Enhancing Grade 8 Students’ Understanding of Ecosystems through Technology-enhanced Active Learning (TEAL)

Research worldwide is looking for ways to reform science education and increase student engagement in science education. Determining students’ engagement in science education can provide insight into the effectiveness of teaching and learning activities. For this reason, the Student Engagement in Science Learning scale, which was previously developed in a different sample, was adapted into Turkish. In this context, a two-way study was conducted. First, the validity and reliability study of the scale was conducted. 625 high school students participated in the study (M = 16.01, SD = 1.21). The results showed that the scale had good fit values for its four-dimensional and 20-item structure. Then, with the help of the adapted scale, the relationship between engagement in science learning and demographic variables and epistemological beliefs was tested. In this context, it was found that participation in science learning differed in some dimensions of the scale in favour of male students. In addition, the level of participation in science learning varied according to grade level. A weak relationship was found between students’ engagement in science learning and epistemological beliefs. The study provides pioneering results in students’ engagement in science learning and includes predictions about the variables that must be considered.

This study aimed to enhance the learning outcomes of fifth-grade students in Science by implementing the Think Pair Share (TPS) model with a foundation in Mindmapping. The research was conducted at a particular elementary school and involved two cycles of instructional intervention. The study's objectives included assessing the impact of the TPS model on student learning outcomes, evaluating teacher and student engagement, and refining the instructional approach for improvement. The research employed mixed methods and quantitative and qualitative data collection techniques. Data was gathered through test scores, observation of teacher and student activities, and reflective discussions. The study found that students needed to improve their learning outcomes before implementing the TPS model due to less interactive teaching methods. However, following the introduction of the TPS model coupled with Mindmapping, there was a significant improvement in learning outcomes. The first cycle recorded an average score of 65, with 46.25% achieving the mastery standard. In contrast, the second cycle saw remarkable enhancement, with an average score of 84.42 and 88.46% of students meeting the mastery standard. Observations also indicated substantial improvements in both teacher and student engagement. The teacher's ability to foster motivation, clarify learning objectives, and deliver effective teaching improved significantly. Similarly, students displayed more active participation in learning, paying closer attention, engaging in discussions, and demonstrating better comprehension. In conclusion, implementing the TPS model integrated with Mindmapping techniques led to notable enhancements in student learning outcomes and engagement in Science education. This approach facilitated collaborative learning, boosted critical thinking, and improved classroom experience. The study underscores the efficacy of interactive teaching methodologies in elevating student achievements and offers insights for educational practitioners seeking innovative strategies to foster effective learning environments.

The shift towards online learning has highlighted the need for innovative approaches to maintain student engagement. Traditional video lectures often fail to captivate students, decreasing attention and learning outcomes. Interactive videos incorporating quizzes, clickable hotspots, and branching scenarios have emerged as a potential solution to this challenge. This study aimed to evaluate the effectiveness of interactive videos in increasing student engagement in online learning environments compared to traditional video lectures. Additionally, it sought to identify the most impactful interactive elements and their correlation with learning outcomes. A mixed-methods approach was employed, involving 200 undergraduate students from diverse disciplines. Participants were randomly assigned to either an experimental group using interactive videos or a control group using traditional video lectures for a 6-week online course. Data collection methods included pre-and post-tests, engagement metrics (time spent, interaction frequency), and qualitative feedback through surveys and focus group discussions. Results demonstrated a significant increase in student engagement for the interactive video group, with 45% higher interaction rates and 30% longer viewing times than the control group. Quiz-based interactions and branching scenarios were found to be the most effective elements. Moreover, the experimental group showed a 25% improvement in learning outcomes as measured by post-test scores. In conclusion, this study provides strong evidence for the efficacy of interactive videos in enhancing student engagement and learning outcomes in online education. These findings suggest that incorporating interactive elements into video content can significantly improve the online learning experience, offering educators a valuable tool to address engagement challenges in digital learning environments.

BackgroundOnline collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain.ObjectivesThe study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation.MethodsA quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale.ResultsThe experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools.ConclusionsThe findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes.

