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Journal articles on the topic 'Out-Of-School time learning'
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Jay, Tim. "LOST Opportunities: learning in out-of-school time." Research in Mathematics Education 15, no. 3 (December 2013): 313–17. http://dx.doi.org/10.1080/14794802.2013.830358.
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Menten, Alexis. "Expanding horizons through global learning in out-of-school time." New Directions for Youth Development 2011, S1 (2011): 29–37. http://dx.doi.org/10.1002/yd.417.
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Dierking, Lynn D., and John H. Falk. "Optimizing out-of-school time: The role of free-choice learning." New Directions for Youth Development 2003, no. 97 (2003): 75–88. http://dx.doi.org/10.1002/yd.36.
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Ono, Hiromi, and James Sanders. "Diverse Family Types and Out-of-School Learning Time of Young School-Age Children." Family Relations 59, no. 5 (November 2, 2010): 506–19. http://dx.doi.org/10.1111/j.1741-3729.2010.00619.x.
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Wever Frerichs, Saundra, Melissa Sue Pearman Fenton, and Kerri Wingert. "A Model for Out-of-School Educator Professional Learning." Adult Learning 29, no. 3 (June 1, 2018): 115–22. http://dx.doi.org/10.1177/1045159518773908.
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Quality out-of-school time (OST) programs for youth are limited by a lack of professional learning opportunities for staff and volunteers that are based upon solid learning theory, affordable, and scalable for a diverse field. The Click2Science project is an innovative model for professional learning experiences that support staff and volunteers in providing high-quality science, technology, engineering, and math (STEM) learning opportunities for youth. This model of professional learning emphasizes the importance of visual, social, and experiential learning experiences with reflection and application to practice. The model leverages technology and in-person support in a cycle of professional development experiences. The experiences included in the professional development model allow staff and volunteers in OST programs to develop their instructional skills in ways that are embedded in the actual practices of their program. In this article, each part of the professional development cycle is analyzed using constructivist learning theories to encourage adult educators to replicate this model in other fields. A brief review of promising research about the effectiveness of the model concludes the description of this approach to professional development.
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Yin, Ming. "Participation Patterns and Effectiveness of Out-of-School Time Mathematics Classes." International Journal of Research in Education and Science 6, no. 3 (June 23, 2020): 501. http://dx.doi.org/10.46328/ijres.v1i1.1132.
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Although shadowed by the institutionalization of contemporary schooling, out-of-school time and space encompass a variety of learning possibilities and are socially organized to enable and maintain educational privileges for some students but not for others. Out-of-school time (OST) curricular instructions have been expanding globally and more visible in East Asia. Relying on multilevel ordered logistic regression and generalized propensity score analysis; this study investigated the participation patterns and effectiveness of OST mathematics education in Shanghai, China. Family socioeconomic background and opportunity-to-learn indices of mainstream schooling were found to strongly link to participation in OST mathematics education. Higher socioeconomic status and more household resources were associated with higher likelihood of participating in OST mathematics education. Negative school-level opportunity-to-learn indices, such as problematic classroom disciplinary climate and insufficient mathematics instructional time, correlated with greater odds of OST mathematics participation. In addition, this study found a significant relationship between OST mathematics learning and mathematics study behaviors, with higher intensity of OST mathematics instruction triggering more positive study ethics and habits. Yet, no significant association between OST mathematics education and PISA mathematics achievement was identified. These findings profoundly illuminated the multi-layered interconnections between formal schooling and OST education and contributed to the discussions about structures of educational equality during out-of-school time.
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Yin, Ming. "Participation Patterns and Effectiveness of Out-of-School Time Mathematics Classes." International Journal of Research in Education and Science 6, no. 3 (June 23, 2020): 501. http://dx.doi.org/10.46328/ijres.v6i3.1132.
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Although shadowed by the institutionalization of contemporary schooling, out-of-school time and space encompass a variety of learning possibilities and are socially organized to enable and maintain educational privileges for some students but not for others. Out-of-school time (OST) curricular instructions have been expanding globally and more visible in East Asia. Relying on multilevel ordered logistic regression and generalized propensity score analysis; this study investigated the participation patterns and effectiveness of OST mathematics education in Shanghai, China. Family socioeconomic background and opportunity-to-learn indices of mainstream schooling were found to strongly link to participation in OST mathematics education. Higher socioeconomic status and more household resources were associated with higher likelihood of participating in OST mathematics education. Negative school-level opportunity-to-learn indices, such as problematic classroom disciplinary climate and insufficient mathematics instructional time, correlated with greater odds of OST mathematics participation. In addition, this study found a significant relationship between OST mathematics learning and mathematics study behaviors, with higher intensity of OST mathematics instruction triggering more positive study ethics and habits. Yet, no significant association between OST mathematics education and PISA mathematics achievement was identified. These findings profoundly illuminated the multi-layered interconnections between formal schooling and OST education and contributed to the discussions about structures of educational equality during out-of-school time.
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Newman, Jessica Zadrazil. "Supporting the Out-of-School Time Workforce in Fostering Intentional Social and Emotional Learning." Journal of Youth Development 15, no. 1 (March 11, 2020): 239–65. http://dx.doi.org/10.5195/jyd.2020.807.
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Extensive research demonstrates that a qualified workforce is essential to out-of-school time program quality, which, in turn, is essential for positive youth development. Recently, the in- and out-of-school fields have witnessed an increase in attention to social and emotional learning practices and programs, yet less is known about how to support the adults who are engaged in the social and emotional learning process. A first step in supporting this workforce is to build the collective knowledge around what social and emotional learning is and what the practices are that support social and emotional development. We also believe there is a need to identify and describe the connection between what has been and what could be—that is, connecting youth development as a foundation for intentional social and emotional learning. We reviewed a selection of widely disseminated, research-based, practitioner-focused resources to identify the specific practices that promote social and emotional learning. This process elevated a set of 8 practices, which we delineated into 2 categories: foundational organizational practices and programmatic practices that support social and emotional development. In addition, we completed a comprehensive crosswalk of those practices with seminal youth development and out-of-school time resources to demonstrate the alignment and progression from youth development to social and emotional learning. This article describes the 8 social and emotional learning practices and highlights connections to foundational youth development practices. We conclude with a set of recommendations for the field leaders who must continue to support the workforce.
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Gannon, T. Nigel. "Book Review—Social and Emotional Learning in Out-of-School-Time: Foundations and Futures." Journal of Youth Development 14, no. 3 (September 12, 2019): 222–25. http://dx.doi.org/10.5195/jyd.2019.862.
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Social and Emotional Learning in Out-of-School Time: Foundations and Futures (Delaney & Moroney, 2018) offers a rich volume of experiences and voices of leadership in social and emotional learning (SEL) in out-of-school time (OST) settings. From various vantage points and with unique voices, the chapters address all stages of intentional SEL programming, including progress made in the field in clarifying and measuring the strength of SEL outcomes and identifying needed professional development. This is an important resource for students and practitioners of positive youth development, SEL, and OST learning environments.
