Teaching Research Articles

Teachers’ Perception Towards Integration of Artificial Intelligence Tutoring-Based System in the School Curriculum: A Survey

Artificial Intelligence (AI) is the theory and development of computer systems capable of performing tasks normally requiring human intelligence, such as visual perception, speech recognition, decision-making, and translation between languages. This approach has been adopted by many organizations, including schools, to facilitate the teaching and learning process. This development has raised varying opinions on the future of employment within all sectors, including the educational sector. The purpose of this research was to evaluate the perception of teachers toward the integration of AI tutoring-based systems into the school curriculum. A descriptive analysis of the quantitative design was used, and 320 teachers were purposely sampled from public secondary schools in Southwest, Nigeria. The data were collected using a questionnaire and analyzed using SPSS. The findings of the study revealed that although teachers in public secondary schools in the southwest of Nigeria are aware of the positive impact of AI tutoring, 77% of the participants have a negative disposition towards the integration of an AI tutoring-based system into the school curriculum. The factors responsible for this high level of negative disposition include age, low level of education, fear of replacement and professional specialties of the teachers. Based on these findings, it was therefore recommended that teachers be sensitized on the importance of AI tutoring and that stakeholders should propagate the message of how it would promote the standard of education in the state. The study also recommended that educational policymakers integrate the use of artificial intelligence into the school curriculum by allocating the required resources to schools and organizing staff training on the use of AI without neglecting a befitting remuneration. Keywords: Artificial Intelligence, Teachers, Learning, Disposition, Perception

Mediating between schools and families: experiences of teachers in privately-run migrant schools in South-West China

ABSTRACT This paper examines the experiences of 23 teachers who work in privately-run migrant schools (PMSs) in South-West China. Such schools cater for the needs of internal migrant children who do not often have access to free state education provision because of their lack of status in their new cities. We draw data from an ethnographic-informed qualitative study conducted in Guiyang City. The spillover effect as the theoretical lens, enables us to understand our participants’ experiences within and beyond the school gates. Different from existing research focusing on how home environment characteristics affect school-related outcomes, this study shifted towards investigating whether factors within the school domain can mitigate children’s home-related disadvantages or risks. The findings show that teachers support the students and their families by mediating family conflicts, supplementing often poor nutrition and assisting with homework. Overall, similar to educators in disadvantaged school settings elsewhere, the study demonstrates that teaching and managerial staff in PMSs go beyond their paid roles as educators and they are actively committed to breaking the cycle of poverty and transforming the lives of their students.

Voices of Elementary Computer Science Teachers: Computer Science Integration Rationales and Practices

Objectives . Computer Science (CS) education has become increasingly prevalent in elementary schools because of multiple rationales, such as the importance of computational literacy and the growing demand for CS-related workforce preparation. As elementary CS standards continue to be adopted by many states, more examples and voices from the field may help educators understand what effective computational thinking (CT)/CS integration looks like in practice. Method . We employed a descriptive qualitative approach to study eight award-winning K-8 CS teachers and aimed to answer three research questions: (1) What were elementary CS teachers’ rationales for CT/CS integration? (2) How do elementary CS teachers integrate CT/CS into their classroom practices? (3) What are the needs of CS teachers for meaningful CT/CS integration in elementary schools? Data were collected through interviews, a questionnaire, and artifacts and analyzed using thematic analysis. Findings . Our findings of elementary CS teachers’ rationales for CT/CS integration encompassed its essential nature as a literacy skill, its potential to promote equity in education, and its alignment with standards across various disciplines. To support CT/CS integration at the elementary level, CS teachers described important aspects with examples from their instructional practices: (a) Real-world applications; (b) hands-on activities; (c) strategies to scaffold and guide student learning; (d) collaboration with classroom teachers; and (e) support from professional development (PD). Conclusion . The study results shared CS teachers’ voices from practice and shed light on the urgent need for more support and PD opportunities for both homeroom teachers and CS teachers in elementary schools, as well as the crucial need for multiple levels of support within K-12 school systems. Continuous efforts in creating systematic and sustainable PD plans and supporting collaborative professional communities for teachers within the instructional context are a must to help prepare our elementary students with the essential CS knowledge and skills they need to thrive in this technology-rich society.

