Camtree Digital Library (Univ. of Cambridge)
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Promoting gender equality in an Ethiopian classroom
No full textContext: This study was conducted at Dilachin General Secondary School in Addis Ketema, Addis Ababa, Ethiopia, where the author has been teaching biology to Grade-12 students aged 17-18. The school is located in a low socio-economic area, and many students have limited support at home due to their parents' illiteracy. Gender inequality is prevalent in the community, and the author observed that female students were reluctant to participate in classroom activities, feeling uncomfortable interacting with male classmates who often considered themselves superior.
Aims: The main aim of the study was to promote gender equality in the classroom by implementing strategies that encourage equal participation from both male and female students. The research sought to understand students' perceptions of gender equality and to explore the effectiveness of various teaching methods in fostering a more inclusive classroom environment. The author also aimed to change the negative attitudes male students held toward their female peers.
Methods: The study used focus group discussions, classroom observations, and a reflective journal to gather data. Focus group discussions were conducted with 30 students (15 male and 15 female) to understand their views on gender equality and their experiences in the classroom. A colleague was invited to observe the classroom to note interactions and participation levels. The author also maintained a reflective journal to document thoughts on gender equality and the impact of teaching strategies used in class.
Findings: The study revealed that female students felt inferior and were less likely to participate in mixed-gender groups. Male students, on the other hand, were comfortable dominating class discussions. After implementing an action plan that included mixed-group activities and discussions on gender equality, there was a noticeable improvement. Female students participated more confidently in class, and both male and female students reported feeling more comfortable working together.
Implications: The findings suggest that actively promoting gender equality and creating a supportive environment can lead to improved participation from all students. Teachers facing similar issues might consider integrating gender awareness activities and mixed-gender group work to foster mutual respect and collaboration among students. The study also highlights the importance of addressing cultural attitudes that contribute to gender inequality in educational settings
Exploratory action research on students' reading difficulties
No full textContext: This study takes place in Elnojoom Intermediate School for Girls in Northern Kordofan State, Sudan, focusing on Grade 1 students. It addresses the issue of reading comprehension difficulties, particularly with new vocabulary.
Aims: The aim is to identify the comprehension challenges faced by students, their perceptions of reading in class, and their views on the reading strategies employed.
Methods: A mixed-method approach was used, including questionnaires distributed to 31 students and the use of a reflective journal by the teacher to record observations and actions during reading activities.
Findings: Students showed willingness to read but struggled with using contextual clues, tapping into prior knowledge, and decoding new words. The strategies used in class were viewed positively, but there was a gap in students' ability to apply these strategies effectively to enhance comprehension.
Implications: The study suggests the importance of teaching reading strategies that enable students to use context clues, activate prior knowledge, and engage with texts more effectively. Tailoring strategies to meet the specific needs of students can improve comprehension and foster a more engaging reading experience
Exploratory action research on handling a large class
Get PDFContext: This study focuses on the exploration of managing large classes at Jigjiga University, Ethiopia, specifically within the College of Dryland Agriculture, Department of Human Nutrition. It addresses the challenges faced in teaching undergraduate students aged 20 to 30 in oversized classes.
Aims: The primary objective is to identify and implement effective strategies to enhance teaching and learning efficiency in large classes, aiming to improve student engagement and academic performance.
Methods: Through exploratory action research, the study utilized focus group interviews with students, peer observations, and interviews with colleagues to assess the impact of large class sizes on teaching and learning experiences.
Findings: Results indicated student dissatisfaction with large class environments, citing difficulties in active learning and teacher-student interaction. The study found that implementing a "think-pair-share" strategy, introducing peer feedback mechanisms, and utilizing team assignments improved student engagement and learning outcomes.
Implications: The research highlights the effectiveness of learner-centered strategies in large classes, favouring the adoption of interactive and collaborative teaching methods to foster a more engaging and productive educational environment
Improving first-year pedagogical science students' speaking skills
Get PDFContext: Conducted at Woldia University, Ethiopia, this study explores the reluctance of first-year pedagogical science students, aged 19 to 24, to engage in English speaking activities, despite the language's importance in their curriculum and future careers.
Aims: To understand students' perceptions towards speaking English in class, the opportunities provided for speaking, their views on instructional strategies, and to evaluate teachers' perspectives on students' speaking skills.
