Class Size Research Articles

School-level competition for US high school extracurricular resources

ABSTRACT In the United States, families know that extracurricular activities serve as a qualitative distinction in postsecondary admissions and merit-based aid awards, leading to competition in their participation and leadership positions. Despite the extensive literature supporting extracurricular activities, there is an incomplete picture of how school characteristics influence high school students’ participation and holding of leadership positions within extracurricular activities. Using the US Education Longitudinal Study of 2002, our study explores how the school characteristics of socioeconomic status, test scores, class size, school urbanicity, and school control shape twelfth-grade participation and holding leadership positions in ten school-sponsored extracurricular areas. From our results, we offer recommendations on how schools can create equitable participation levels and discuss the ever-expanding role of extracurricular activities in defining merit.

Wearable smart glasses for first‐person video analysis to evaluate nursing skills: A pilot study with a mixed method design

AbstractBackgroundComprehensive assessment of skills and performance are necessary to improve the quality of care in nursing education. Various factors pose challenges to accurate assessments, including high student–teacher ratio and observer bias.ObjectivesTo establish an assessment system based on first‐person video of smart glasses and validate its usability and feasibility.MethodsWe used two cameras (smart glasses for first‐person perspective and a web cam) to perform video analysis for skill and performance assessments. Usability tests were conducted using quantitative and qualitative questionnaires for the usefulness and acceptability of the current assessment system. Data from standardised checklists for three clinical nursing skills (intramuscular injection, endotracheal suction, and Levin tube feeding) were used to analyse the inter‐rater reliability in addition to Fleiss' Kappa coefficient analysis. A total of 22 participants (18 students and 4 reviewers) were recruited. They completed the study. Apart from physical discomfort component, the proposed smart glasses‐based first‐person video assessment system achieved good usability scores from both students and reviewers.Results and ConclusionsFleiss' Kappa values for individual items ranged from 0.450 to 0.808, with an overall average value of 0.592. Results of this study validated the potential of smart glasses‐based assessment system where a set of beneficial mechanisms may meaningfully support the formative learning process. However, issues regarding upgrading the device and need for guidelines for roles of raters and students still remain.

Utilising Blended Learning for Large Classes to Deliver an Introductory Programming Course

Higher education institutions are constantly pushed to increase the student intake and produce industry-ready graduates. The pressure generally arises from the governing bodies, originating from socio-political factors. It is particularly evident in the field of Information Communication Technology (ICT) where there is a growing need for quality graduates. Undergraduate programmes in the field of ICT generally offer introductory computer programming courses that are mandatory at early stages of the degree programme. Consequently, the number of students registering for such courses can increase drastically. The students are coming from diversified backgrounds. While some students may have prior experience in computer programming, a larger majority may not have any prior knowledge or experience. Increased class size meets the constraint of the limited availability of physical classroom space and would require the class to be separated into smaller groups for face-to-face activities. Large classes are also challenged with the increased man-power requirement in terms of lecturers, instructors, and teaching assistants. Maintaining student engagement and interactivity becomes increasingly difficult in a large class. Grading of assessments becomes time-consuming and needs and requires increased manpower. Based on the observations and learning from an ongoing introductory programming course, this study evaluates the procedure for overcoming the challenges faced by the teaching staff, especially with a class size exceeding 1000. To cover the theoretical components, recorded video lectures are provided. The class is divided into groups consisting of approximately 100 students and live, online, interactive group discussions are conducted. The live, online smaller group discussions allow students to clarify doubts regarding the content. This also allows the distribution of the limited teaching and assistant staff. Students who need further assistance are encouraged to meet the teaching assistants physically. Thus, the workload is distributed effectively, and it helps ensure the dedicated support and attention is provided to the students. Auto graded programming assignments are effectively employed for formative and summative assessments, which reduces the grading workload significantly. The findings of this study provide insights on course design to effectively deliver the content and conduct assessments overcoming the challenges presented by increased class size.

The use of dance to improve the health and wellbeing of older adults: A global scoping review of research trials.