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Berk, Saban. "Assessment of Public Schools’ Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation." Journal of Education and Learning 7, no. 3 (March 20, 2018): 159. http://dx.doi.org/10.5539/jel.v7n3p159.
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Using the participants-oriented approach, this study evaluated public schools’ out-of-school time academic support programs, corresponding to the corrective/enrichment stage of Bloom’s Mastery Learning Model and offered outside formal education’s weekday hours and on weekends. Study participants included 50 principals, 110 teachers, 170 students attending programs, 110 students not attending programs, and 61 parents, all selected through random sampling in a survey-model study in Istanbul, Turkey. Partial findings were the following. According to principals and teachers, programs were sufficiently introduced to target groups. Satisfaction of attending students with the teaching—learning process was sufficient, and students believed program participation increased their success in regular classes. However, program functioning presented some problems. Administrators and teachers think the no-cost programs resulted in lack of interest among students. In addition, problems of materials and transportation have not been completely solved. Similarly, offered classes and lessons’ content organization fall short of expectations. In conclusion, out-of-school time academic support programs play important roles in reducing differences among learning levels based on individual characteristics in collective or formal learning. Still, student needs should be fulfilled, and programs should be maintained. Further studies should be conducted on these programs’ integration into formal education.
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Andersen, Simon Calmar, Maria Knoth Humlum, and Anne Brink Nandrup. "Increasing instruction time in school does increase learning." Proceedings of the National Academy of Sciences 113, no. 27 (June 20, 2016): 7481–84. http://dx.doi.org/10.1073/pnas.1516686113.
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Increasing instruction time in school is a central element in the attempts of many governments to improve student learning, but prior research—mainly based on observational data—disputes the effect of this approach and points out the potential negative effects on student behavior. Based on a large-scale, cluster-randomized trial, we find that increasing instruction time increases student learning and that a general increase in instruction time is at least as efficient as an expert-developed, detailed teaching program that increases instruction with the same amount of time. These findings support the value of increased instruction time.
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Richmond, Dan, Jim Sibthorp, John Gookin, Sarah Annarella, and Stephanie Ferri. "Complementing classroom learning through outdoor adventure education: out-of-school-time experiences that make a difference." Journal of Adventure Education and Outdoor Learning 18, no. 1 (May 22, 2017): 36–52. http://dx.doi.org/10.1080/14729679.2017.1324313.
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Hauseman, David Cameron, and Rebecca Maree English. "Youth-led community arts hubs: Self-determined learning in an out-of-school time (OST) program." Cogent Education 3, no. 1 (July 15, 2016): 1210492. http://dx.doi.org/10.1080/2331186x.2016.1210492.
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Yauma, Alfath, Iskandar Fitri, and Sari Ningsih. "Learning Management System (LMS) pada E-Learning Menggunakan Metode Agile dan Waterfall berbasis Website." Jurnal JTIK (Jurnal Teknologi Informasi dan Komunikasi) 5, no. 3 (December 21, 2020): 323. http://dx.doi.org/10.35870/jtik.v5i3.190.
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The education information delivery system at the MA Alwutsqo school is still being carried out as usual even though the pandemic outbreak in Indonesia is still not over. Because the school does not have a system to support distance learning. By implementing health protocols and teaching and learning time events, students often do not get an understanding of the material presented by the teacher. Learning Management System (LMS) is one of the systems needed by the school. Therefore, the authors designed a website-based E-learning application system with the aim of helping the learning and teaching process at MA Alwutsqo Depok City. The design of this information system uses waterfalls and system development is carried out using the Agile method. The result is that students can download the material that has been delivered and can do the exercises given by the teacher without recommendations by time and space.Keywords:E-learning, Webite, Metode Waterfall, Metode Agile, Learning Management System (LMS).
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Lytovchenko, Olena. "OUT-OF SCHOOL & NON-FORMAL EDUCATION: UKRAINIAN AND EUROPEAN DIMENSIONS." Education: Modern Discourses, no. 3 (December 25, 2020): 50–55. http://dx.doi.org/10.37472/2617-3107-2020-3-05.
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Out-of-school education in Ukraine has its own traditions and experience, at the same time, develops in the context of European trends, adopts the best foreign practices, in particular, institutions and organizations of non-formal education in European countries. Out-of-school education in Ukraine and non-formal education in European countries have significant differences, but similar goals and values. The purpose of the paper is to present the results of the study of common goals and values of out-of-school education in Ukraine and nonformal education in European countries, as well as to analyze the regulatory aspects, practical experience. According to the results of the analysis, the common goals and values of out-ofschool education in Ukraine and non-formal education in European countries include: providing children and youth with opportunities for non-formal and informal learning, creating conditionsfor leadership, communication, language learning, teamwork, social roles, development of critical thinking, self-awareness and awareness of others, responsibility; socialization, creative realization and professional self-determination of children and youth as well as promoting active citizenship, supporting youth activities.
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Sholaita, Sholaita. "The Effect of Time Management on Learning Achievement of Students Jagad 'Alimussirry." Journal Intellectual Sufism Research (JISR) 2, no. 1 (November 21, 2019): 52–54. http://dx.doi.org/10.52032/jisr.v2i1.55.
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Function education in the view of Islam is not much different with the goal of national education, where education serves to improve the competency of an individual as a learner. There are two factors that influence the learning outcomes of an individual, the first is internal factors and the second is external factors. The purpose of this study was to determine the effect of time management on the achievement of students learning Islamic boarding school Jagad 'Alimussirry. The research method carried out in this study is the statistical method . The instrument test technique in this study was to test the validity and reliability while the data analysis technique used the linearity test. Hypothesis testing uses Partial Test (T Test), coefficient of determination and simple linear regression analysis. The results obtained in the research that have been carried out without going through or using treatment that can be applied in the form of time management training, the results of statistical testing using simple linear regression analysis techniques can be stated that time management does not significantly influence students achievement in Jagad ‘Alimussirry Islamic boarding school.
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Syahri, Akhmad. "ANALYSIS OF TIME MANAGEMENT IN ONLINE LEARNING AT DARUZ ZAHRA ISLAMIC BOARDING SCHOOL." Jurnal Tatsqif 19, no. 1 (August 3, 2021): 67–80. http://dx.doi.org/10.20414/jtq.v19i1.3399.