VALIDITAS PENGEMBANGAN MULTIMEDIA INTERAKTIF ADOBE FLASH CS6 PADA PEMBELAJARAN PENDIDIKAN PANCASILA SEKOLAH DASAR

This research is based on the minimal use of technology-based media in the teaching and learning process in elementary schools, especially in Pancasila Education subjects. Teachers more often use surrounding objects and books as media, which makes students feel bored during learning. The aim of this research is to develop interactive multimedia using Adobe Flash CS6 for learning Pancasila Education, especially the Elements of the 1945 Constitution, in class V of SD Gugus 2, Nanggalo District, Padang City, which has high validity, practicality and effectiveness. This research is a type of research and development (Research & Development) by applying the ADDIE model which includes the stages of analysis, design, development, implementation and evaluation. The instruments used to collect data include validation, practicality and effectiveness instruments. Data was analyzed through validity, practicality and effectiveness analysis. The development of interactive multimedia Adobe Flash CS6 for learning Pancasila education in class V of SD Gugus 2, Nanggalo District, Padang City uses the ADDIE model. The results show that the average assessment of the three expert validators is 93.74%, which is categorized as very valid. The results show that any media is very suitable for use.

The Impact of Learner Ill-Discipline on Teaching and Learning in High Schools of Waterberg District, Limpopo Province

Studies have indicated that lack of discipline among learners in schools is one of the foremost problems facing schools both nationally and internationally. This paper thus investigated the causal factors of learner ill-discipline at the school level with the intention to come up with practical measures that can be applied by the schools to curb learner indiscipline. The qualitative method with a case study approach was used to conduct an in-depth investigation into the phenomenon of learner indiscipline. Three high schools in the Bela-Bela township were sampled as participants for the study. Data was collected through one-on-one semi-structured interviews and document analyses on learner code of conduct and school disciplinary policy. Three (3) school principals, six (6) teachers and six (6) learners were interviewed. The findings revealed that schools are characterised by rampant levels of learner ill-discipline with a negative impact on teaching and learning. The study argued that two primary factors fuelling learner ill-discipline in schools are the inappropriate implementation of the learner code of conduct and the school disciplinary policy. It concluded that there is an urgent need for proper implementation of the learner code of conduct and the disciplinary policy in the schools. This study strongly recommends that education authorities put measures in place to ensure that schools comply with the proper implementation of the code of conduct and school disciplinary policy. The findings of this study contribute to a discourse in the body of knowledge in learner discipline. Keywords: Ill-Discipline, Learner Performance, School Disciplinary Policy, Code of Conduct

Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text

This paper explores different talk types and characteristics of grammatical and rhetorical reflections in L1 students’ collaborative talk about a literary text (n = 12, aged 15–17). The data is drawn from an intervention of contextualized grammar teaching in Swedish upper secondary school. To illuminate different talk types and the characteristics of the grammatical and rhetorical reflections, a deductive and inductive analysis in NVivo was carried out. The findings partly confirm previous results concerning rules of thumb and grammatical misconceptions. The current study also indicates that there is a relationship between talk types and prompted questions, and the quality of grammatical and rhetorical reasoning. When students are trying to locate a grammatical concept, the talk type is mainly characterized as cumulative and disputational, whereas linking grammar and rhetoric is exploratory. This paper discusses explanations for these relationships along with strategies for teachers when facilitating and supporting the development of students’ metalinguistic understanding.

Integrating Theatre into STEM Curricula: A Case Study of Pedagogical Innovation in Underprivileged Schools

This study explores the effects of theatrical integration on student engagement, creativity, and critical thinking in STEM teaching in poor schools. There are still gaps in research and real-world application of multidisciplinary education, especially in developing nations, despite its increasing prominence. Using a mixed-methods approach, this study assesses the efficacy of integrated STEM and theatrical workshops by means of teacher surveys and classroom observations. Results show that these seminars greatly increase students’ interest in STEM fields and develop critical abilities like communication and collaboration. The partnership between educators and community partners emphasizes the necessity of designing curricula that are flexible and meet the requirements of a wide range of students. With the goal of addressing educational disparities and enhancing learning outcomes for marginalized kids, policymakers and educators can benefit from the insights provided by this study, which adds to the body of knowledge on creative pedagogical approaches.

