02: In-Class Task

ARTICLE 1

1.      APA citation

San Jose, A. & Galang, J. (2015). Teaching Strategies in Teaching Literature: Students in Focus. International Journal of Education and Research, 41-50.

2.      a) Research Problem

-Teachers who are teaching literature in English courses are facing the challenges on the appropriateness of the teaching strategies used.

-Teachers need to fit newly acquired teaching strategies to the need of their students.

b) Research Objectives

-To determine the different teaching strategies used by the AB English teachers in teaching literature courses.

-To find out the purposes of the teachers in using the strategies.

-To discover impressions of the students on the teachings strategies used.

       c) Research Questions

RQ1: What are the teaching strategies used by the AB English teachers in teaching literature subjects?

RQ2: What are the purposes of the AB English teachers in using the teaching strategies?

RQ3: How teaching strategies are conducted by the literature teachers?

RQ4: How students feel about the teaching strategies used by the AB English teachers in teaching literature?

      a) Target Population

-108 AB English students

      b) Sample Size

-28 participants

      c) Sampling Technique

-Purposive non-probability sampling method

3.      Research Design

-Qualitative approach (Realistic phenomenological method)

4.      Analysis Used

-Transcription, thematic mapping, descriptive statistics

5.      Findings

RQ1: Teachers commonly used the reporting strategy in teaching the lessons.

RQ2: Teachers used teaching strategies for students to learn the lessons easily, to motivate the students, to acquire knowledge and answers to queries and for the students to apply what they learned.

RQ3: Teachers assigned a piece of literature (poem, fiction, play) to students or additional task associated with other strategies like dramatization and discussion with other students.

RQ4: Students found lecture strategy to be effective in facilitating their learning.

ARTICLE 2

1.      APA citation

Licorish, S., George, J., Owen, H. & Daniel, B. (2017). "Go Kahoot!" Enriching    Classroom     Engagement, Motivation and Learning Experience with Games.    Proceedings of the 25th  International Conference on Computers in Education,   755-764.

2.      a) Research Problem

-Lack of exploratory studies in the past (eg simple Likert-scales measure for GSRS evaluations) are inadequate to help understand classroom dynamics and enhance students’ engagement, motivation and learning.

b) Research Objectives

-To understand how students experienced the use of Kahoots!.

-To explore the extent to which this interactive technology influences classroom dynamics, engagement, motivation and learning.

       c) Research Questions

RQ1: What effects does Kahoot! have on classroom dynamics?

RQ2: Does the use of Kahoot! influence students’ engagement, and how?

RQ3: To what extent does the use of Kahoot! influence students’ motivation towards learning?

RQ4: How does the use of Kahoot! enrich learning according to students’ experiences?

3.      a) Target Population

-University of Otago students

      b) Sample Size

-14 students              

      c) Sampling Technique

-Purposive non-probability sampling method

4.      Research Design

-Qualitative approach (explorative case study)

5.      Analysis Used

-Transcription, thematic mapping, descriptive statistics

6.      Findings

RQ1: Kahoot! gave students more opportunity to engage with the lecturer, peers and lecture content by providing a fun platform on which to engage, in a way shifting the classroom dynamics. Kahoot! also led to excessive competition which invoked negative feelings at times.

RQ2: Students felt that Kahoot! captured their focus and interest during the course, but was also timely for allowing breaks. In the same vein, the need to be attentive to perform well in Kahoot! helped students to maintain interest in the lessons during lectures. Their willingness to perform was also influenced by the level of anonymity afforded by Kahoot!, which allowed students to remain focused on comparing the content of Kahoot!s and differences of opinion, rather than comparing other students’ aptitudes.

RQ3: The outcomes show that Kahoot! motivated students to be engaged, and encourage interaction in the classroom. Students were motivated to be attentive on the backdrop that they wanted to perform well in Kahoot! Kahoot! also motivated competition in the classroom, where students were driven to see their names at the top of the leader board, and thus, were more attentive during lectures and related discussions.

RQ4: Student conceded that Kahoot!’ use in the course had a positive impact on the knowledge and skills they attained. Students noted that the drive to increase their attention and focus and interaction and engagement strongly supported their learning in the course. When students did not perform well in Kahoot!, those specific Kahoot!s were used to drive revision efforts, in view of overcoming learning deficiencies. In addition, Kahoot! offered students the opportunity to focus on specific relevant content, when a large amount of materials were delivered in lectures.