Since the outbreak of the COVID-19 pandemic several studies on students' access to remote education and their perceptions of remote education have been conducted, but mixed-method studies on student engagement in an online setting are lacking. The aim of this study was to determine and compare the levels of school engagement in synchronous online classes and in face-to-face classes. Secondary school students (N = 132, 81.8% female, Mage = 16.3) filled out an online questionnaire comprising the School Engagement Measure Questionnaire (addressing online and face-to-face settings) and one open-ended question on the perception of differences between online and face-to-face classes. Statistical analyses showed that students were more engaged in face-to-face classes than in online classes (F (1, 131) = 106.316, p = .000, e2 = .448), with the best achievers having the highest decrease of engagement in online classes. A thematic analysis of answers yielded four themes, named: active learning (f = 42), learning strategies and resources (15), time organization (15) and assessment (6). Evaluative analysis showed that different students described the same themes in different ways - while in some cases active learning in online classes was higher, for the majority - it decreased; while some students organized their time for studying more effectively in an online setting, others were more efficient in a face-to-face setting. It can be concluded that negative effects of online classes on students' learning strategies and engagement prevail and that teachers need additional support in organizing individualized and differentiated teaching to encourage higher levels of engagement and self-regulation in emergency remote education.

Problem. A significant segment of the U.S. population, under-represented students, is under-engaged or disengaged in secondary science education. International and national assessments and various research studies illuminate the problem and/or the disparity between students’ aspirations in science and the means they have to achieve them. To improve engagement and address inequities among these students, more contemporary and/or inclusive pedagogy is recommended. More specifically, multicultural science education has been suggested as a potential strategy for increased equity so that all learners have access to and are readily engaged in quality science education. While multicultural science education emphasizes the integration of students’ backgrounds and experiences with science learning , multimedia has been suggested as a way to integrate the fundamentals of multicultural education into learning for increased engagement. In addition, individual characteristics such as race, sex, academic track and grades were considered. Therefore, this study examined the impact of multicultural science education, multimedia, and individual characteristics on under-represented students’ engagement in secondary science. Method. The Under-represented Students Engagement in Science Survey (USESS), an adaptation of the High School Survey of Student Engagement, was used with 76 highschool participants. The USESS was used to collect pretest and posttest data concerning their types and levels of student engagement. Levels of engagement were measured with Strongly Agree ranked as 5, down to Strongly Disagree ranked at 1. Participants provided this feedback prior to and after having interacted with either the multicultural or the nonmulticultural version of the multimedia science curriculum. Descriptive statistics for the study’s participants and the survey items, as well as Cronbach’s alpha coefficient for internal consistency reliability with respect to the survey subscales, were conducted. The reliability results prompted exploratory factory analyses, which resulted in two of the three subscale factors, cognitive and behavioral, being retained. One-within one-between subjects ANOVAs, independent samples t-test, and multiple linear regressions were also used to examine the impact of a multicultural science education, multimedia, and individual characteristics on students’ engagement in science learning. Results. There were main effects found within subjects on posttest scores for the cognitive and behavioral subscales of student engagement. Both groups, using their respective versions of the multimedia science curriculum, reported increased engagement in science learning. There was also a statistical difference found for the experimental group at posttest on the measure of “online science was more interesting than school science.” All five items unique to the posttest related to the multimedia

Maintaining and cultivating student engagement is critical for learning. Understanding factors affecting student engagement can help in designing better courses and improving student retention. The large number of participants in massive open online courses (MOOCs) and data collected from their interactions on the MOOC open up avenues for studying student engagement at scale. In this work, we develop an interpretable statistical relational learning model for understanding student engagement in online courses using a complex combination of behavioral, linguistic, structural, and temporal cues. We show how to abstract student engagement types of active, passive, and disengagement as meaningful latent variables using logical rules in our model connecting student behavioral signals with student success in MOOCs. We demonstrate that the latent formulation for engagement helps in predicting two measures of student success: performance, their final grade in the course, and survival, their continued presence in the course till the end, across seven MOOCs. Furthermore in order to initiate better instructor interventions, we need to be able to predict student success early in the course. We demonstrate that we can predict student success early in the course reliably using the latent model. We also demonstrate the utility of our models in predicting student success in new courses, by training our models on one course and testing on another course. We show that the latent abstractions are helpful in predicting student success and engagement reliably in new MOOCs that have not yet gathered student interaction data. We then perform a closer quantitative analysis of different features derived from student interactions on the MOOC and identify student activities that are good indicators of student success at different points in the course. Through a qualitative analysis of the latent engagement variable values, we demonstrate their utility in understanding students' engagement levels at various points in the course and movement of students across different types of engagement.

