The Implementation of Case Based Learning Method in Teaching Speaking Skill

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Purpose: The purpose of this study is to investigate the students’ achievement in English speaking through the use of the Case Based Learning (CBL) method and the Project Based Learning (PjBL) method as well as to identify differences in students’ achievement between these two methods.

Method: The population of the sample selected for this study would use a total sampling technique for class determination and classification to select the experimental and control classes, respectively. For the case study, two classes each, of the majoring in IPA and IPS students consisting of each class of samples were 16. In the second-grade study, it was class XI, including 32 students. The type used in this study is a quasi-experimental research design. The data were obtained by using Pretest and post test.

Result: The results reveal that the students’ post-test mean score is improved after being treated. This is seen from the increase in the mean score of students’ pre-test from 48.75 to 69. The data above is evidence that case-based learning is effective in improving the speaking skill of students. In Control class The result shows that the mean score of students’ post-tests improve after being given treatment. It is seen through students’ pre-test mean score, which improved from 46.75 to 62.5This is shown by the data presented, that project -based learning really works in improving the students’ speaking prowess. The: there is a big difference between the experimental class and the control class with regard to the teaching method applied and the speaking performance of the students. It showed that the experimental class that employed the CBL method yielded better results compared to the control class using Project-Based Learning or PjBL. The average score from the experimental class was 48.75 in the pretest results, which was higher than the control class that had only got 46.75.

Conclusion: CBL and PjBL provide the students’ achievement of English speaking in Madrasah Aliyah Muhammadiyah Limbung. CBL makes pronunciation, grammar, and vocabulary better through the analysis of a case but gives them less chance of speaking. In PjBL, students get more fluent and other skills developed in performing real-life-like tasks.

Challenges Faced by Teachers in Teaching and Managing Learners with Deaf Blindness at Paka School for Learners with Special Needs in Lusaka, Zambia

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The study explored the the challenges faced by teachers in teaching and managing learners with deaf blindness (DB) at Paka (Pseudonym) School for Learners with special needs in Lusaka, Zambia. Constructivism paradigm and explanatory qualitative case study were employed to address the experiences of educators of learners with deaf blindness. The sample size comprised 10 teachers and homogeneous sampling was used to select them and was determined by the completeness of the data and the achievement of theoretical saturation. Data were collected by means of interview guide and document analysis. The study revealed that teachers were committed to providing quality education for learners with deaf blindness, they faced significant obstacles, including inadequate training, insufficient resources, emotional strain, and limited support systems. These challenges often hindered the ability of teachers to fully meet the diverse and complex needs of their students. Based on these findings, the study recommends that the school should increase teacher support and counselling services and provide capacity building programmers on DB in order to have wider understanding of DB to enhance communication and interpersonal interaction between teachers and learners with DB.

Sholawat Montro as the Media of Learning Culture and Corroborating Santri’s Identity through Prophetic Art in Javanese Traditional Santri Community

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Preserving art can always be associated with spiritual aspect andart appreciation is closely related to subtlety of feeling and intuition. Art can also be used as a means of learning culture (enculturation), a social process carried out by an individual in learning and adjusting his/her thought and attitude to custom, norm-related social system, social order, and regulations living in its cultural characteristics. This research will discuss Sholawat Montro art variety using a qualitativeresearch method. This Sholawat Montro art was found firstly in Kauman Hamlet, Pleret Sub District, created by Kanjeng Pangeran Yudhonegoro (Prince Yudhonegoro) or the Son in Law of Sultan Hamengkubuwono VIII. This art contains a group of performer and music players, all of which are men who sing songs praising Allah SWT and Prophet Muhammad SAW by means of singing (Javanese: nembang), accompanied by gamelan and terbangan traditional music. This prophetic art arises as a means of enculturation and a process of social learning for its proponents. In Javanese conception, there is a fine-rough pair (Indonesian: pasangan alus-kasar) traditionally constituting a parameter to assess the quality of Javanese people in general and priyayi in particular. The consciousness of the importance of having fine (alus) attitude is represented by the reality that immature childrenare called durung Jawa, meaning having not reflected Javanese people yet. To be an adult Javanese, an individual should be able to conduct him/herself in accordance with etiquette and to comply with his/her obligation. He/she is also expected to learn spiritual aspect by knowing the rules.

A Stress Management Program for High School Student-Athletes in a Private School

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Stress is a significant factor affecting the mental, physical, and social well-being of high school student-athletes, who must navigate the demands of both academics and sports. Without proper support, prolonged stress can hinder their performance and overall well-being.

Purpose: This study aimed to address this issue by developing a multi-sensory-based Student-Athlete Stress Management Program tailored to their unique challenges. Using a descriptive-developmental research design,

Respondents: the study involved 28 high school student-athletes from a private school in Dagupan City, Pangasinan.

Method: Data were collected through a validated, researcher-modified questionnaire to identify primary stressors and evaluate the program’s effectiveness.

Results indicated that mental stressors were the most prevalent, followed by social and physical stressors. Many participants expressed frustration over the lack of existing stress management initiatives, highlighting the need for structured interventions. To address these concerns, the developed program incorporated relaxation techniques, movement-based activities, and reflective exercises designed to alleviate stress. Student-athletes responded positively, reporting improved emotional well-being, reduced stress levels, and a greater sense of camaraderie within their teams.

