Supplemental Material for Measuring Engagement in Fourth to Twelfth Grade Classrooms: The Classroom Engagement Inventory

The quality of students’ relationships with teachers and peers is a fundamental substrate for the development of academic engagement and achievement. This chapter offers teachers and researchers a motivational framework that explains how positive and negative student–teacher and student–peer relationships are sustained in the classroom, and strategies for creating solutions to improve relationships.

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Investigating the Relationships Among Students' Chemistry Motivations, Achievement Goal Orientation, Classroom Engagement, Gender, Class and Positive Teacher Behaviours Through Structural Equation Modeling

MIER Journal of Educational Studies Trends and Practices ◽

10.52634/mier/2020/v10/i2/1343 ◽

2021 ◽

pp. 188-205

Author(s):

Fatma Alkan

Keyword(s):

High School Students ◽

Goal Orientation ◽

Structural Equation ◽

Goal Orientations ◽

Achievement Goal ◽

Equation Modeling ◽

Achievement Goal Orientation ◽

Classroom Engagement ◽

Achievement Goal Orientations ◽

School Students

The study aimed to investigate how high school students' achievement goal orientation, positive teacher behaviour, classroom engagement, gender and class perceptions are related to chemistry motivation. The research was designed using relational survey model. The sample consisted of 688 high school students. Chemistry motivation questionnaire, achievement goal orientations scale, positive teacher behaviours scale and classroom engagement inventory were used as data collection tools. The correlations between the variables were examined using Structural Equation Modeling (SEM). Results showed that there were positive and significant correlations between chemistry motivation and achievement goal orientations, achievement goal orientations and positive teacher behaviours, classroom engagement and positive teacher behaviours. Negative and significant correlations were also found to exist between achievement goal orientation and classroom engagement, positive teacher behaviours and chemistry motivation. Achievement goal orientations and positive teacher behaviours were also found to be significantly related to class engagement.

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The Effects of Students" Grit on Their Goal Commitment and Classroom Engagement in University PE Classes as part of Liberal Arts

Korean Journal of Sports Science ◽

10.35159/kjss.2021.2.30.1.627 ◽

2021 ◽

Vol 30 (1) ◽

pp. 627-642

Author(s):

Kyoung-Ju Lee

Keyword(s):

Liberal Arts ◽

Goal Commitment ◽

Classroom Engagement

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The evaluation of the Arabic language book for the twelfth grade from the viewpoint of its teachers in Jordan: تقييم كتاب اللغة العربية للصف الثاني عشر من وجهة نظر معلميه في الأردن

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.q080621 ◽

2021 ◽

Vol 5 (45) ◽

pp. 46-29

Author(s):

Galia Ali Abu Gattam Galia Ali Abu Gattam

Keyword(s):

Main Tool ◽

Arabic Language ◽

Point Of View ◽

Government Schools ◽

Educational Activities ◽

Language Curriculum ◽

Twelfth Grade ◽

Training Courses ◽

Media Channels ◽

Self Learning

The study aimed to evaluate the Arabic language type for the twelfth grade from the point of view of the subject teachers and to know the evaluation estimates for the teachers, as the researcher used the descriptive approach for its suitability for this type of study, and the sample of the study consisted of (61) teachers who filled out the questionnaire after it was published electronically. A questionnaire as a main tool for collecting data, and it was distributed electronically to the subject's teachers through various social media channels, in compliance with the prohibitions laws related to the Corona pandemic (COVID-19) that Jordan and the world was exposed to in 2020; Where the questionnaire included (30) items distributed to include three axes (educational content, educational activities, and evaluation questions), and the results of the study found that there were no statistically significant differences between the rate of evaluation of the Arabic language book for the twelfth grade from the point of view of its teachers in government schools of the Directorate The education of Qweismeh Brigade is attributed to the gender variable. or due to the variable of years of experience. The researcher recommended the necessity of holding training courses for new teachers to enable them to explain and give the Arabic language curriculum easily and conveniently for the twelfth grade, taking into account individual differences and encouraging self-learning among students in the educational activities received.