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This study aims to determine the effectiveness of time management in bold learning at Daruz Zahra Islamic Boarding School. Students who live in Islamic boarding schools and participate in formal school activities are based on their knowledge of time. However, are students able to manage the time to study materials at Islamic boarding schools and general studies at school during the Covid-19 pandemic? Researchers used descriptive qualitative research methods with data collection techniques and a semi-structured interview model in the form of a questionnaire distributed to 7 students. The data obtained was then processed by tabulating the answer data, description and analysis, data synthesis, and discussion. The results showed that: 1) continuous learning for Daruz Zahra Islamic Boarding School students was not very effective. This was caused by repeated boredom, so that it reached a saturation point. 2) Less than half of the material that students can absorb, coupled with the ability of teachers and students to use the internet, is still low, 3) Students tend to find it difficult to manage their time between formal learning and studying in Islamic boarding schools. Therefore, courageous learning should ideally be carried out in certain conditions and times that do not allow face-to-face meetings, such as natural disasters, and accompanied by increased professionalism of educators in using technology so that learning is not boring.
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Mahmud, Muchammad Eka, Faizatul Widat, and Anwar Fuadi. "Learning Management System in Streamlining Learning through Seamless Learning Approach." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 2, 2021): 874–84. http://dx.doi.org/10.35445/alishlah.v13i2.787.
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This study aims to analyze and understand the learning management system in learning effectively through a seamless learning approach at Islamic Elementary School Nurul Anwar. This research uses a qualitative case study approach. The data collection technique is done through observation, interviews, and documentation. At the same time, the data analysis was carried out through the stages of data display, data reduction, and concluding. The results of the study indicate that learning system management through a seamless learning approach at SD Islam Nurul Anwar in making learning effective is carried out; 1) User-friendly, 2) User Interface, 3) Parental involvement, 4) learning with an online learning system, outside the network (luring), and mobile teachers (guling). This research has implications for the importance of teachers in utilizing various existing and available resources to make their learning effective as optimally as possible.
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Rahayu, Esti, and Shuki Osman. "Riding Out the Storm: Out-of-Field Teaching Practice in Indonesia." Humaniora 10, no. 2 (August 13, 2019): 161. http://dx.doi.org/10.21512/humaniora.v10i2.5628.
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As out-of-field teachers existence led to change in teachers, this research aimed to explore their commitment to learning and teaching, and how their schools supported them. Five Indonesian teachers who started teaching as out-of-field teachers and their school leaders were interviewed for this research. The qualitative case study was employed to explore the problem through interviews, classroom observations, and document analysis. The findings reveal that the initial commitment to teaching, learning, and growing is an investment for further actions throughout the teaching practice. The schools provide necessary assistance through the induction and during their in-service in the provided and requested professional learning, being trusted and acknowledged by school leaders, and having resourceful colleagues. From their schools’ support, the out-of-field teachers become more knowledgeable and remain as teachers for an extended time.
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Toomey, M. Maureen. "Video Review: History of Afterschool in America." Journal of Youth Development 14, no. 4 (December 16, 2019): 285–90. http://dx.doi.org/10.5195/jyd.2019.915.
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After-school and out-of-school time programs are common across the United States and are seen as providing safe and nurturing environments for children, youth, and teens. The History of Afterschool in America documentary succinctly lays out the evolution of after-school and out-of-school time programming. The 60-minute documentary is framed in 12 chapters with narrative from historians, key advocates and leaders, practitioners, and teens. An accompanying learning guide provides discussion questions, key words and phrases, and additional resources. It is a must watch for after-school professionals, youth-serving organizations, and collaborators.
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Pesic, Jelena, Marina Videnovic, and Dijana Plut. "Educational activities of secondary school students in Serbia: A time-diary analysis." Zbornik Instituta za pedagoska istrazivanja 45, no. 1 (2013): 169–84. http://dx.doi.org/10.2298/zipi1301169p.
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The aim of this study was to determine the time allocation of various educational activities within the structure of a typical day of Serbian secondary school students, and whether there were significant differences in this respect depending on their socio-demographic characteristics. The 24-hour time diary method was applied: the subjects described chronologically, at half-hourly intervals, their activities in one weekday an done weekend day. The research was conducted on a sample of 922 secondary school students, Structured by region, age and type of school. The analysis revealed that on weekdays students spent about 5 hours in school. In work activities outside school they spent almost 2 hours, out of which the largest part in learning (81 minutes), and significantly less in housework (23 minutes) and economically productive work (7 minutes). From a total of5 hours and22 minutes of free time, only 5 minutes were devoted to organized extracurricular activities. Significant differences were obtained with regard to students? gender, type of school, and level of parents? education. When these results are compared with the data from other countries, it is shown that secondary school students in Serbia, compared to the U.S., spend more time in learning, and significantly less in economically productive work and house?work, much like the youth in European countries. A very low proportion of extracurricular activities shows that school learning is almost the only context of developing educational competencies. The implications of these findings are discussed from the perspective of positive youth development.
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Lestari, Ni Putu Yeni, and I. Made Citra Wibawa. "Learning Videos to Improving Students’ Reading Comprehension in Elementary School." International Journal of Elementary Education 5, no. 2 (May 27, 2021): 276. http://dx.doi.org/10.23887/ijee.v5i2.34405.
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Learning to read during learning activities from home is less effective because reading learning media are difficult to find. This study aims to create a reading learning video development for first-grade elementary school students and develop a reading learning video for first-grade elementary school students whose validity is tested using the ADDIE model. However, due to limited time and resources, the implementation and evaluation stages were not carried out. Thus, only the analysis, design, and development stages are carried out. The data collection of this study used a questionnaire method by providing assessment sheets to two media expert lecturers, two Indonesian language material experts, and two first-grade elementary school teachers. The data from the validation results from the experts were then analysed using the mean formula to determine the average score of the validity of the reading learning videos. The analysis results showed that the average score of the validation of the reading learning video was 4.73, and the validation of the material was 4.81. Based on the results of this analysis, the reading learning video for first-grade students of elementary school was declared valid and had very good criteria. The trial was not carried out on students due to the Covid-19 pandemic. Therefore, it is suggested that other researchers carry out further research to analyze the effectiveness of the instructional videos.
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Ying, Yi, Paulina Paulina, Yorika Rovemia Mulyadani, and Krystl Marie O. Lim. "Impact of E-Learning on Learning Mandarin in Elementary Schools During Covid-19." CommIT (Communication and Information Technology) Journal 15, no. 1 (March 9, 2021): 19–24. http://dx.doi.org/10.21512/commit.v15i1.6643.
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In the teaching and learning process, the roles of teachers and students will be balanced if there is good communication between them. However, learning methods from face-to-face to e-learning suddenly prompt the teachers to look for various alternatives to convey the material due to COVID-19 pandemic. The research analyzes the impact of COVID-19 on the learning process, especially Mandarin, in an elementary school. The research uses a descriptive-analytical method with questionnaires. The questionnaires are filled out by 34 students from the fifth grade in Bina Kusuma Elementary School, Jakarta. The research finds the positive impacts of elearning in the school regarding Mandarin learning. First, the subject is more interesting and easier to understand. Second, students can learn the right notes and pronunciation independently. Third, using WhatsApp and Zoom can help students recall previously learned vocabulary. Fourth, students can learn new vocabulary independently. Fifth, e-learning can motivate students to learn and gain experience from new learning methods. Sixth, students can manage their time in learning, so they become more independent. Last, students can study anywhere and anytime without time and space limits. However, the weakness of e-learning is the speed of the internet. It affects the students in obtaining the provided subject by the teachers.