Dance is a promising health resource for older adults, but empirical evidence remains inconsistent. The lack of synthesised evidence regarding program design, dose, and delivery limits understanding of factors influencing participation and health outcomes. This scoping review aimed to map the scope, range, and effectiveness of dance programs for older people, and identify gaps and opportunities for future research and practice. Searches across five databases (September 2023) identified 148 studies evaluating 116 dance programs (≥4 weeks) for older adults (≥55 years, N = 8060), Dance interventions delivered to clinical groups were excluded. Intervention design and delivery were charted against the TIDieR reporting checklist. Program outcomes including adherence, safety, and positive tests were charted into established taxonomies. Demographic information, program details, and implementation were often insufficiently reported. Participant groups differed by age range, with underserved communities underrepresented. Programs varied extensively in key factors including dose, prospective 'active ingredients', delivery approach, facilitator expertise, and class size. While dance was physically safe, adherence rates in older adults are comparable to other community exercise programs. Less than 40% of health assessments showed positive change, with more consistent benefits to physical endurance, strength, and function, moderate impacts on psychosocial health, and limited benefits to cognitive and brain health, and falls and falls risk. Dance is a meaningful, safe, adaptable, and low-cost health resource for older adults. Key opportunities for advancing research include improved access for underserved groups, program suitability assessments, strategies to support adherence and engagement including theory-informed approaches, and incorporation of participant and practitioner insights. Identification of key 'active ingredients' and dance program factors may improve understanding of causal pathways and mechanisms to optimise engagement and health impacts. Stronger reporting practices will facilitate comparisons across studies and more robust evidence synthesis. This review provides a critical knowledge foundation to guide future approaches in dance for health and offers reporting recommendations.

Discovery of Truncated Cyclic Peptides Targeting an Induced-Fit Pocket on PCSK9.

Proprotein convertase subtilisin/kexin type 9 (PCSK9) regulates plasma low-density lipoprotein cholesterol (LDL-C) levels by promoting hepatic LDL receptor (LDL-R) degradation. We previously identified and optimized 13-mer cyclic peptides that bind to a novel, induced-fit pocket adjacent to the binding interface of PCSK9 and LDL-R and effectively disrupted the PCSK9/LDL-R protein-protein interaction (PPI) both in vitro and in vivo. However this series of large cyclic peptides required charged groups for function and lacked oral bioavailability in rodents. We describe herein multiple structure-based modifications to these original peptides to yield truncated, neutral molecules with full PPI function in both biochemical and cellular assays. In parallel, new mRNA-peptide display screens identified non-functional 8- and 9-mer compounds which ligand the induced-fit pocket in a distinct manner. Taken together, these studies indicate multiple directions to reduce the size and complexity of this peptide class toward a true small molecule oral agent.

Analysis of Effectiveness of Collaborative Pedagogy Practices

This study analyzes the effectiveness of collaborative teaching and learning strategies to enhance student's educational experience and learning results. Collaborative pedagogy converts the traditional teacher-centered paradigm into a more participatory, student-centered approach, promoting active participation via group work, debates, and collective problem-solving. This study examines existing literature, case studies, and empirical evidence to evaluate the impact of collaborative approaches on student accomplishment, motivation, and the development of fundamental abilities such as critical thinking, communication, and cooperation. The study found that collaborative teaching and learning approaches are essential for strengthening comprehension, increasing information retention, and cultivating superior social skills. The benefits of peer learning, active engagement, and instructor facilitation are highlighted in cultivating a dynamic classroom atmosphere. The study underscores other problems linked to implementing collaborative pedagogy, including resource constraints, dominant teacher-centered cultural norms, and substantial class sizes, especially in poor countries such as Nepal. The acceptance of collaborative pedagogy in Nepal is increasing owing to continuing educational reforms and curricular modifications; nonetheless, many obstacles hinder its extensive implementation. The document emphasizes the need for augmented teacher training, greater infrastructural support, and customized teaching methodologies to use the benefits of collaborative learning properly. The results demonstrate that, when properly implemented, collaborative teaching-learning methodology may substantially improve educational quality and prepare students to confront real-world difficulties.

