Innovative Classroom Strategy: Impact on Students’ Mathematics Motivation, Anxiety and Achievement in Pre-University Studies

One aspect that influences mathematics achievement is students' mathematics motivation, which is closely related to their mathematics anxiety. This study aims to incorporate a classroom intervention strategy using a brain-based teaching approach (BBTA) with technological tools to improve students' mathematics performance in pre-university studies. BBTA was used in the classroom to increase students’ mathematics interest and minimise their mathematics anxiety to increase mathematics performance. Two hundred and six (206) pre-university students were exposed to both BBTA and conventional instructions during their Statistic lessons. Questionnaire comprises of motivation and anxiety-related questions as well as pre and post mathematics tests were administered to these students. Based on the findings, students with low anxiety appeared to have more self-confidence when studying mathematics, which simultaneously improved their examination results. These two elements are critical in students' learning of mathematics because students who have low levels of anxiety and high levels of motivation in learning mathematics attain high achievement in mathematics.

Socioscientific-Issues Based Classroom Intervention on Grade 10 Students’ Learning Achievement and Scientific Reasoning

Socioscientific-issues based instruction can promote science to students as a tool for necessary learning in the disruptive world. This instruction helps students critique and response as its nature of science, gaining higher-ordered thinking, and discussing with scientific reasoning. The objectives of this study were to compare learning achievement and scientific reasoning of grade 10 students. The topic “DNA technology” was employed with 90 grade 10 students from 2 classrooms. The quasi-experimental research was designed by comparing learning achievement and scientific reasoning between 2 learning organizations. The research tools were socioscientific-issues based and inquiry-based lesson plans, the achievement test consist of 30 items of 4 choices multiple test and scientific reasoning test. The statistic used to test the hypothesis was independent t-test. The results indicated that students had no difference score of learning achievement between learning organizations. While socioscientific-issues based learning had score of scientific reasoning higher than inquiry-based learning at the .05 level of statistically significance. The study can summarize that socioscientific-issues based learning can promote scientific reasoning to science classroom.

Evaluating a Group-Based Sustainability Intervention Using the Theory of Planned Behaviour

<p>Meeting the challenge of anthropogenic climate change will require widespread adoption of more sustainable behaviours. However, although attitudes towards sustainable behaviours are positive, actual change is lagging behind. Three studies explored the success of a classroom intervention programme that was intended to support individual change towards more sustainable behaviour in the domains of energy conservation and consumer responsibility. It was expected that identification with the small action groups used in the programme would have a positive effect. The theory of planned behaviour (TPB) (Fishbein & Ajzen, 1977) and the social identity perspective (Turner, 1999) were used as a framework for analysis. Studies one and two examined the success of the intervention programme across two iterations. Behaviour measures used in study one were inadequate but effective measures were developed for the second study. The intervention programme was very successful in achieving behaviour change and improving attitudes towards and intentions to perform sustainable behaviour. The TPB was supported by both studies, although there were unexpected inconsistencies in the variables predicting intent. Contrary to expectations, there was no effect found for group identification. Differences were also found between those participants who chose to focus on energy conservation and those with a focus on consumer responsibility, suggesting that the consumption group approached environmental behaviour in a more holistic way. Study three was a qualitative analysis of diary entries by participants in study one. A participant narrative of sustainable behaviour was constructed and related to attribution theory, particularly the Martinko and Thomson (1998) synthesis model. The narrative substantially matched the TPB but some problematic aspects of the intent construct in the TPB were identified. There was also evidence of a positive effect of group membership that had not been captured by the group identification variable. Potential interpretations and consequences of these findings were discussed.</p>

Evaluating a Group-Based Sustainability Intervention Using the Theory of Planned Behaviour

<p>Meeting the challenge of anthropogenic climate change will require widespread adoption of more sustainable behaviours. However, although attitudes towards sustainable behaviours are positive, actual change is lagging behind. Three studies explored the success of a classroom intervention programme that was intended to support individual change towards more sustainable behaviour in the domains of energy conservation and consumer responsibility. It was expected that identification with the small action groups used in the programme would have a positive effect. The theory of planned behaviour (TPB) (Fishbein & Ajzen, 1977) and the social identity perspective (Turner, 1999) were used as a framework for analysis. Studies one and two examined the success of the intervention programme across two iterations. Behaviour measures used in study one were inadequate but effective measures were developed for the second study. The intervention programme was very successful in achieving behaviour change and improving attitudes towards and intentions to perform sustainable behaviour. The TPB was supported by both studies, although there were unexpected inconsistencies in the variables predicting intent. Contrary to expectations, there was no effect found for group identification. Differences were also found between those participants who chose to focus on energy conservation and those with a focus on consumer responsibility, suggesting that the consumption group approached environmental behaviour in a more holistic way. Study three was a qualitative analysis of diary entries by participants in study one. A participant narrative of sustainable behaviour was constructed and related to attribution theory, particularly the Martinko and Thomson (1998) synthesis model. The narrative substantially matched the TPB but some problematic aspects of the intent construct in the TPB were identified. There was also evidence of a positive effect of group membership that had not been captured by the group identification variable. Potential interpretations and consequences of these findings were discussed.</p>