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Zhou, Zhonghao. "Second Language Learning in the Technology-mediated Environments." Asian Education Studies 3, no. 1 (January 31, 2018): 18. http://dx.doi.org/10.20849/aes.v3i1.307.
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Digital technologies are transforming formal educational practices that extend across space and time, blurring the traditional boundaries of learning in school and out of school. Multimedia software as well as most online materials delivered via combination of different media caters to learners with different cognitive styles. Technology-enhanced learning promotes active and ubiquitous learning, location-based learning, and the generation of learning communities. L2 learners with mobile devices have the advantage of interacting with peers anytime and anywhere.
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김현숙. "The Effect of Paid work time, Unpaid work time and Perceived lack of time of Single-Parent on the Out-of-school Learning time and Computer use time of the Children." Korean Journal of Family Social Work ll, no. 63 (March 2019): 65–96. http://dx.doi.org/10.16975/kjfsw.2019..63.003.
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Clouse, R. Wilburn, and Henry Ed Nelson. "School Reform, Constructed Learning, and Educational Technology." Journal of Educational Technology Systems 28, no. 4 (June 2000): 289–303. http://dx.doi.org/10.2190/f3km-vnmk-w28c-uaxv.
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School reform symbolizes an opportunity for significantly improving public education. Reform movements occur every few years. A cry goes out for public support to implement another new improvement plan and to secure more money for the children. A review of the school reform movement finds very little change in the learning environment although technology has changed the world at large during the past century. This research suggests that reform movements and technology must work together to bring about major changes in the learning environment if public schools are to remain a viable institution in the twenty-first century. Creative teaching using technology must reach the learning and interest levels of all students. “Just-in-time” teaching techniques must be connected with the interest and ability of the student.
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Mardhatillah, Mardhatillah, and Riski Syahwal Usm. "DISCOVERY LEARNING LEARNING ANALYSIS IN THE 2013 CURRICULUM IN PRIVATE VOCATIONAL SCHOOL OF SUAK PANDAN STATE SCHOOL, KECAMATAN SAMATIGA, WEST ACEH DISTRICT." Jurnal Ilmiah Teunuleh 1, no. 1 (September 15, 2020): 57–67. http://dx.doi.org/10.51612/teunuleh.v1i1.16.
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The formulation of the research problem is how is discovery learning in the 2013 curriculum at Suak Pandan Elementary School, Samatiga District, West Aceh Regency. The purpose of this study was to determine discovery learning in the 2013 curriculum at Suak Pandan Elementary School, Samatiga District, West Aceh Regency. This type of research is descriptive (descriptive research). The subjects in the research were 2 grade teachers of SD Negeri Suak Pandan. The research time was in August 2019. The data collection techniques were: observation, interview, and documentation. Instruments such as observation sheets, interview sheets, and documentation sheets. Based on the results of the study, the study concluded that discovery learning in the 2013 curriculum at the Suak Pandan Elementary School, Samatiga District, West Aceh Regency, seen from the teacher having carried out his profession as a highly competent teacher in the field that was managed by applying competency assessment in the learning process while learning Discovery learning has been implemented very well, where each teacher carries out the steps of discovery learning where in learning activities students learn actively to find concepts, the meaning of previous knowledge then combine new knowledge and existing knowledge and apply it during the learning process.
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Baskoro Hidayatullah, Agung, Partono Thomas, and Widiyanto Widiyanto. "Strategy for Increasing Competence of Medical Representatives." Journal of Economic Education 9, no. 1 (June 3, 2020): 29–36. http://dx.doi.org/10.15294/jeec.v8i2.33086.
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Graduates of the marketing expertise competency at the SMK Pharmasi Semarang Foundation are not in accordance with the competencies required by the Business World and the Industrial World (DUDI) as a medical representative. The purpose of this study was to analyze the strategy for increasing medical representative competency in terms of learning, collaboration with DUDI, and human resource development (teachers). This research uses descriptive qualitative research with data collection techniques of observation, interviews, documentation, and triangulation then the data is reduced. The strategy to increase medical representative competence is carried out through practical learning by conducting simulation learning in the learning process inside and outside of school. Learning conducted in schools focuses on practical simulations to sharpen student competencies in communicating with doctors and understand products to be promoted through industry-based learning. Non-school learning is carried out through a collaboration program between school agencies and DUDI in the form of fieldwork practices by adjusting the implementation time of the apprenticeship with the allocation of concept time for pharmaceutical sales. Achievement of medical representative competencies for marketing students is supported by teacher competency. Teacher competence in the field of medical representative is obtained through the on the job training program.
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Estévez, Iris, Carolina Rodríguez-Llorente, Isabel Piñeiro, Rocío González-Suárez, and Antonio Valle. "School Engagement, Academic Achievement, and Self-Regulated Learning." Sustainability 13, no. 6 (March 10, 2021): 3011. http://dx.doi.org/10.3390/su13063011.
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School engagement occupies a place of reference in recent educational psychology research owing to its potential to address poor school results and school dropout rates. However, there is a need for a unifying theoretical framework. The study proposed the characterization of school engagement and explored the extent to which different profiles are associated with academic performance and self-regulation. With a sample of 717 5th and 6th year primary school students, this study was carried out via the latent profile analysis (LPA). Two groups of low school engaged students—one characterized by low behavioral engagement (5.02%) and the other by low emotional engagement (6.55%)—were distinguished. The majority of participants showed moderately high (31.95%) or moderate (56.48%) levels of school engagement in its three dimensions. Students with high engagement had the best grades and managed their time and study surroundings better, were the most strategic in seeking information, and showed less maladaptive regulatory behavior. The differences between students exhibiting low behavioral and emotional engagement and those exhibiting moderate levels in these dimensions may center upon the management of contextual resources and management of information and help. This research supports the need to approach the study of school engagement by observing the combination of its emotional, behavioral, and cognitive dimensions.
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Kukovec, Melita. "Cross-Curricular Teaching: The Case of Mark Haddon’s The Curious Incident of the Dog in the Night-Time." ELOPE: English Language Overseas Perspectives and Enquiries 11, no. 1 (May 8, 2014): 137–50. http://dx.doi.org/10.4312/elope.11.1.137-150.