Technology-enhanced learning (TEL) approaches are transforming the landscape of science education, particularly in the elementary setting where foundational comprehension and engagement are crucial. This study explored the influence of TEL strategies on student engagement and comprehension among Grade 5 students at Houston Academy, Houston, Texas. Using a transcendental phenomenological design, the research captured the lived experiences of students and science teachers through in-depth interviews, with thematic analysis employed to identify patterns and insights. The analysis revealed 18 relevant themes that encapsulated the experiences of the participants. These themes reflected key aspects of TEL, including the integration of digital learning platforms, enhancing comprehension and skill development through technology, interactive and engaging approaches in TEL, application-based learning in science education, engaged and experiential learning, collaborative knowledge building, interactive and game-based learning, innovative learning through technology, the effectiveness and usability of technology, access to learning resources, adaptation to diverse learning styles, student engagement through technology, challenges in technology-based learning, device limitations and accessibility barriers, learning support mechanisms, fostering student engagement and independent learning, technology-driven assessment and progress monitoring, and digital tools for tracking and managing student learning. The study concluded that TEL significantly enhances student engagement and comprehension in elementary science education, although challenges such as accessibility and device limitations need to be addressed. It is recommended that schools invest in accessible technology infrastructure and provide ongoing professional development for teachers to effectively integrate TEL strategies in the classroom.

This study aims to improve students’ learning outcomes in short-distance running through the implementation of the “Bird and Cage” play method among fifth-grade students at SDN 3 Batu Layar. The background of this research lies in the low achievement in short-distance running lessons, which is attributed to a lack of motivation, limited variation in teaching methods, and minimal student engagement during hysical education activities. This research employed a Classroom Action Research (CAR) design, conducted in two cycles following the Kemmis and McTaggart model, which includes planning, action, observation, and reflection phases. Theresearch subjects consisted of 14 students (6 boys and 8 girls). Data were collected using 60-meter sprint tests, observation sheets covering affective and psychomotor aspects, and documentation. The findings indicate a significant improvement in students' performance, with the percentage of students meeting learning mastery criteria increasing from 43% in the initial condition to 64% in the first cycle and 86% in the second cycle. Therefore, the “Bird and Cage” play method is proven to be effective in enhancing student participation and learning outcomes in short-distance running activities.

This study was designed to explore the relationship between teacher practices and levels of student engagement in secondary agricultural education programs. Most researchers have agreed that student engagement at the secondary level may be measured through three constructs: cognitive engagement, behavioral engagement, and emotional engagement. The intra-curricular components, namely the FFA organization and Supervised Agricultural Experience Program, make secondary agricultural education unique when compared to the foundational classes of math, science, and English. Respondents included a total of 152 agricultural education programs, which were randomly selected within 11 states to participate in the study. One class in each program was surveyed, which totaled 2,106 student respondents. Relationships were identified between specific teaching and advising practices performed by the secondary agricultural educator and their students’ level of engagement in classroom, FFA, and SAE activities. Each state is encouraged to replicate this study to determine student engagement levels in classroom, FFA and SAE activities, and then identify the causes and conditions leading to higher and lower levels of student engagement.

In today’s educational landscape, many students struggle to develop a deep understanding of mathematical concepts, particularly in number operations, due to conventional and abstract teaching methods that lack real-world relevance. This study examines the effect of integrating STEM education (Science, Technology, Engineering, and Mathematics) with the Wordwall platform on enhancing elementary students' understanding of integer operations. Using a quantitative one-group pretest–posttest design, the research involved 46 fourth-grade students from SD Muhammadiyah Condongcatur. Students completed pre- and post-tests following the STEM–Wordwall learning intervention. The results revealed a statistically significant improvement in students’ mathematical understanding, with a moderate effect size (Cohen’s d=-0.540). The 95% confidence interval supported the effectiveness of the intervention. These findings align with previous studies emphasizing the positive influence of interactive digital tools on mathematical cognition and student engagement. Thus, integrating STEM principles with Wordwall effectively enhances learning outcomes and should be adopted to promote engaging mathematics instruction in primary education.