Methods: Utilizing questionnaires, classroom observations, and interviews with 32 students and two English language teacher colleagues, the study aimed to identify barriers to speaking English and to develop and assess the effectiveness of interventions.
Findings: Many students were afraid of making mistakes in public, leading to a reluctance in participating in speaking activities. However, a significant majority showed willingness and motivation to speak English. Interventions like think-pair-share activities, self-introduction exercises, and short daily speaking tasks increased speaking opportunities, improved confidence, and reduced anxiety among students.
Implications: Encouraging a supportive environment that fosters peer interaction and reduces the fear of errors, promoting active participation, can improve English speaking confidence and proficiency among learners
The Impacts of Reward-based Behaviour Systems on First-year Primary School Students in Hong Kong.
No full textThis action research project aimed to compare the behaviour of Year 1 students in Hong Kong as more reward-based behaviour systems were applied to the class. These students had mostly been subjected to Zoom classes throughout their education since the start of the Covid-19 pandemic, thus leading to them have only a narrow foundation of how to behave from their short time experiencing face-to-face classes in kindergarten. This project used Lewin's (1946) spiral model for educational action research and as each cycle passed, stricter and more rewarding methods were used to see how the students' behaviour developed over time. Through the action research project, it became clear that as more positive reinforcement was used, students were more likely to respond better than when less positive reinforcement was being used. This also appears to yield more continuity of positive behaviour, particularly amongst the low-level disruptors
A case study of a teacher-facilitated, small-group after-school online intervention for able mathematicians in grade nine an international school in Hong Kong
No full textThe constraints of school timetabling can place limitations on opportunities for students to access certain subjects. One solution is to provide this additional form of targeted stretch and challenge outside of the timetabled lesson time. This study focuses on a twilight pure mathematics provision for a targeted small group of four Grade 9 students, using an online self-study platform facilitated by their normal mathematics teacher. Assessment data showed that although the students' results in mathematics seemed to improve over the time that the intervention was studied, there was no conclusive evidence that additional mathematics study had impact in the students' Science subjects. Further research is required to establish whether the online independent nature of the intervention is appropriate and whether this intervention can result in impact beyond the core mathematics results
How to use oracy as a tool for formative assessment in History
Get PDFBackground: The study focuses on the use of tools to improve oracy (oral communication skills) in a classroom setting. The researchers implemented a lesson on World War 1 (WW1) where students worked in groups to explore and present their findings on different terms related to the war. The lesson also included the use of talk moves and the viewing of film clips from "All Quiet on the Western Front" to stimulate discussion. The researchers aimed to assess the students' response to the lesson and determine the effectiveness of using games and films to promote oracy.
Aims: The study aimed to investigate how students responded to the lesson on WW1, particularly in terms of their engagement with the film clips and their use of oracy tools during discussions. The researchers also sought to identify any challenges or areas for improvement in the lesson and explore the potential of using games and films to enhance oracy skills in the classroom.
Methods: The researchers collected data to gather the students' perspectives on the lesson. The students expressed that the film clips provided a more realistic view of WW1 and allowed them to see the war from different perspectives. Some students preferred the game they played in a previous class, as it allowed them to control the pace and explore different aspects at their own pace. The researchers also observed that fewer students actively used the talk moves during the discussion, but the quality of their answers improved aNer giving the questions some thought. They found that some students participated beOer when the teacher actively led or monitored the discussion.
Findings: The study revealed several significant findings. Firstly, using games and films in the classroom can effectively promote oracy skills, provided they are accompanied by relevant questions or tasks for the students to engage with. Secondly, pedagogical technology can serve as a diagnostic assessment tool when used appropriately. Thirdly, students who are already interested in a topic are more likely to participate in oral discussions. Additionally, the students' maturity level greatly influences their awareness of their own competence. The study also highlighted the importance of creating a safe and supportive environment for discussions and the use of visual aids to facilitate oral participation.
Implications: The findings of the study suggest that teachers can enhance oracy skills by incorporating games and films into their lessons, accompanied by relevant tasks and questions. It is recommended to make oracy tools more visible in the classroom and actively remind students to use them. Teachers should also allocate time for vocabulary learning related to the topic to support all students. The study emphasizes the importance of teacher involvement in discussions and the need to create a safe and supportive environment for effective oral communication
How might explicitly increasing the use of dialogic approaches affect whole-group dialogue in virtual teacher professional development session run for an international examination board?