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The knowledge learners acquire at school has to be applicable in practice to ensure their motivation for learning. Both cross-curricular and interdisciplinary teaching provide a meaningful way in which students can use the knowledge acquired in one context as the basis for learning in other contexts in and out of school. By using interdisciplinary teaching, the instructor can present the topics in a holistic manner: this approach therefore allows us to activate more of the learners’ senses and intelligences. Since Mathematics is one of the least liked subjects by our students, and English one of the favorite ones, the article will demonstrate how we can integrate activities addressing all types of intelligences in a language learning class to achieve the whole range of Bloom’s levels of educational objectives on the basis of a novel which includes a wealth of references to mathematics: The Curious Incident of the Dog in the Night-Time by Mark Haddon, which has recently been compulsory reading in all Slovene grammar school programs.
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Wati, Lisman, Nurdin H. Rahman S, and Murjoli Rodja. "The The Role of Teachers in the Character Building of Students at Karitas Watuneso High School." Economics and Education Journal (Ecoducation) 2, no. 2 (September 24, 2020): 112–19. http://dx.doi.org/10.33503/ecoducation.v2i2.844.
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The role of the teacher in shaping the character of students is one important component in shaping the character of students to become better. Based on the results of research carried out at Karitas Watuneso high school that in shaping the character of students the teacher provides motivation, advice, guidance, and becomes an example for students who should be encouraged and replicated by the students participants. The type of motivation that teachers do at Karitas Watuneso high school is by providing scholarships for students, the type of guidance provided by teachers at Karitas Watuneso high school is implemented during the learning process and when other spiritual or extra-curricular activities are carried out, the role of the teacher in shape the character of students by giving advice to students, namely face to face with students specifically in one particular room, in addition to forming the character of participants in high school Karitas Watuneso teacher is an example thas is used as an example by students relating to attitudes, appearance, time discipline, as well as courtesy in speaking and mutual respect both teacher-teacher and teacher with students. The application of character that has been carried out at Karitas Watuneso senior high school is to provide stimulus for students before learning begins consisting of praying before starting learning and after learning, tidying the tables and chairs before learning begins, reminding students of the material being taught, and providing motivation for students related to the material to be taught. The purpose of providing motivation, guidance, advice, and being an example for students is that students know every wrong action that has been done by students and students are motivated to think creatively, learn independently, honestly, be responsible, discipline time, and neatly married school and have good manners.
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Macías, María Elizabeth Lucas, and María Elena Moya Martinez. "Problems of learning and intervention." International journal of health sciences 3, no. 2 (August 30, 2019): 28–37. http://dx.doi.org/10.29332/ijhs.v3n2.328.
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This article refers to the different learning problems that the students present and that should have detected in time by the teachers so that they receive the pedagogical intervention in a timely manner. Among these difficulties are learning disorders, such as dyslexia, dyscalculia, dysgraphia, discography, dyslalia, and attention deficit and hyperactivity. The objective is to meet the educational needs of students with appropriate strategies and methodologies to avoid school failure; the methodology used was a bibliographic review to find out the causes and the treatment that the teacher must apply in the teaching-learning process of the student.
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Kartini, Justina Endang, and Bambang Ismanto. "MANAJEMEN PROGRAM AKSELERASI DI SMP PL DOMENICO SAVIO SEMARANG." Kelola: Jurnal Manajemen Pendidikan 2, no. 1 (June 7, 2015): 12. http://dx.doi.org/10.24246/j.jk.2015.v2.i1.p12-21.
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<p>This study aimed to describe the management acceleration program in terms of planning, organizing, actuating, and monitoring learning in PL Domenico Savio Junior High School. This research is a qualitative descriptive study. Subjects were principal, manager acceleration, acceleration secretary, and homeroom teacher. Results of research: Planning accelerated program in PL Domenico Savio Junior High School done by preparing teachers, finance, infrastructure, learners, curriculum, time, and high school. Learning plan covering the syllabus and lesson plan contains learning objectives, teaching materials, teaching methods, learning resources, and assessment of learning outcomes. Organization of human resources contained in the organizational structure of the school is equipped manager acceleration. Organizing accelerated learning includes the step before learning, implementation, and after learning. Teachers organize learning materials to learners’ learning time. Acceleration managers manage learning activities acceleration in school and outside of school. Actuating of accelerated program refers to the RPP and half of each subject program. Implementation of the learning stages: introduction, core activities, and cover. Monitoring the acceleration of learning is done directly by the students, parents of students, and managers acceleration. Learners and parents provide input on school. Manager acceleration control feasibility study. Principal using monitoring results into training materials for teachers. Accelerated learning assessment carried out by the teacher. Teacher evaluations are conducted by the principal and foundations. Reporting accelerated learning is done on the parents of learners.</p>
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Kang, Sean H. K. "Spaced Repetition Promotes Efficient and Effective Learning." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (January 13, 2016): 12–19. http://dx.doi.org/10.1177/2372732215624708.
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Concern that students in the United States are less proficient in mathematics, science, and reading than their peers in other countries has led some to question whether American students spend enough time in school. Instead of debating the amount of time that should be spent in school (and on schoolwork), this article addresses how the available instructional time might be optimally utilized via the scheduling of review or practice. Hundreds of studies in cognitive and educational psychology have demonstrated that spacing out repeated encounters with the material over time produces superior long-term learning, compared with repetitions that are massed together. Also, incorporating tests into spaced practice amplifies the benefits. Spaced review or practice enhances diverse forms of learning, including memory, problem solving, and generalization to new situations. Spaced practice is a feasible and cost-effective way to improve the effectiveness and efficiency of learning, and has tremendous potential to improve educational outcomes. The article also discusses barriers to adopting spaced practice, recent developments, and their possible implications.
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Hosaini and Miftahul Alimin. "PEMBELAJARAN DALAM ERA“NEW NORMAL” DI PONDOK PESANTREN NURUL QARNAIN JEMBER TAHUN 2020." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 14, no. 2 (December 30, 2020): 361–80. http://dx.doi.org/10.35316/lisanalhal.v14i2.860.
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Covid-19 pandemic outbreak not only hits education in kindergarten, elementary level, junior high school, senior high school, and university, but also it hits education in islamic boarding school throughout Indonesia. New Normal is a change in behavior to continue carrying out activities normally but with the addition of implementing health protocols to prevent Covid-19 transmission.This research uses an exploratory case study. The approach uses descriptive qualitative research methods used to obtain information content on the readiness of Pondok Pesantren Nurul Qarnain in carrying out teaching and learning process in the time of Covid-19 pandemic. Teaching and learning activities have been carried out at Pondok Pesantren Nurul Qarnain, by following the health protocol. The advantage of this system is there is no reduction in the learning system. The implementation of teaching and learning activities for students at the pesantrean remains in accordance with curriculum standards. because of the configuration of the board students.