Examining the Role of Self-Determination Theory in AI-Enhanced Personalized Blended Learning Environments for Primary School Chinese EFL Learners

It is pertinent to mention here that EFL education in Chinese primary schools has emerged as an important focus of the last few decades due to rising globalization and development of economosaic(Cosmopolitic)eti fluence of China (Wang & Kirkpatrick, 2022; Li et al. , 2023). Today, Ministry of Education, China has laid policies to begin English learning from the third grade; this is an indication that learning should begin early in a childhood so as to learn the language and have the ability to communicate through it (Zhang & Liu 2024). However, many concerns still exist in EFL educational environment such as great class size, less opportunity to interact with real contexts, and curriculum stress on examinations (Chen et al. , 2023; Wu & Johnson, 2024). The literature review of the present study has also stressed on the fact that new strategies are being called for to tackle these issues. For example, Yang et al., (2023) stated that conventional paradigm C loses the interest of young readers and Zhao and Smith (2024) noted that more entertaining and user-centred learning approaches have to be established. In addition, Liu and Wang (2023) pointed out that the present EFL curriculum implemented in Chinese primary schools does not incorporate the sociocultural context and fails to provide authentic language practice to the learners which is essential for second language acquisition.

When bigger looks better: CLASS results in public Montessori preschool classrooms

The CLASS-PreK instrument is widely used to evaluate early childhood classrooms, but how classrooms using Montessori, the world's most common alternative education system, fare on CLASS is understudied. Because CLASS focuses largely on teacher-child interactions as the situs of learning, but in Montessori theory, child-environment interactions are considered more primary, Montessori classrooms may score systematically lower than conventional classrooms on CLASS. CLASS also collects format, content, and demographic information that could illuminate how Montessori classrooms compare to other classrooms. Here we used data from the first national study of public Montessori preschool to examine CLASS data in Montessori preschool classrooms as compared to a lottery-control-selected set of business-as-usual ones. Montessori classrooms (n = 54) had 50% more children on average, and significantly higher child:adult ratios (roughly 9 vs. 6) than a set of intentionally stratified control classrooms (n = 19 of 128), and CLASS scores did not differ across classroom types. Children in Montessori classrooms were observed in whole group activities during fewer cycles and in freely chosen activities during more cycles; also children were observed engaging with math content during more cycles in Montessori than in control classrooms. Counterintuitively, but consistent with Montessori theory, Montessori classrooms with larger class sizes (up to 26) had higher Emotional Support and Classroom Organization domain scores, and those with higher child:adult ratios (up to 13:1) trended towards higher Instructional Support domain scores.

Pronunciation Challenges of Saudi Female EFL Learners: A Multidimensional Needs Analysis

Mastering English pronunciation poses persistent obstacles for Saudi learners pursuing higher education and careers reliant on strong oral skills. This mixed methods study explores female Saudi university students’ and vocational trainees’ self-reported experiences with pronunciation via questionnaires and interviews. Quantitative findings reveal ongoing segmental and suprasegmental difficulties, with consonant contrasts, vowel distinctions, and stress/rhythm issues most prevalent. Participants emphasize interconnected sociocultural variables influencing development, including class size, technology access, family support, teacher expertise, and learner confidence. Qualitative insights underscore pronunciation as a multifaceted process requiring aligned pedagogical responses. Recommendations center on specialized instructor training, personalized feedback techniques, targeted lessons, and technology integration. By capturing diverse learner perspectives, this research contributes an inclusive examination of needs to advance responsive policies and practices that optimize Saudi females’ pronunciation attainment. Findings affirm pronunciation as a complex yet critical developmental process necessitating comprehensive support structures.

Integrating Life Skills in Secondary Education: Teachers’ Perspectives and Challenges

The current study aims to find out the perspectives of secondary school teachers on the incorporation of life skills into their teaching. Selecting purposively, the present study participants include ten teachers from public secondary schools in a district of Punjab, Pakistan. The study used a phenomenological research design to get teachers’ perceptions and experiences on the integration of life skills. Semi-structured interviews were used to collect data. Data was analysed through qualitative content analysis with the help of NVivo 14 software. The results of the study showed that teachers, in general, value life skills in education. From the participants’ perspective, critical thinking, problem-solving, and communication were the most focused skills. However, several constraints, including limited time, increased class size, and limited textbook support, limit the efficiency of implementation. Teachers were of the view that students responded positively to life skills-focused teaching and activities but the means of assessing the progress in teaching these skills were lacking. It also revealed insufficient knowledge identification in learning life skills integration and better resources and curricula adaptability requirements. These results suggest prospective future work at curricular, methodological, and teachers’ professional development for better integration of life skills into secondary education. Pakistan’s educational policymakers and curriculum developers will find the study useful in improving the integration of life skills in secondary education.