Kuwaiti Teachers’ Classroom Behavior Management Practices, Experiences, and Beliefs

Recent statistics suggest that student externalizing behaviors are increasing in Western and Asian countries; however, there is a paucity of research on teachers’ perspectives of these behaviors in Middle Eastern countries. A mixed-methods research design was used to investigate Kuwaiti public elementary and middle school teachers’ perceptions of their classroom behavior management (CBM) experiences, including their (a) academic preparation; (b) use of CBM practices to support students with externalizing behaviors; (c) observations of student externalizing behaviors; and (d) perceptions on administrative support and family involvement. Participants included 2,140 general and special education teachers randomly recruited from 45 schools. Results indicated that fewer than half of the teachers surveyed had prior instruction in CBM, reported using a wide variety of CBM practices in response to student behavior problems, and perceived higher levels of administrative support than family involvement. Implications of the study’s findings and suggestions for further research were discussed

Formative Assessment on Science Learning to Improve the Quality of Learning in Curriculum Merdeka

Formative assessment is a learning assessment whose target is formative and aims to evaluate the learning process. In reality, there are still many teachers who have not implemented formative assessment optimally in science learning. Formative assessments conducted in the middle, end, or throughout learning aim to determine student progress while providing quick feedback to teachers, for example regarding student understanding of the material. This study aims to find out the things that educators need to prepare and how they carry it out. The research method used a descriptive method with a qualitative approach, through distributing questionnaires and interviews. The target respondents were elementary school teachers who teach grade VI students. The data that has been collected is then processed using a Likert scale. The results showed that what needs to be prepared by teachers to conduct formative assessment in science subjects is a clear understanding of concepts, and prepare the three stages of formative assessment carefully. Based on the results of the questionnaire, teachers are still not optimal in the information-gathering and action-taking stages. Ways that can be done to implement formative assessment in improving the quality of learning, can be started from the preparation of the right learning module.

Sappho Scientific Evidence Platform on Gender: Narratives of Academics and Non-Academics about a Community Science Case

Modern society's digitization has led to the creation of online science platforms. Research shows that academic-oriented platforms boost active research teams, enhance scientific collaboration, and encourage manuscript reviews. However, there is limited research on platforms for citizen participation in science. This study examines the Sappho Scientific Evidence Platform, which aims to provide a science-based participatory tool with a focus on gender-related issues. Using a qualitative communicative approach, 10 users (6 primary school teachers, 2 researchers, and 2 university professors) were interviewed about their platform usage, impacts encountered, and the dialogues between citizens and scientists. The findings reveal that both academics and non-academics can contribute to science on Sappho. Participants reported improved scientific literacy, enhanced conversations about scientific evidence, and the use of this evidence in their personal and professional lives. The platform empowers users to critically engage with gender issues. These results highlight Sappho's positive impact and its potential as a valuable tool for promoting scientific evidence among its users.

Phenomenological exploration of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teacher education, Ethiopia

Purpose: The study explored phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school college of teachers’ education. The study answered the central research question “What do the phenomenological experiences of educational mentoring relationships and concerns for 21st century pedagogical praxis in Fitche pre-service primary school teacher education looks like?” Methodology: The study explored the lived experiences of instructors and pre-service teacher candidates regarding mentoring relationships through phenomenological research design. I selected 47 participants using purposive sampling technique based on teaching experience, mentors-mentees’ performance, and academic position. Findings: The data were collected using semi-structured interview, focus group discussion, and researcher’s direct observation. The researcher observed educational relationship experiences between mentors and mentees, and caused vertical and lateral effects on professional development beyond engagements in classrooms. The researcher analyzed textual and contextual data qualitatively in themes. The finding indicated that cognizant to critical realistic approach to education, the study explored mechanisms of re-educating educators towards understanding of lived experiences through contentment, contention, conflict, and conciliation of emotional sates into positive mind-sets. I observed the existing phenomenon in educational mentoring based on inquiry, sharing, encouraging, and caring occurred between mentors and mentees. Educational relationship is stronger between students and grades than mentors and mentees. Implications: Educational mentoring should improve capacity of mentors and mentees’ professional and pedagogical development practices to improve quality of pre-service teacher education.

Money Management Practices of Senior High School Teachers at A Public School: A Case Study

Money Management Practices of Senior High School Teachers at A Public School: A Case Study

Ethno-STEAM Based E-Comic “Lilis Lamiang”, is it Necessary to Use it on Science Learning in Elementary Schools?