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Influence of a physical education teacher’s perceived age on high school pupils’ perceptions of effectiveness and learning

European Physical Education Review ◽

10.1177/1356336x18816342 ◽

2018 ◽

Vol 26 (1) ◽

pp. 22-35

Author(s):

Colin G Pennington ◽

Matthew D Curtner-Smith ◽

Stefanie A Wind

Keyword(s):

High School ◽

Physical Education ◽

Statistical Tests ◽

Middle Aged ◽

Different Ages ◽

Twelfth Grade ◽

Lesson Content ◽

Perceived Age ◽

Apparent Age

Few studies have focused on the issues older physical education (PE) teachers encounter which may limit their effectiveness. The purpose of this study was to examine the influence of a PE teacher’s apparent age on high school pupils’ learning and perceptions of the teacher. Participants were 114 ninth, tenth, eleventh, and twelfth grade pupils. They were randomly assigned to watch one of two virtually identical filmed swimming lessons taught by the same teacher. In the young-appearance lesson, the teacher taught as his normal and relatively youthful self. In the middle-aged lesson (MAL), his appearance had been aged by a theatrical makeup artist. Following the viewing of their assigned lesson, pupils completed an examination over lesson content and a questionnaire asking them about their perceptions of the teacher. Inferential statistical tests indicated that the pupils who watched the MAL perceived the teacher more favorably. Performance on the content examination was similar for pupils who watched either film. These findings provided support for a psychological/developmental explanation of how and why pupils respond to and learn from PE teachers of different ages.

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Problem-Based Learning Strategy in Improving Students’ Skill in Performing a Speech

Inspiring: English Education Journal ◽

10.35905/inspiring.v1i1.831 ◽

2018 ◽

Vol 1 (1) ◽

pp. 13-27

Author(s):

Hilmiyah Akib ◽

Abd. Rauf Ibrahim

Keyword(s):

Experimental Design ◽

Teaching And Learning ◽

Learning Strategy ◽

Problem Based Learning ◽

The People ◽

Twelfth Grade ◽

Quasi Experimental ◽

Contextual Teaching ◽

And Control

This study focused on students’ skill in performing a speech and had conducted based on the problem. The students think performing a speech is the difficult thing, the students think there are problems appear when the students perform a speech in front of the people, suddenly forgetting the script, getting anxious, and getting blank. The researcher considered to conduct this study when doing observation at MAN 2 Parepare since the students showed fair competence in performing a speech. The objective of the study is to give some abilities and knowledge in this case Contextual Teaching and Learning that focused in Problem-based. The study applied quasi-experimental design, with two groups namely experimental class and control class. The populations of the study were the twelfth grade students at MAN 2 Parepare where the total numbers were 84 students. The samples of the study were consisted of 39 students. The result showed that the students’ skill in performing a speech of the twelfth grade students of MAN 2 Parepare could be improved through Problem-Based Learning Strategy. In performing s speech, the speakers need to be brave, except having some abilities in performing a speech.

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The Impact of Blended Learning on the Twelfth Grade Students’ English Language Proficiency

10.31235/osf.io/f5qyg ◽

2021 ◽

Author(s):

Omar Hussein Al Noursi

Keyword(s):

Blended Learning ◽

Language Proficiency ◽

English Language ◽

English Language Proficiency ◽

Successful Implementation ◽

Learning Approach ◽

Significant Difference ◽

Twelfth Grade ◽

The Impact ◽

Experimental Group

The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students’ English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students’ English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study’s goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a<0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students’ achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.

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Cultural representation and intercultural interaction in textbooks of English as an international language

Journal on English as a Foreign Language ◽

10.23971/jefl.v10i1.1766 ◽

2020 ◽

Vol 10 (1) ◽

pp. 168-190

Author(s):

Tomy Kartika Putra ◽

Dewi Rochsantiningsih ◽

Slamet Supriyadi

Keyword(s):

Cultural Diversity ◽

Interaction Analysis ◽

Cultural Representation ◽

International Context ◽

Intercultural Interaction ◽

International Language ◽

Twelfth Grade ◽

English Speaking ◽

English Textbooks ◽

Intercultural Interactions

The present study attempts to scrutinize the manifestation of cultures and intercultural interactions in English textbooks. It investigates three English textbooks for twelfth-grade students produced by three relatively major publishers in Indonesia by employing cultural content and intercultural interaction analysis. The findings show that the examined textbooks do not appropriately demonstrate cultural diversity in the international context as cultures of Indonesia and English-speaking countries have their dominancy. Also, the textbooks mostly demonstrate intercultural interactions in fragmented, limited, and superficial ways. Some recommendations are addressed for future textbooks authors and publishers as well as English teachers. The results suggest textbook publishers and authors include more the material about international culture and to provide more the demonstration of deep intercultural interaction. Moreover, teachers need to be creative by adding supplementary cultural materials to patch up the shortcomings of the textbooks.

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