Education system resilience in the face of inflationary pressures

This paper examines the detrimental impact of rapid inflation on the quality of private education in developing countries. By focusing on the financial challenges faced by private schools, the study highlights the tension between education policy and economic realities. While private schools often attract parents with smaller class sizes and specialized programs, the core motivation lies in investing in children’s future through quality education. However, this study demonstrates how inflation can cripple this sector. The case of Turkey exemplifies this challenge. Post-pandemic inflation created a financial stranglehold on private schools, as rising costs made it difficult to adjust teacher salaries. This, in turn, led to teacher demotivation and a mass exodus, ultimately compromising educational quality. Furthermore, government interventions aimed at protecting parents from high tuition fees, through limitations on fee increases, inadvertently sacrificed the very quality they sought to safeguard. The paper concludes by advocating for alternative policy approaches that prioritize direct support for education system during economic downturns. Such measures are crucial for ensuring a strong and resilient education system that benefits all stakeholders, including parents, students, and the nation as a whole.

Engaging Mixed-Age Learners with Personal Interests in ESL Beginners

This study explores the effectiveness of using personal hobbies and daily routines to engage mixed-age learners (ages 12-17) at A1-A2 English proficiency levels over a 34-week course designed to help them progress toward B1 proficiency. The research focuses on how integrating personal interests into lessons increases motivation, participation, and language acquisition. A class of 18 students was divided into sub-groups based on age and proficiency, with activities tailored to meet their developmental needs. The findings show that connecting lessons to students' lives significantly improves engagement, vocabulary retention, and oral communication. Collaborative tasks involving both younger and older students fostered peer learning, creating a supportive and inclusive classroom environment. This approach proves beneficial in mixed-level classrooms and could be adapted for higher proficiency levels and larger class sizes.

Exploring Barriers to the Implementation of Problem-Based Learning Pedagogy in Ordinary Secondary School Mathematics in Tanzania

Globally, a significant body of literature ratifies Problem-Based Learning (PBL) as a promising pedagogical approach to enhance mathematics performance in schools. Tanzania, among other countries, has adopted and integrated PBL into its educational framework to improve students’ academic performance. Despite these efforts, the failure rate in mathematics has consistently exceeded 75% in Tanzania's Certificate of Secondary School Education Examination over the past decade. Therefore, this study aimed to (i) explore teachers’ perceptions of the barriers facing them in implementing PBL pedagogy in secondary schools and (ii) explore the barriers to implementing PBL pedagogy as perceived by students in secondary schools. This study employed a qualitative research approach and a case study research design in which simple purposive sampling technique was used to select eight (8) mathematics teachers and forty eighty (48) form four students from secondary schools in Arusha city council. Interview and Focus group discussion were used to collect data on the barriers for effective implementation of PBL pedagogy. Findings from thematic analysis revealed that large class sizes, a shortage of mathematics teachers, insufficient instructional time, inadequate teaching and learning materials, and competence insufficient to implement PBL pedagogy were the barriers. The study recommends that the Ministry of Education, Science and Technology improve the teaching and learning environment, providing in-service training to mathematics teachers on PBL pedagogy and employing more mathematics teachers in schools.