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Rasmuin and Saidatul Ilmi. "Strategi Implementasi Pendidikan Karakter di Masa Pandemi Covid-19; Studi Kasus di MAN 2 Banyuwangi." Indonesian Journal of Islamic Education Studies (IJIES) 4, no. 1 (June 29, 2021): 17–36. http://dx.doi.org/10.33367/ijies.v4i1.1629.
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All this time, character education can be done well through offline learning in schools. Teachers can control student activities in school directly during learning. The problem arose when Covid-19 began to plague which required offline learning to be eliminated and replaced with online learning. This study aims to reveal how the strategy of MAN 2 Banyuwangi as one of the favorite schools in implementing character education in the Covid-19 pandemic era. Data collection was carried out through observation where the researcher went directly to the field to observe the learning process. Data collection was also carried out through interviews with related parties, as well as documentation obtained from learning activities during the pandemic. The data were then analyzed through three stages, namely data reduction, data presentation, and drawing conclusions. From this research, it can be concluded that in carrying out character education during the Covid-19 pandemic there are at least three main things done by the school. First, forming a distance learning atmosphere is exactly the same as studying in school. Second, be consistent in implementing the school culture that is usually done in schools and still adapting to existing conditions. Third, establish solid cooperation between schools and parents.
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von Albedyll, Astrid, Aline Fritsch, and Daniel Dreesmann. "“I Learned It through the Grapevine…”: Exploring Atypical Ecosystems in Schools as a New Out-of-School Learning Site." American Biology Teacher 79, no. 5 (May 1, 2017): 351–64. http://dx.doi.org/10.1525/abt.2017.79.5.351.
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Ecology may be seen as one of the main topics of biological education as it functions at the interface of several other aspects of biology. Although it may easily be conveyed through field trips and hands-on activities, it is taught theoretically most of the time and in traditional ecosystems like forests or lakes. For this study, new teaching material has been developed that demonstrates the exploration of more special or “atypical” ecosystems in biology classes. It combines working in a local vineyard with hands-on elements for school. By exploring a human-made ecosystem, which is different from those traditionally used, students gain content knowledge and get to know scientific methods. In our case study, students’ learning progress, motivation, and enjoyment of learning were measured. The results indicate that teaching at an out-of-school learning site as well as working with hands-on materials not only has a motivational effect but also increases enjoyment of learning. Furthermore, neglected ecosystems like vineyards serve as new and fitting examples for teaching ecological and plant-biological topics. The results indicate a significant learning gain for the participants. Thus, biology curricula should be broadened to include more and local plants and ecosystems.
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Jaya, Hendra, Lumu Lumu, Sapto Haryoko, and Sutarsi Suhaeb. "Development of Remote Laboratory for Distance Learning Practicum Online And Real-Time Digital Electronics Subjects." Journal of Educational Science and Technology (EST) 6, no. 1 (March 24, 2020): 56. http://dx.doi.org/10.26858/est.v6i1.12006.
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This study aims to: 1) find out how to Develop Remote Laboratory as a new tool for online and realtime practicum learning in digital electronics; 2) find out how to use Remote Lab that meets the valid, practical and effective criteria. This research is a type of research and development (R&D) where the product can work effectively and be ready to use. The development of hardware and software in the form of Remote Lab media is carried out with an engineering approach where the stages are: analysis, design, implementation, and evaluation. The analysis used in this study is a descriptive analysis that describes the results of development, validator responses and trial results. Analysis of software and hardware is done by considering the minimum specifications, with reference to the development of software for the media that is effective and practical. The use of Remote Lab can be applied at the Vocational School by looking at the results of the development based on the validation of the material experts (Content Aspect of 4.45% with very good category, and the Design Practicum aspect obtained a score of 4.4 with a very good category), validation of media experts (Aspect of Visual Display obtained score 4.47 in the excellent category, real-time aspects obtained a score of 4.5 in the excellent category, programming aspects obtained a score of 4.57 in the excellent category), Analysis of the Effectiveness and Practicality of Using Remote Labs obtained a score of 4.56 with the category very effective, then Practical Assessment of Remote Lab products obtained a score of 4.9 with a very practical category. The creation of online and realtime distance learning practicum systems that can facilitate students who are constrained by distance and inadequate school facilities. Practical equipment so that learning outcomes in practicums can be met according to their competencies.
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Rahmawati, Reni, Anis Husni Firdaus, and Selamet Selamet. "Implementasi Pembelajaran Pendidikan Agama Islam pada Anak Autis di Sekolah Luar Biasa Negeri Ciamis." Bestari | Jurnal Studi Pendidikan Islam 17, no. 1 (October 9, 2020): 19. http://dx.doi.org/10.36667/bestari.v17i1.469.
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This study aims to describe the learning outcomes of Islamic Religious Education for children with autism at the Ciamis Special School, namely as follows: 1) to determine the planning of Islamic Religious Education learning for children with autism in Ciamis State Special School; 2) to determine the implementation of Islamic Religious Education learning for children with autism in Ciamis State Special School; 3) to find out the evaluation of Islamic Religious Education learning for children with autism in Ciamis State Special School. This research uses a qualitative approach with a qualitative descriptive method. Collecting data using observation, interview, and documentation techniques. This research was conducted from March to May. The data sources were students with autistic special needs at the Ciamis Special School, while for complementary data the researchers conducted interviews and documentation studies. Then after the data is collected, it is followed by data reduction, presenting data, verifying data, and drawing conclusions. The results showed that: (1) Learning planning includes all aspects that support the implementation of the learning process. The learning process of PAI for children with autism in the Ciamis Special School School follows the 2013 curriculum with teacher modifications. The material presented is emphasized on practical material using various methods according to the needs of students. The learning process is guided by the educational components, namely: goals, educators, students, curriculum, materials, methods and evaluation, because all these components serve as benchmarks for adjusting the child's abilities, so that the desired learning objectives can be achieved. At the learning planning stage the teacher also prepares learning tools, namely the syllabus and lesson plans; (2) The implementation of Islamic Education learning for children with autism emphasizes character / moral education, various learning methods are used, tailored to the needs of students. The implementation of Islamic Education learning includes preliminary or apperception activities, core activities, and closing activities. The time allocation for the implementation is 2 hours of lessons (2x35 minutes) and is held every Thursday from 07.30 to 08.40 WIB; (3) The evaluation carried out at Ciamis State Special School is carried out in three activities namely case evaluation, semester program evaluation and follow-up. The PAI learning results show that autistic children experience development / progress in carrying out religious rituals, as well as in living behavior as demands of their religion. This is shown like ablution, prayer, daily prayers and so on. Assessment standards and minimum completeness criteria (KKM) scores are set by the school
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De Wilde, Vanessa, Marc Brysbaert, and June Eyckmans. "Young learners’ L2 English after the onset of instruction: longitudinal development of L2 proficiency and the role of individual differences." Bilingualism: Language and Cognition 24, no. 3 (January 29, 2021): 439–53. http://dx.doi.org/10.1017/s1366728920000747.