Get PDFBackground and purpose: This inquiry aims to explore what happens when trainers running virtual professional development (PD) sessions for teachers use a more dialogic approach to whole-group debrief sessions by setting up ground rules and introducing a repertoire of “talk moves”. The continuing professional development sessions focused on a specific curriculum subject and were designed for teachers new to teaching it. The PD sessions covered the curriculum framework, learning objectives and how to use the resources to teach the subject effectively.
Aims: The goal was to identify opportunities in the existing PD programme where dialogic approaches could be used and to put this into practice, then to measure how the dialogue had changed using coding of whole-group dialogue based on the T-SEDA analysis framework (T-SEDA Collective 2021) as well as reflection sessions with the trainer and feedback from teachers.
Study design or methodology: The intervention involved one trainer, who was running a virtual PD event for teachers in the USA. The PD session covered teaching and assessing a syllabus for teachers who were new to it. The baseline data was gathered from a past virtual event run by the same trainer with different teachers in the USA.
Findings: The initial findings indicate that instances of the focus talk categories (build/elaborate, reasoning and reflect on dialogue) increased by using the tools and strategies mentioned, and the average proportion of teacher talk time, as well as average turn length and percentage of the whole group who contributed to each debrief all increased from the first iteration to the second iteration.
Conclusions, originality, value and implications: This could have had a positive impact on learning for teachers in this event
Creating security and encouraging oracy in language learning
Get PDFBackground: This study, conducted in a Norwegian secondary school, aimed to enhance oracy in English and Spanish language learning amongst 15-16 year olds. Recognizing the varied linguistic backgrounds of students and the challenges in fostering oral skills, the research focused on creating a secure environment for oracy development and language practice.
Aims: The primary goal was to investigate methods to increase students' oral participation in group and whole-class activities, while considering their diverse learning needs and backgrounds.
Methods: A research lesson study approach was employed, focussing on game-based learning, multimedia resources, and group work. The interventions aimed to engage students in oracy through interactive and participatory methods, with a focus on English and Spanish language classes.
Findings: The study found that game-based learning significantly enhanced students' willingness to engage in oracy. However, other methods like film analysis and multimedia tools had more limited success in promoting oral language skills. Students reported feeling more confident and engaged in sessions that utilized gaming as a learning tool.
Implications for Practice: The research suggests that incorporating interactive and engaging methods like gaming can significantly improve oral participation in language learning. It highlights the need for teachers to adapt instructional strategies to meet the diverse needs of learners and to create a supportive environment that encourages active participation and language use
Teenage boys’ engagement and disengagement with pleasure reading: a case study
Get PDFBackground and purpose
Teenage boys’ growing disengagement with pleasure reading is an exacerbated educational concern in Mauritius, a multilingual island nation located on the African continent.
Aims
This study investigated the effectiveness of literature circles and their inherent strategies in enhancing twelfth graders’ perceptions of their reading abilities.
Study design or methodology
The sociocultural theory of learning (Vygotsky, 1978) and non-natives language acquisition theory (Krashen, 1989), were applied to the unstructured qualitative case study methodology that this study adopted to elicit in-depth understanding of the examined phenomenon from the viewpoints of the observed. Data was gathered from twelve observed and sound recorded literature circles, informants’ reflective diaries and their participation in a focus group discussion.
Findings
The findings revealed that the informants had enchanting reading experiences with literature circles. The informants demonstrated strong engagement in critical reasoning and intertextuality where they establish multiple connections across literature and their individual experiences with reality during the reading discussions. Reading genres such as local fiction, sport-page, geographic travel magazine and self-help were the informants preferred genres. Literature circles enhanced the latter’s reading desire, text analysis skills and language development, particularly, vocabulary, spelling accuracy, reading fluency and sentence formation. However, the twelve literature circles were insufficient for the informants to grasp grammar precision and avert word for word translation from Mauritian Creole, their native language to English.
Implications
This study implicates the need to forge new lines of enquiry in regards to how pleasure, playfulness and seriousness can be manifested during teaching and learning processes at school. Implications also include the centrality of having a more sophisticated knowledge base about the impacts, impediments and varying experiences of boys as readers at school and in society. This urges the inclusion of a literary policy which dedicates time slots for pleasure reading in schools