Predictor of low academic achievement among Dilla university students, southern Ethiopia, 2024

IntroductionIn Ethiopia, despite its growing higher education sector, student achievement rates remain concerningly low. Understanding the multifaceted factors influencing academic performance is crucial for improving educational equity and quality. This study delves into potential predictors of academic achievement among Ethiopian higher education students, examining individual characteristics, institutional elements, and broader socioeconomic influences.MethodologyThis survey enrolled 362 respondents and was conducted from December 7, 2023 till January 22, 2024. Simple random sampling, validated assessment tools and online data collection methods were employed to select and collect information from respondents. Data entry and analysis was done using Epi-info 7.0 and SPSS 25, respectively. Logistic regression analysis method was used to determine the association between the outcome and independent variable.ResultThe current results show that 166 (45/9%) of participants have GPAs below 3.18. Gender, social sciences/humanities or business/economics majors, suboptimal class environments, inadequate laboratory facilities, chronic illness, class sizes, low emotional coping skills, poor academic self-perception, and high social media use emerged as significant predictors of low academic achievement.ConclusionThis study identified factors associated with academic achievement. Female students, optimal learning environments, and smaller class sizes were linked to better performance, while social sciences/humanities or business/economics, inadequate facilities, and high social media use increased the risk of low achievement. Personal characteristics like emotional coping, self-perception, and chronic illness also played a role. These findings suggest interventions targeting individual and environmental factors could improve student outcomes.

Challenges Encountered by Head Teachers in the Administration of Pupils' Indiscipline in Primary Schools in Anambra State

This study investigates the difficulties experienced by head teachers in dealing with pupils' indiscipline in primary schools in Anambra State, Nigeria. Utilizing an unmistakable examination plan, information was gathered from head teachers through organized polls and semi-organized interviews. The study uncovered a few difficulties, remembering troubles for recognizing main drivers of indiscipline, guaranteeing consistency in disciplinary activities, tending to peer strain and social elements, and overseeing huge class sizes. Regardless of these difficulties, head teachers executed different systems to oversee indiscipline, including cultivating positive connections, empowering open correspondence channels, offering advising and support benefits, and advancing pupil contribution in dynamic cycles. The findings highlight the significance of proactive intercessions and cooperative endeavors among school partners to actually address indiscipline. This study adds to the current writing by giving bits of knowledge into the one of a kind difficulties encountered by head teachers in Anambra State and gives proposals for working on disciplinary practices in primary schools

Meningkatkan Hasil Belajar Pendidikan Agama Katolik (PAK) Dengan Model Problem Based Learning (PBL) Berbantu Media Powerpoint Pada Materi Saya Tumbuh dan Berkembang Bagi Siswa Fase B Kelas III SD

Study aims to examine the enhancement of student motivation and affective aspects related to collaboration and critical thinking through the Problem-Based Learning (PBL) model at UPT SPF SDN 101864 GUNUNG RINTIH. The research is grounded in issues such as low motivation, limited student engagement due to large class sizes, and the need to improve social skills within the context of Catholic Religious Education (PAK) and Character Education. This research employs a classroom action research design, involving the steps of planning, implementation, observation, and reflection in each cycle. The study consists of two cycles conducted with third-grade students at UPT SPF SDN 101864 GUNUNG RINTIH focusing on PAK content. The research is carried out in September 2024. Data collection techniques include observation and rubrics for assessing student motivation and affective dimensions of collaboration and critical thinking. Data analysis utilizes descriptive qualitative techniques. Results from the first cycle indicates an improvement in student motivation and engagement, though the targets were not fully met. In the second cycle, there was a significant increase in both student motivation and affective dimensions. The research demonstrated a 35% increase in student motivation and engagement in PAK learning, suggesting that the PBL approach fosters a more active and collaborative learning environment. This study is expected to contribute to providing holistic and meaningful education for students, aligning with the objectives of the Merdeka Curriculum and the values outlined in the Pancasila Student Profile.

Effects of Smart Classroom on Students' Learning Outcomes

This meta-analysis examines the influence of smart classrooms on students' learning outcome, synthesizing findings from 21 empirical studies. The results indicate a significant overall effect size (SMD = 1.10), suggesting that smart classrooms positively affect learning outcomes more than traditional settings. Cognitive development (SMD = 1.014) and behavioral development (SMD = 2.155) saw the most substantial impacts, while the effect on emotional development was minimal (SMD = -0.001). Moderator analyses revealed that primary school students benefited most, and STEM subjects showed greater improvement. Larger class sizes and specific teaching strategies, such as Problem-Based Learning, were associated with better outcomes. Despite the positive findings, limitations include study exclusions due to lacking statistical data and variability in smart classroom definitions and implementations. The study highlights the potential of smart classrooms to enhance educational experiences and calls for further research to optimize their use.