This study examines the implementation of the Mind Mapping method in the teaching of Islamic Cultural History (SKI) at MAN 3 Solok as an effort to improve the learning outcomes of 11th-grade students. Low student participation and difficulties in understanding the material necessitate innovative strategies to create a more engaging and effective learning environment. To address these challenges, this study employs a qualitative approach using Classroom Action Research (CAR) methodology. The research follows several stages, including initial observations, lesson planning, the implementation of the Mind Mapping method, and an evaluation of its effectiveness. Data collection techniques involve classroom activity observations, documentation of student progress, and interviews with both students and teachers to gain a comprehensive understanding of the method’s impact. The findings indicate a significant improvement in students’ learning outcomes after implementing the Mind Mapping method. In the pre-cycle stage, the average student score was only 44.94, with a mastery level of 8%. After the first cycle, the average score increased to 70.04, with a mastery level of 42%. In the second cycle, the results improved further, with an average score of 85.95 and a mastery level reaching 86%. These findings demonstrate that the Mind Mapping method effectively enhances students' comprehension and engagement in SKI learning. This study contributes to the field of education by providing empirical evidence of the effectiveness of Mind Mapping in Islamic studies, encouraging educators to adopt student-centered learning methods to enhance understanding and critical thinking skills. Additionally, this research has practical implications for curriculum development, particularly in integrating visual and interactive techniques to promote active learning in history education.

Vocabulary mastery is a central component of English language learning, yet many Indonesian middle school students continue to struggle with retaining new lexical items, which negatively affects their overall communicative competence. This study introduces a music-based vocabulary instruction strategy that integrates melodic patterns as mnemonic aids to strengthen memory retention. The approach is grounded in the assumption that rhythm and melody can activate auditory memory, enhance student engagement, and create a more enjoyable learning environment. This innovation responds to common pedagogical issues in Indonesian classrooms, where teacher-centered methods and monotonous delivery often lead to reduced participation and low interest among learners. The study was conducted with eighth-grade students at SMP Islam Darul Muttaqien NWDI Serijata, East Lombok, West Nusa Tenggara, where low vocabulary retention and limited classroom engagement were observed prior to the intervention. The instructional design incorporated vocabulary items into simple melodic structures supported by digital background music aligned with the target lexical set. Data were collected through pre-tests, post-tests, classroom observations, and student perception questionnaires. Quantitative data were analyzed to examine vocabulary gains, while qualitative responses were used to explore student engagement and attitudes toward the music-based strategy. The results demonstrate a significant improvement in students’ vocabulary retention following the melodic intervention. Learners showed increased accuracy in recalling and pronouncing new words, along with higher motivation and active participation during lessons. Qualitative findings further reveal that melodic integration reduced learning anxiety, promoted a positive classroom atmosphere, and facilitated memory through multisensory repetition. Overall, this study highlights the effectiveness of music-based vocabulary instruction as an innovative pedagogical alternative that supports both cognitive and affective dimensions of language learning. The findings encourage the integration of melodic elements into English vocabulary teaching, particularly in contexts where student engagement and retention remain key challenges.

Student Engagement has become a subject of importance and discussion in the academic domain. Much of the academic fraternity today is worried because of the lackluster approach of the students - taking classroom or academic institution's learning as a burden and formality which must be completed! This research paper defines the level of student engagement in Ramanujan College, University of Delhi. Online survey of the students of Ramanujan College was taken to infer the level of student engagement in terms of - Spirituality and Alignment, Psychological meaningfulness, and Student-teacher relationship. In addition, various questions which lead to student engagement were also included. The survey was circulated among the students of the college and 240 responses were received, out of which 221 responses were deemed fit for analysis. According to the findings of the study, the students of the college are satisfied with the system of education; they also realize and appreciate the education they are getting. The students believe that they get full support from the college in terms of resources and the faculty members of the college are helpful and trustworthy. The study has also underpinned certain factors which lead to student engagement, such as institution's role in personality development of the student, teaching pedagogy, infrastructural facilities, systematic examination procedures, and extra and co-curricular activities. This paper would help Ramanujan College in particular and other educational institutions in general to study and understand the concept of student engagement. The paper also recommends ways to improve the level of engagement among students. This study would give a broad view of the student engagement in the current system of education. Scale of 'Student Engagement' could be further tested in other samples. The researchers have studied the level of engagement in a particular college of the University of Delhi. The results of this study may not be generalized for all the educational institutions.

This study examines the use of learning analytics to enhance instructional personalization and student engagement in online higher education. The research focuses on the engagement levels of students based on different access methods (mobile and non-mobile), the relationships among engagement indicators, and the strategies for instructional personalization. Quantitative research methodology is employed to analyse and measure students' engagement levels. The findings indicate that students using non-mobile devices exhibit higher engagement in terms of average minutes, item accesses, and content accesses, while mobile access shows higher engagement in terms of course accesses, course interactions, and average interactions. Significant correlations are observed among engagement indicators, highlighting the importance of course interactions, content accesses, and assessment accesses in promoting student engagement. Accordingly, a critical model for effective student engagement in online learning courses is proposed.