieve them, demonstrating the unlimited possibilities of a person in the pursuit of self- improvement. Further research should be directed at a detailed analysis of how physical education contributes to the development of confidence and skills in self-defense.

Effects of empathy mapping and mini-simulation on second-year nursing students’ empathy and communication self-confidence: a quasi-experimental study

BackgroundEmpathy and communication are critical abilities for nursing students, and in recent years, scenario-based teaching has played a crucial role in fostering empathy and professional skill development. However, novice nursing students in basic nursing education often lack prior experience in patient communication, making it challenging for them to prepare adequately for scenarios and effectively handle difficulties in real-life situations. This deficiency also hampers participants’ or observers’ ability to engage in deep reflection, feedback, and learning. Consequently, students frequently experience anxiety in patient communication, and the effectiveness of empathy building remains limited. The aim of the study was to use empathy mapping and mini-simulation in learning to enhance nursing students’ empathy and self-confidence in communication.MethodsA prospective quasi-experimental research design was employed, targeting second-year students in the four-year nursing program at our institution, specifically in the Basic Nursing and Experimentation II class. The students were randomly divided into two groups: an experimental group and a control group, with a total of 98 students (52 in the experimental group and 46 in the control group). The experimental group received instruction using empathic communication digital materials and engaged in empathy mapping exercises, while the control group underwent conventional scenario-based teaching. Pre-test and post-test data were collected from both groups.ResultsA total of 98 students participated in the study, with 46 students in the control group and 52 students in the experimental group. The average age of the participants was 19.19 ± 0.53 years, with a predominance of females (82.7%). At the end of the semester, there was no significant difference in the average empathy levels between the two groups. However, the communication confidence levels of students in the control group (40.20 ± 6.54) were significantly lower than those in the experimental group (43.88 ± 6.35) (P = 0.006).ConclusionsThis teaching approach facilitated deeper and broader student learning, enhancing both empathy and communication confidence. The teaching materials developed in this study can be employed in future courses to teach empathy and patient communication effectively.

Team-Based Learning in Physician Assistant/Associate Education: A Mixed Scoping Review.

Team-based learning (TBL) is a type of active learning. While TBL was first used in medical instruction at the start of the 2000s, its efficacy within the physician assistant (PA) education has yet to be demonstrated. The objective of this study was to determine existing information about TBL in PA education and to demonstrate the need for further study. A mixed scoping review was undertaken. Articles were identified across the search engines CINAHL Complete, Embase, ERIC, and PubMed. Findings were then evaluated using Rayyan and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Forty-nine articles were identified across all databases, with 2 independent reviewers screening records. Ultimately, 6 studies were included. Four studies were original articles, and the other 2 were conference abstracts. Based on the limited data available, TBL was generally beneficial in all available studies; however, results should be interpreted with caution given the paucity of available data. Studies included both hybrid curriculum and TBL alone. Studies demonstrated significant findings when evaluating TBL course outcomes, examination grades, and student confidence. All articles evaluated different outcomes, so comparison between results is challenging. The strength of research from conference abstracts was limited. Further study is necessary to determine if TBL is effective in other programs. If demonstrated to be effective in PA education, TBL may be used to improve outcomes such as examination performance, course grades, long-term retention of knowledge, or student confidence.

Perceived Occupational Hazard Preparation among Third Year Marine Transportation Students of AIMS

The study aimed to assess the preparedness of third-year Bachelor of Science in Marine Transportation (BSMT) students of Asian Institute of Maritime Studies (AIMS) for occupational hazards through competency-based training programs. A quantitative descriptive-correlational research design was utilized to collect data from 39 purposively sampled students regarding their demographic profiles, perceptions of skills acquisition, and self- reported preparedness levels. Questionnaires were developed based on the Standards of Training, Certification and Watchkeeping for Seafarers (STCW) guidelines to measure students' mastery of skills relating to elementary first aid, survival techniques, and safety responsibilities. Descriptive statistics provided a summary of the skills acquisition and self-reported preparedness while Pearson's R analyzed the relationship between the skills acquired in preparation for occupational hazards and preparedness when onboard the vessel. Results indicated that most respondents were male, aged 21-23. The students strongly agree that the training effectively developed their abilities adhering to international standards. Moderate to high positive correlation between skill acquisition and preparedness suggested that the training enhanced the self-assessed hazard response capabilities of the students. Accordingly, maritime education adequately equipped graduates as regulated. Significant associations validated the competency-focused pedagogies of the BSMT program. The study rejected the null hypothesis, finding a significant relationship between acquired skills and preparedness for actual occupational hazards. This underscores the value of interactive, application-focused teaching methods, such as those implemented by AIMS, in building the confidence of maritime students to respond effectively to onboard dangers.

TikTok for Assisting Low Motivated EFL Students in English Conversation (A Case Study at One of Private Vocational Schools in Ciamis)

The study highlights the need to accommodate individual preferences and comfort levels in using the TikTok applications for language learning. This study aims to investigate the difficulties students face in performing English conversations and to analyze the students’ perceptions of using the TikTok application to perform English conversations. The present study employed qualitative paradigm using the type of case study and was conducted at one of the vocational schools in Ciamis. Additionally, the researcher used interviews and observation to answer the research objectives. The study discovered that students faced several challenges in creating content. Technical issues, such as video errors and slow upload times, were common obstacles. Additionally, environmental factors, such as background noise, often interfere with the quality of their videos. On a personal level, difficulties with language proficiency and a lack of confidence in content creation further complicated the process. These challenges underscore the importance of providing support and guidance for integrating TikTok as an educational tool effectively. However, the findings showed that TikTok has an appeal as an English language learning medium, particularly in developing speaking skills and boosting student confidence. A highly positive student responds to learning to speak through the TikTok Application because it fosters enthusiasm, motivation, and comfort in English conversation performance.