The Dynamics of Slido to Promote Learning in Rural University Classrooms

Slido is an interactive online platform facilitating active learning in rural university settings. Rural universities often need more resources, including access to technology and opportunities for diverse pedagogical approaches. Traditional lecture-based teaching predominates due to these constraints, which can hinder student engagement and learning outcomes. Slido offers a solution by leveraging technology to enhance interaction, collaboration, and participation within the classroom environment. This study, therefore, adopted the Slido application to promote active learning in one of the rural university classrooms within South African higher education. Active learning methodologies have gained widespread recognition for their effectiveness in engaging students, fostering more profound understanding, and promoting critical thinking skills. However, implementing such strategies, especially in rural university classrooms, can pose unique challenges. Through features such as live polls, quizzes, and audience Q&A sessions, Slido enables instructors to create dynamic learning experiences that encourage active participation from students. In rural contexts where class sizes may be smaller and student diversity limited, Slido provides an avenue for inclusive participation and allows even the most reserved students to contribute anonymously. Hence, the qualitative study adopted a transformative paradigm as a lens and approached it through active learning designed by Action Research. Furthermore, the study was a two-year project involving third-year business studies students and their transition to, and completion of, their fourth year of study. Seven students were selected as the participants, and data was generated through a Focus Group discussion and analyzed using Thematic Analysis. The study revealed that Slido promotes activeness among students in the module selected in the rural university. In conclusion, Slido offers a promising solution for promoting active learning in rural university classrooms. The study recommends that lecturers should be empowered in terms of resources and training to infuse technology into teaching.

Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education

This study examines the barriers and facilitators to integrating ICT in teaching and learning English pronunciation among university lecturers and students. Three female lecturers from a Jordanian government university's Department of Pharmacy, with teaching experience spanning 3 to 10 years, participated, along with six focus groups of male and female students aged 20 to 23 from the Faculty of Pharmacy. Thematic analysis uncovered barriers such as limited ICT access, inadequate training, large class sizes, time constraints, and students' negative attitudes and low ICT skills, alongside facilitators including leadership support, ICT tool accessibility, basic training for students, and consistent ICT integration in assessment and curriculum. Students advocated for lecturer support, mobile device integration, ICT training, smaller class sizes, consistent ICT tool integration, tool accessibility, and specialized pronunciation courses. This study offers fresh insights into understanding perceptions of ICT adoption barriers and facilitators among university lecturers and students, benefiting researchers and policymakers focusing on teacher professional development to enhance ICT integration in English pronunciation teaching and learning at the tertiary level.

Environmental Factors, Undergraduate Science Education Students’ Achievement, and Interest in Nigeria Universities: Implications for Funding

This study investigated the effects of environmental factors on the academic performance and interest of undergraduate scientific education students in Nigerian universities, as well as the funding implications. A descriptive survey research design was used in the study. The study included 270 final-year undergraduate students from the Department of Science Education at two Nigerian universities: Chukwuemeka Odumegwu Ojukwu University, Igbariam, and Nnamdi Azikiwe University, Awka. Both universities are located in the sixth state of Anambra. The study used a sample of 161 students, 56 of whom were male and 105 of whom were female, that was drawn by chance sampling methods. Three experts verified the questionnaire, which was used as the data gathering tool. Using the Cronbach Alpha formula, the dependability of 0.90 was determined. The hypothesis was examined using t-test statistics at the 0.05 level of significance, and the research topic was addressed using mean and standard deviation. The study's conclusions showed that, while gender had no discernible impact on how science education students responded to the aforementioned environmental factors, socioeconomic background, good school infrastructure, extracurricular activities, class size, accommodations, attitudes of teachers and parents, appropriate teaching methods, and poor lighting in school buildings and hostels could all affect students' interest and achievement in science education at universities. Further strategies for enhancing the environmental elements that affect academic achievement and interest of science education students in universities include the government's and alumni's funding of science labs and infrastructure, fostering university competition, using appropriate teaching methods, and properly citing of schools.