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AbstractIn this study we investigated 107 young learners’ L2 English receptive vocabulary knowledge and speaking skills at two points in time, before and after the onset of instruction. We also investigated the role of several individual difference variables: out-of-school exposure to English, length of instruction, analytic reasoning ability, working memory, L1 vocabulary knowledge and prior L2 knowledge. Results show that L2 English proficiency in receptive vocabulary knowledge and speaking skills greatly improved over time and that the effects of schooling and contextual learning are largely additive. The main predictor of the children's proficiency at time 2 was their L2 prior knowledge, which they had acquired through contextual language learning before getting formal education. When considering the other variables that predicted L2 proficiency, the contribution of internal variables (L1 vocabulary size and working memory) was considerably smaller than that of external variables (out-of-school exposure and length of instruction).
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Wulansari, Ni Kadek Ayu Mita, and Ni Ketut Suarni. "Animation in Science Learning with Brain Based Learning Models to Improve Student Learning Outcomes." International Journal of Elementary Education 4, no. 2 (July 12, 2020): 160. http://dx.doi.org/10.23887/ijee.v4i2.25244.
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The problems of this study are: the lack of maximum mastery of educators on innovative learning models and media, students are burdened with a lot of material without any pause to give the brain time to process the material provided, learning is less effective and well thought out, discussed useful and active students in the learning process, learning that takes place in the class that is less influential on student learning outcomes. The brain-based learning model of animation-assisted learning of science learning outcomes. This research is a quasi-experimental study, with the design of Nonequivalent Control Group Design. The population of this research is all of the fifth-grade elementary school with 129 students. The method of collecting data in this study is a test method in the form of a multiple-choice test that has been validated. Data were analyzed using a t-test. The results of data analysis obtained t-count = 9.66 at a significance level of 5% and db = 68 obtained t-table = 2.00 so t-count = 9.66> t-table = 2.00. Thus, it can be concluded that there is an influence of an animation-based brain-based learning model on science learning outcomes. Animated brain-based learning model can be applied to science lessons in elementary school as an effort to improve student learning outcomes optimally in science learning
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Zulfa, Fitria. "SUPERVISORS PERFORMANCE OF BASIC SCHOOL IN THE TIME OF COVID-19 IN SUBANG." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 5, no. 3 (December 8, 2020): 411–29. http://dx.doi.org/10.31538/ndh.v5i3.1053.
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The Covid-19 virus outbreak has had a significant impact on various aspects of life. For the world of education, this impact occurs in the aspect of educational supervision as happened to the performance of supervision in the Subang sub-district, Subang district. The study aims to describe the performance of supervisors during the Covid-19 period and its impact on the quality of Islamic education learning in elementary schools in Subang district. The type of research used is qualitative with a case study approach. The data was collected by means of observation, interview, literature study, and documentation techniques. The results showed that the performance of primary school supervisors in Subang district during the Pandemic was carried out through a remote surveillance system namely by using Whatsapp Groups. Supervision activities carried out include coaching, making LKH reports, RKB, Home Study Activity Reports, and Assessment of Employee Performance Targets. Even though the Whatsapp Group media has a number of deficiencies in its application to the remote surveillance system, in the midst of a pandemic, education supervision in the elementary school environment of the Subang sub-district continues, because after all the education process in Indonesia must run optimally.
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Araszkiewicz, Aleksandra. "Youth’ Educational Problems During Distance Learning." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 27–41. http://dx.doi.org/10.17951/en.2021.6.27-41.
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The article is based on the distance learning experience in the second half of the 2019/2020 school year. The author focuses on the students’ perspective and points out that the youth’ educational dilemmas compared to traditional education have not so much changed, but have become acute. In order to understand different student attitudes during distance learning, it is necessary to understand their reasons, therefore, the author analyzes the learning conditions, students’ time management skills and the impact of technology on the health and social development of their students.
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Jegelevičienė, Violeta, Odeta Merfeldaitė, and Asta Railienė. "Reasons of Weakeningh Pupils’ Learning Motivation: Attitude of Parents." Pedagogika 124, no. 4 (December 2, 2016): 117–28. http://dx.doi.org/10.15823/p.2016.56.
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One of the major challenges faced by school pedagogues is to increase pupils’ motivation which affects the pupils’ attitude toward school, relations with teachers, learning time and efforts, involvement and participation in the education activities, academic achievements, behaviour and many other factors. According to the research, the pupil’s learning motivation and achievements are influenced by the parents’ engagement into the education process. However, in Lithuania there is still lack of continuous relationship between the school and family, including communication, cooperation and coordination. The aim of this article is to reveal the parents’ view on the involvement in the education process by promoting learning motivation of pupils. The article analyses how parents identify the phenomenon of weakening pupils’ learning motivation and what is the role of the class tutor in cooperating with parents while solving the learning motivation problem.
The research was carried out in February–May 2015 and involved n = 418 parents of children studying in grades five and eight. The selection of parents was based on the probability sample: multistage sampling. In order to empirically justify the attitude of parents toward the reasons of pupils’ weakening learning motivation, it was necessary to identify the assumptions of their involvement in the solution of this problem. The inquiry was carried out only of parents of five and eight grade pupils of the large cities, therefore the conclusions shall not be applicable to the entire parents’ population.
Pursuant to the research and according to the parents’ opinion the motivation of pupils’ learning is decreasing because of the curriculum and education process: the amount of learning load and organisation of the learning process. A very important factor of weakening learning motivation is a pupil himself/herself: his/her abilities and school attendance. Usually the parents treat weakening of learning motivation with learning achievements or with the information received from school. Involvement into the education process is usually promoted by the class tutor whose activities help parents identify the phenomenon of weakening pupils’ motivation to learn.
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Arrieta, Gilbert Santos, Reuben C. Calabio, and Elna M. Rogel. "Accompanying Students in Online Learning: Challenges and Interventions." Jurnal Inovatif Ilmu Pendidikan 2, no. 2 (February 10, 2021): 106–19. http://dx.doi.org/10.23960/jiip.v2i2.21787.
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When children come to school, parents endorse them to the teachers and staff who have the duty to take care of their formation and growth while they are in school. Being in school does not only allow the students to learn formally but also to meet new people who become their classmates and friends. The home and school which are the primary places of children/students should be nurturing environments where they grow and assisted. In school, the systems are already in place in terms of teaching and learning including the emotional assistance to students. However, this remains to be seen in a virtual learning environment. The Covid-19 pandemic forced teaching and learning to be conducted in an online environment, a road less traveled in education. Though the learning continuity plan was developed and directives were issued, it was expected that there will be challenges and concerns that will emerge. Managing the challenges experienced by the students is another concern. This study aims to find out the difficulties and challenges encountered by the students as shared and observed by the teachers, and how the students were assisted by the teachers. Based on the findings, it was found out that overload of requirements, time management, isolation, and lack of privacy are the main challenges and concerns encountered by the teachers. According to the teachers and guidance counselors, these were managed by being available online to the students, coordination of the student affairs, teachers, and guidance counselors, listening, and counseling/giving of advice. From these findings, the challenges and concerns will be addressed appropriately and lesser concerns will emerge as the online learning progresses.