Implementation of Military Onboarding for Medical Students and its Effect on Student Confidence in the Health Professions Scholarship Program.

Health Professions Scholarship Program (HPSP) medical students typically enter the military with minimal military experience, commissioning specifically for the scholarship. During medical school, the only required training is a 5- to 6-week officer training course, which is neither specific to medicine nor guaranteed to be at the beginning of school, since it can be taken at any time. This lack of prior experience can lead to decreased confidence and understanding of the HPSP, specifically the medical school timeline leading up to the military match process and overall military. Our study investigated the effect of implementing a new military-specific orientation module on improving students' confidence and specific knowledge about the HPSP and military training. Two current HPSP students gave a 1-h presentation on the following topics: medical school reimbursements and finances, active duty training, military training, deferrals, the medical school timeline, and the types of medical residencies available associated with the HPSP. The orientation was held for first- and second-year medical students who were either enrolled or interested in the HPSP. The study participants (n = 21) completed a pre- and post-survey that assessed case-based knowledge (12 questions) and students' confidence levels regarding the program (1 question each for the HPSP, overall military, and medical school timeline leading to the residency match). The pre- and post-survey results were analyzed using Fisher's exact test to assess the change in students' confidence and knowledge change after the presentation. The program significantly improved students' confidence in understanding the HPSP (P = .0004), military (P = .003), and medical school timeline leading to the residency match (P = .002). Our study also significantly improved participants' knowledge regarding reimbursements for medical school supplies (P = .041) and board exams (P = .001), active duty definition (P = .039), and deferment because of failure (P = .010) or fellowship (P = .025). Overall, the students felt more confident regarding the HPSP and showed improved knowledge after the orientation program. We found higher baseline knowledge regarding active duty tours, which their coordinators communicate well with HPSP students. Similar orientation programs could effectively improve the onboarding process of incoming HPSP students and those interested in applying for HPSP across multiple medical schools. Such programs can improve long-term student satisfaction and the duration of service following the minimum service commitments. Future research with a larger sample size and prospective design is needed to understand the long-term effects of this increased confidence on overall program satisfaction and military career.

The Effectiveness of Activity-Based Teaching in Enhancing English Language Skills among Elementary Students

This study investigates the impact of activity-based teaching methods on enhancing English language skills among elementary-level students. The effect of activity based teaching methods on the development of English language skills at elementary levels is examined in this study. Student centered is taught by activity based teaching, an interactive and engaging, as this focuses on learning the activity by means of speaking, listening, reading, and writing. The research examines the effectiveness of these methods at improving acquisition of language and boosting student confidence and participation. Data were collected using a qualitative research design with observation in classrooms, teacher interviews and student feedback to evaluate activity based instruction outcome. The discovery brings to the fore its important role in enhancing the students' language skills and boosting their confidence in learning, as well as motivating the students to an active participation in the learning process. However, the study also yields a disadvantage in implementing these strategies, the disadvantages majorly being resource limitation and teacher readiness. Suggestions are made for integrating activity-based teaching into English curricula in order to enhance language learning outcomes amongst students.

Optimizing Whatsapp Features in Improving English Speaking Proficiency: A Classroom Action Research

The problem underlying this study is the low level of English proficiency among students, while the importance of technology in education is increasingly recognized. To overcome this, the study implements a Classroom Action Research (CAR) approach by using WhatsApp features such as voice messages and video calls as media to encourage students to practice speaking. The purpose of this action is to provide opportunities for students to develop their speaking proficiency. This research was conducted through three cycles of action involving the planning, implementation, observation, and reflection stages. Data were collected through pre-tests, observations during cycles one, two, and three, and interviews with students. Data analysis focused on measuring the increase in speaking fluency, reduction in pronunciation errors, decrease in the frequency of pauses, and increase in students' confidence levels, as part of the reflection process in each cycle. The results of the action cycles showed a significant increase in students' speaking fluency. In the first cycle, many students reached 81-90 words per minute, while in the second cycle, the speaking rate increased to 91-100 words per minute. Some students even reached 100-110 words per minute in the third cycle. The frequency of pronunciation errors decreased consistently, and no students showed an increase in the number of errors after the actions in each cycle. The decrease in the frequency of pauses during speaking also indicated an increase in students' fluency and confidence. Overall, the reflections from these CAR cycles indicate that the use of the WhatsApp features is contributes in increasing speaking fluency, reducing pronunciation errors, decreasing the frequency of pauses, and increasing students' confidence in speaking English. However, further action cycles are needed to continue to support students who are still at a low level of fluency and help more students achieve the expected standard.

Influence of Self-Confidence on Saudi Primary Students&amp;#39; English Vocabulary Ability Through Differentiated Instruction Strategies

This study investigated the influence of self-confidence on Saudi primary students&amp;#39; English vocabulary ability through differentiated instruction strategies. The study took place in Al Jouf province during the 2023-2024 school year, with data collected through a survey questionnaire. The sample consisted of 60 primary school students. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyze the data. The results revealed a significant relationship between self-confidence, differentiated instruction strategies, and English vocabulary ability. Specifically, differentiated instruction strategies were found to mediate the relationship between self-confidence and vocabulary ability. Higher self-confidence levels encouraged students to adopt these strategies, thereby enhancing their vocabulary skills. Based on these findings, the study recommends that teachers implement differentiated instruction strategies, such as flexible grouping, collaborative learning, and brainstorming, to increase student engagement and interest in learning. Furthermore, it emphasizes the importance of fostering self-confidence in students, in alignment with self-efficacy theory, to support their vocabulary learning and academic growth.