Effect of Reciprocal Teaching on the Reading Motivation: Experimental Evidence from a Classroom Intervention

The objective of this research exercise is to examine how reciprocal teaching affects 7th-grade students reading motivation in the subject of English. To meet the desired objective, the study employed a quasi-experimental design. The intact classes were randomly allocated to the experimental and control group. The experimental group was instructed with reciprocal teaching strategies, while the control group was taught with the traditional method. The Motivations for Reading Questionnaire (MRQ) was administered before and after the intervention. The study employed Pretest-Posttest Nonequivalent Control Group Design for data collection. The data was analyzed using the independent sample and paired sample t-test. The results of the study revealed that the motivation level of students who were taught with reciprocal teaching is significantly higher than those students who were taught with the traditional method. These results suggest that reciprocal teaching should be incorporated in teacher education programs as appropriate instructional practice for reading.

Supports to Improve Academic Outcomes With Racially and Ethnically Minoritized Youth: A Review of Research

For decades, racially and ethnically minoritized youth have been subject to unequal distributions of access and opportunity in school, leading to inequities in academic outcomes. Educators require knowledge and skills to provide relevant instruction and create a more supportive, effective classroom environment. This systematic review includes 24 qualitative and quantitative studies in which researchers investigated a culturally responsive classroom intervention or practice to promote academic outcomes for racially and ethnically minoritized youth. Within these studies, authors described several approaches to promote academic success: (a) developing authentic partnerships with families, (b) using effective pedagogy with students’ culture infused, and (c) accessing rigorous professional development. In addition, studies were assessed for methodological quality, and qualitative works met design standards more often than the quantitative studies reviewed. Implications include the need for additional research to inform comprehensive support for educators to design effective instructional environments for all students, especially those who have historically encountered systemic barriers in school.

Are Humans a Cooperative Species? Challenges & Opportunities for Teaching the Evolution of Human Prosociality

Evolutionary anthropologists commonly describe humans as a highly cooperative species, based on our evolved socio-cognitive capacities. However, students and the general public may not necessarily share this view about our species. At the same time, fostering our ability to cooperate is considered a key foundation for achieving sustainable development, and students’ understanding of the conditions that enable or hinder cooperation is therefore an important learning goal in sustainability education. In this article, we describe a small classroom activity that explored students’ and preservice biology teachers’ preconceptions about the human capacity to cooperate around shared resources in comparison to the capacity of our closest relative, the chimpanzee. Results indicate that students and teachers had limited knowledge about the evolved human capacity for cooperation around shared resources in small groups, most often viewing chimpanzees as more capable of cooperation and sustainable resource use. Based on the results of this classroom intervention, we highlight important learning opportunities for educators in biology on teaching human evolution and human behavior, particularly as related to current challenges of sustainable development.

Students’ Computer Literacy and Academic Performance

This study determined the level of computer literacy and its influence on the academic performance of junior high school students. Specifically, it probed into the students’ attitude toward computers and sought answers to the following: the extent of students’ computer literacy in terms of Word Processing, Spreadsheet, Presentation, and General Computing; their academic performance based on the mean percentage scores during the first and second quarters of the school year 2019-2020; issues and problems encountered by them relative to the extent of their computer literacy; and the solutions that may be suggested by themselves to address the constraints they encountered relative to the extent of their computer literacy. Also, by employing descriptive-correlational analysis, the study examined the significant differences in the extent of students’ computer literacy in said areas when paired according to their attitude toward computers and the significant relationship between their academic performance and the extent of their computer literacy in terms of the identified areas. Generally, the findings of the study revealed that the students needed to enhance the extent of their computer literacy in the areas of word processing, spreadsheet, presentation, and general computing. The results also signified that the greater the extent of their computer literacy in said areas, the higher their academic performance. This implied that classroom intervention activities are imperative to enhance the extent of the students' computer literacy. Thus, teachers should support them by implementing an intervention program that improves students’ level of computer literacy in the specific areas mentioned.

Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention

The study aimed to explore headmistress, teachers, and students' perceptions about constructive feedback before and after the intervention. A true experimental research design was used for the intervention to measure the effects of constructive feedback. One headmistress and three Chemistry subject teachers were interviewed, and Focus Group Discussion (FGD) was conducted with five experimental group students before and after the intervention. A semi-structured interview schedule and FGD guidelines were used to collect the data. Data were collected twice to find out the differences in opinions/perceptions before and after the intervention. Results support that constructive feedback practices increase students' performance and motivation towards Chemistry. Students' self-efficacy and self-regulation skills also developed among students after the intervention. Constructive feedback was also found effective for the low-score achievers to increase their performance in Chemistry. It is recommended that constructive feedback should be incorporated in daily formative assessment practices in the classroom setting.