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Herianto, Agus, Nurjannah Nurjannah, Mahsup Mahsup, Sintayana Muhardini, Ibrahim Ibrahim, and Eka Fitriani. "Efforts to Improve Activeness and Learning Outcomes of Integrated Social Sciences Through Time Token Type Cooperative Learning Model." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 7, no. 3 (September 7, 2021): 719. http://dx.doi.org/10.33394/jk.v7i3.2626.
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This research aims to improve the activeness and results of integrated IPS learning by implementing a cooperative learning model of Time Token type (TITO). This type of research is class action research with the subject of the study is grade VII students MTs Nurul Masak in school year 2019/2020. Research was carried out in three cycles, each cycle was carried out with 2 actions and consisted of 4 stages namely planning, implementation, observation, and reflection. The population and samples in the study were grade VII students of MTs Nurul Masakin. The research instruments used in the implementation of this action research were observations, interviews, and field notes as well as tests of students' learning outcomes on each cycle. This study used two forms of data analysis, namely quantitative analysis and qualitative analysis. Quantitative data were obtained from the percentage of students' activities in participating during the learning process and student learning results and qualitative data were used to describe data in the form of numbers in order to provide a clear picture of the activities and learning results that had been done. Based on the results of the study it showed that there was an improvement in Integrated Social Science learning outcomes using the Method of Cooperative Learning Type Time Token (TITO) which was the average value gain that each cycle increased. In Cycle I the average value obtained was 6.5, while in cycle II the average gain value reached 7.40 and in cycle III, the average value reached 8.18.
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Lie, Woon Wern, and Melor Md Yunus. "Flipped for a Betterment: The Acceptance Level Towards Flipped Learning Among Malaysian ESL Learners." Journal of Education and Development 3, no. 1 (April 2, 2019): 69. http://dx.doi.org/10.20849/jed.v3i1.569.
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Shall we flip for a betterment? Flipped learning is a common method that is widely used in secondary and tertiary education. So, how about primary education? Many would question whether this method could be utilised effectively in a primary school ESL classroom. Undoubtedly, this is indeed one of the main issues that worried the authorities. Due to the lack of empirical studies, the Malaysian society was not confident to use flipped learning in primary school. So, this study would therefore explore the acceptance level of flipped learning approach among primary school students, to check out the which construct affects the acceptance level the most as well as to find out the factors that influence their choice. This research was hoped to provide insights into attracting more educators to try out flipped learning in ESL classroom. In this study, it used a mixed-method design where quantitative data from survey and responses from group interviews were used to measure the outcomes. Initially, all Year 6 students from a primary school in Malaysia were chosen to experience flipped learning. Then 215 students were chosen as survey participants while another 15 among them were selected for focus group interviews. It had found out that effort expectancy was the major contributor towards the acceptance level and there are three factors that affect the behavioral intention,namely, clear interface, time efficacy and user friendly. This positive result was hoped to attract more educators to flip for a betterment.
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Sulistiyo, Budi, Bayu Surarso, and Wahyul Amien Syafei. "Improving The Accuracy of Student Problem Identification Using Rule-Based Machine Learning." E3S Web of Conferences 202 (2020): 15012. http://dx.doi.org/10.1051/e3sconf/202020215012.
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Adolescence are a period of development that is vulnerable to problems and often makes teens unable to control emotions. No exception for adolescents who are studying high school. Problems that do not need to be resolved immediately and bigger problems will arise later on. Many methods of solving students' problems are carried out in a conventional manner which takes time and costly. Therefore, teacher guidance and career guidance at school use the problem checklist method to identify student problems. One thing that promises to improve accuracy with time to identify problems by building information systems using intelligent technology such as machine learning. Machine learning offers sophisticated techniques built by automatic classification that can be utilized by students and teachers to improve accuracy and efficiency in identification. This article discusses issues related to problems faced by senior high school students and proposes a knowledge-based users (rules) machine learning to match the problems and alternative solutions. This system can be used by school counsellors to help students solving their problems and the students to access themselves without having to meet the school counsellor. The results of this research indicate that information system developed based on rule-based machine learning offer a student problem identification which is more accurate, faster, can be done anytime and anywhere, and requires less cost compared to existing conventional methods. Analysis of machine learning with rule-based models using WEKA gives 100% accuracy.
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Jackson, C. Kirabo, and Elias Bruegmann. "Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers." American Economic Journal: Applied Economics 1, no. 4 (September 1, 2009): 85–108. http://dx.doi.org/10.1257/app.1.4.85.
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Using longitudinal elementary school teacher and student data, we document that students have larger test score gains when their teachers experience improvements in the observable characteristics of their colleagues. Using within-school and within-teacher variation, we show that a teacher's students have larger achievement gains in math and reading when she has more effective colleagues (based on estimated value-added from an out-of-sample pre-period). Spillovers are strongest for less experienced teachers and persist over time, and historical peer quality explains away about 20 percent of the own-teacher effect, results that suggest peer learning. (JEL I21, J24, J45)
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Gunawan, Sandra, and Haris Saputra. "PROBLEMS AND TEACHING SOLUTIONS FOR STUDENTS’ IN LEARNING ENGLISH." PROJECT (Professional Journal of English Education) 3, no. 1 (January 26, 2020): 59. http://dx.doi.org/10.22460/project.v3i1.p59-64.
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ABSTRACTThe Indonesian government has recognized the importance of English by including it in the education system for five decades. English has been integrated into secondary school for a long time. English exerts a stronger influence in the modern world and has become an international language. There are also advantages to introducing foreign languages to young students. Therefore, the Indonesian government made a policy to introduce English starting, elementary, middle and high school. At Katapang 1 Junior High School, this policy is optional. That depends on the demands of the school and the community. Schools and communities are responsible for providing teachers, curriculum and facilities. The teacher is one of the most important parts of the educational discourse and teaching and learning process in school. The two research questions formulated are: 1) what problems are faced by teachers in teaching? 2) how they find out the solutions? These questions urged the study to conduct a research at Katapang 1 junior high school. Three English teachers were chosen as respondents. In qualitative descriptive method, the interview was implemented to collect the data. As a result the teachers believe that providing good teaching materials can increase positive outcomes for student, the implementation program for teaching English at Katapang 1 Junior High School was very good as a stage of introducing foreign languages before they continued to higher education. Keywords: English teaching, problems, solutions