This research aims to analyze the response to the needs of ethno-STEAM based e-comic “lilis lamiang” for elementary school students. In this study we focus to analyze the teacher and student perception about the development of the local wisdom module, especially to increase learning outcome. The research method is descriptive and qualitative by used surveys to collect data. Data collection was carried out by distributing questionnaires to 2 elementary school teacher and to 20 student 5th grade students, SDN 4 Menteng in Palangkaraya City, Central Kalimantan. The collected data were analyzed using descriptive analysis. The results of this research showed that teachers have never developed their own teaching materials based on local potential in Central Kalimantan, while students are of the opinion that the use of teaching materials based on local potential will make learning activities more interesting. This research concluded that the development of etno-STEAM based e-comic especially about lilis lamiang very important thing to do based on teacher and student perception and important to continue in the next research to develop the module.

Investigation of primary school teachers’ attitude towards inclusive education in Western Division in Fiji

Investigation of primary school teachers’ attitude towards inclusive education in Western Division in Fiji

Elementary School Teacher's Competence in Implementing Differentiated Learning in Surakarta City

In elementary schools, differentiated learning is crucial as this phase is a critical period for establishing fundamental learning and child development. Differentiated learning aims not only to improve academic outcomes but also to develop students' social and emotional skills. The findings are expected to offer concrete recommendations for developing more effective teacher training programs and educational policies that support differentiated learning, enhancing education quality and student learning outcomes in elementary schools. This study evaluates elementary school teachers' competencies in implementing differentiated learning in Surakarta. A survey research design was used to collect data on teachers' abilities to plan, implement, and evaluate differentiated learning. Using a quantitative approach, the study involved 214 teachers randomly selected from various elementary schools in Surakarta. The distributed questionnaire collected data on knowledge, skills, and differentiated learning practices. The collected data were analyzed using descriptive statistical analysis with SPSS software. The results reveal variation in teacher competencies, with strengths primarily in using differentiated learning media and practice reflection, while the greatest challenges are in assessing student learning progress and implementing strategies. These findings highlight the need for additional training and support to enhance the effectiveness of differentiated learning implementation in elementary schools.

Servant Leadership of School Heads, Organizational Culture and Teamwork: A Causal Model on Teacher Engagement of Public Secondary School Teachers

This study aims to determine the best-fit structural model for teacher engagement of public secondary school teachers in Region XI, Philippines. It examines the interplay between exogenous variables: servant leadership of school heads, organizational culture, and teamwork on teacher engagement. It tries to understand how these factors influence each other and contribute to fostering a more engaging environment for teachers. The study utilized a descriptive correlational technique through structural equation modeling (SEM). Selected were 400 respondents using stratified random sampling. Findings show that servant leadership of school heads; organizational culture; and teamwork showed significant relationships with the endogenous variable, teacher engagement. Further, results showed that the best-fit model is the Generated Model 3 showing a direct causal relationship of the exogenous and endogenous variables. Furthermore, structure modifications revealed that servant leadership of school heads was grounded by the retained indicators: building community and empowering people which is highly reinforced by organizational culture, described by retained indicators- organizational management and organizational cohesion. Likewise, teamwork was strengthened by the retained indicators: communication and coordination. When the results of this study are given consideration, the goal of quality education in the Sustainable Development Goals that is quality education is positively achieved which resulted from highly engaged teachers.

School Leadership Amidst the Push for CTE Curriculum

ABSTRACT Career and technical education (CTE) has long endured public scrutiny and bias, but unfortunately, the extent to which varying opinions have permeated secondary schools remains elusive. A quantitative methodology, was used to examine secondary administrator, counselor, and subject-specific teacher opinions in CTE options, role in conveying job skills, and school leader ability for implementation. The largest distinctions were between middle and high school teachers. Policy-makers can establish consistency in messaging to reduce the stigma toward CTE, help promote comprehensive professional learning across all educator types, and include social emotional learning to augment skills and diversify access to CTE programming.

PENGGUNAAN MEDIA APEL HURUF DALAM MENGATASI KESULITAN MEMBACA TERHADAP SISWA KELAS RENDAH SEKOLAH DASAR

This research was motivated by several elementary school students who had difficulty reading and that learning media could act as a tool to aid these learning delays. The aim of this research is to describe the importance of effective learning media on apple letters to improve reading fluency in lowed class elementary school student. This method used qualitative research metods. The type of qualitative research used in this research is a case study type of research by means of observation, interviews, and documentation to obtain accurate research final data. The final data can be ascertained to be accurate because it has been proven by face to face observation activities on lower grade elementary school students who have difficulty reading, apart from that, observations were also made on teachers who used the letter apple teaching media as a teaching aid supported by documentation. The teacher’s importance to improving the reading fluency of lowed class student is by using learning media in the form of letters as a tool to convey the material. Form of student reading difficulties include difficulty distinguishing letter shapes and difficulty spelling letters and words. This research obtained results thar the apple letter media is very important to help teachers improve the reading fluency of lowed class elementary school students. Apple letter media can also improve student achievement, train critical thinking, and can increase student activity in learning because when students have difficulty reaing it will disrupt their learning activities. The impact or consequence of using letter apple media or other learning media in helping overcoming reading difficulties for lowed grade elementary school students is the creation of more advance education because using teaching media aims to help students achieve their learning goals so that students will get better achievement result good.

Exploring the Relationship Between Experiences of Violence and Subjective Wellbeing: A Cross-Sectional Survey Among School Teachers in Nyarugusu Refugee Camp in Tanzania.

Experiences of violence have been reported to be associated with lower levels of subjective wellbeing (SWB). However, little is known about this association in conflict settings and among forcibly displaced populations. In this study we exploit data from a representative sample of refugee teachers from Nyarugusu Refugee Camp collected as part of a larger study, to examine the association between demographic characteristics and SWB, and between experiences of violence and SWB. Three cross-sectional surveys of primary and secondary school teachers were conducted, collecting data on lifetime experience of violence (physical and sexual) and SWB (measured by life satisfaction and current happiness, on 1-5 Likert scales). Linear mixed models were used to estimate the associations between violence and SWB accounting for teacher and school clustering, unadjusted and adjusted for main factors associated with SWB. The 3 surveys included 1,666 responses completed by 885 teachers. Country of origin and number of meals consumed per day were strongly associated with SWB. Individuals who experienced physical violence reported on average, 0.13 lower life satisfaction scores (95% CI [-0.23, -0.02], p = .016) compared to those who did not experience physical violence, while survivors of sexual violence reported on average, 0.24 lower happiness scores ([-0.43, -0.05], p = .014) compared to those who did not experience sexual violence, after adjusting for confounders and clustering. We found an important negative association between past experience of violence and SWB in a refugee camp setting. These findings contribute to the evidence that violent experiences are likely to have a long-lasting impact on people's wellbeing. There is a need for improved mental health and psychosocial support in humanitarian settings.

Exploring lower secondary Malaysian teachers’ perceptions of using the listening materials in the ‘Pulse 2’ textbook

As Malaysia’s education is going through major reforms, an impact from the recent global development worldwide, various efforts have been put forward to ensure the Malaysian education system is globally competitive. One of the crucial steps taken was to align its English language education system to the Common European Framework of Reference (CEFR). In implementing the CEFR-aligned curriculum in the Malaysian classrooms, the Pulse 2 Textbook was introduced as the key resource. Although the initiative to bring in Pulse 2 textbook was a welcomed approach, just like any policy implementation, the textbook brought various challenges. This hindered both teachers’ and students’ capability to fully participate in the curriculum and accomplish the required language proficiency outcomes. The study reported in this paper is one part of a larger study on CEFR-aligned curriculum in the Malaysian classrooms. Since this study was one of very scarce studies that explored the practicality of the foreign, CEFR-aligned English textbook to teach listening skills, the focus was to explore teachers’ perceptions. Specifically, the study investigated teachers’ level of satisfaction, pedagogical approaches, and challenges in using Pulse 2 for teaching listening skills to lower secondary students. A phenomenological qualitative research design using open-ended interviews was applied to gain a detailed understanding of teachers’ perceptions of using the listening materials in the Pulse 2 textbook. The sample consisted of five teachers currently employed as lower secondary English language teachers in a government school in Semenyih. Data was analyzed using Braun and Clarke’s Six-phase Thematic Analytic Process. Coding was done using the In-Vivo coding method to develop themes for discussion. The study found that overall, teachers were satisfied with the materials in the textbook to be used in teaching listening skills. Although teachers still faced issues of cultural content and lexical suitability, activities from the textbook were easily modified and adapted for students of various proficiencies to achieve curriculum objectives. However, much still needs to be done in terms of improving school infrastructure, supplying quality equipment and providing professional development support to teachers to ensure that they can accurately and confidently carry out the listening activities outlined in the Pulse 2 Textbook. This study has crucial implications that suggest a need for a more inclusive and supportive approach to managing both the pedagogical requirements and professional development of teachers involved in teaching listening skills to lower secondary students using the Pulse 2, CEFR-aligned textbook.