Conclusion: The findings suggest that such structured programs can provide meaningful benefits, helping student-athletes manage stress more effectively while fostering teamwork and resilience. These results highlight the importance of integrating stress management strategies into school programs to support student-athletes in both their academic and athletic pursuits. Schools that implement targeted interventions may not only improve students’ mental and emotional well-being but also enhance their overall performance. Future research could explore ways to further refine and adapt these strategies to different athletic and academic settings, ensuring long-term benefits for student-athletes.

Studying the Fundamental Approaches to Critical Discourse Analysis: Disclose the Criticism of Power and Ideology

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Discourse analysis and Critical Discourse Analysis (CDA) investigate the networks constructed through language, encompassing cultural, political, and identical systems. CDA stands as a multidisciplinary approach that critically examines language use in societal contexts. At its core, CDA aims to expose power structures and ideological influences embedded within discourse. This article delves into the fundamental approaches of CDA, emphasizing its role in unveiling the criticism of power and ideology. Through an exploration of key theoretical frameworks and analytical tools, this paper elucidates the ways in which CDA unveils the intricate relationships between language, power, and ideology, contributing to a deeper understanding of societal dynamics. However, CDA diverges by critically examining disparities, inequalities, and discriminatory practices entrenched in power and ideology expressed through language. Despite divergent foundational approaches, CDA aims to uncover the interdependence of language, power, and ideology, spotlighting language’s role in both exerting power and perpetuating social inequalities. Dominant ideologies often become naturalized through continuous linguistic use, yet critical discourse analysts strive to expose and contest these embedded power dynamics and ideologies. They serve to awaken individuals complicit in legitimizing these ideologies inadvertently.

Politics of Corporate Social Responsibility in the Education Sector: A Study of Selected Secondary Schools Supported by Kamoto Mine in Central Zambia

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This study explored politics of corporate social responsibility in the education sector. While the provision of education is the primary responsibility of the Zambian government, it was of the considered view that, the mining companies needed to take part in the provision of secondary education as a way of enhancing their Corporate Social Responsibility. After independence, Zambia Consolidated Copper Mines (ZCCM) supported schools and hospitals on the Copperbelt from independence to the early 1990s through its Medical and Education Trust (MET) as its Corporate Social Responsibility (CSR). However, with the privatization of the mines, it has been observed that CSR in the education sector seems to have declined over the years. Therefore, this study sought to fill the knowledge gap by investigating the contributions made by Kamoto Mine to secondary education in selected schools of Sandwe District of Central Zambia. Kamoto and Sandwe are used as pseudonyms for the mine and the district. The study employed a descriptive design with a sample size of 50 participants. Interviews, focus group discussions and questionnaires were used in the collection of data.

The findings showed that, the mining companies had made considerable strides in enhancing their Corporate Social Responsibility in secondary education in Sandwe District. They have spear-headed sports activities, giving presents to higher performing learners, donated teaching and learning materials such as computers, books, pens, and flip-charts. In terms of infrastructure, the mining companies had fenced secondary schools and built 1×3 and 1×6 class room blocks. They had also built computer rooms, science laboratory and toilets. The mining company had no clear sponsorship policies. Nevertheless, they had trained teachers in First-Aid and Information and Communication Technology (ICT).

The study recommended that the mining firms should develop a CSR strategy to be integrated into the business strategy. The mining entity should create a communications plan in their CSR execution with various stakeholders particularly the local community. Partnerships between Ministry of Education and business community is key to encourage dialogue between the mining company and education sector in order to understand and promote CSR principles and practices. In this context, integrating CSR into education, training and research should be prioritized. Government should put in place legislation that would encourage business corporations to have Corporate Social Responsibility policies especially in areas such as education so that business corporations give back to the communities where they are operating from. Since the mining sector is the major contributor to the development of the Zambia’s economy in general and the Zambia’s Treasury in particular, there is need for more studies to be conducted in order to ascertain how much the mining industry is contributing to education as part of their Corporate Social Responsibility.

Instruction of Vocabulary at the Higher Secondary Level in Bangladesh: Integration of Communicative Language Teaching (CLT) with Vocabulary Tasks

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The research aimed to enhance vocabulary instruction at the upper secondary level in Bangladesh by integrating Communicative Language Teaching with vocabulary activities. This study examined the common vocabulary tasks associated with Communicative Language Teaching (CLT) for grades 11-12, current vocabulary learning techniques and tasks, the challenges that impede the effective application of these methods, and the potential strategies for enhancing vocabulary acquisition, focusing on key factors that could improve students’ English vocabulary. A mixed-methods approach was used for data collecting and analysis. The research included surveys from 100 students, interviews with 10 instructors, and classroom observations to gather data. The cluster random sampling approach was used to select samples for this research, focusing on a group of current (Higher Secondary Certificate) HSC-level students and instructors. The objective data acquired via questionnaires were statistically evaluated using descriptive statistics expressed as percentages, whereas the interview and classroom observation data were presented in narrative form via comments. The study’s results suggested that the alignment of CLT and vocabulary activities significantly influenced the development of students’ vocabulary. Research indicated that students and educators extensively use both vocabulary activities and the principles of CLT to enhance vocabulary acquisition. The research identified common issues in vocabulary acquisition and proposed many solutions to facilitate comprehensive vocabulary learning.

Reliability and Validity Testing of the Teacher Digital Literacy Scale

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The purpose of this study was to test the reliability and validity of the Teacher Digital Literacy Scale. Methods: A total of 240 respondents were sampled from 4 universities in Changchun City, Jilin Province， China, and a proportional random sampling method was used to generation sample, after screening and cleaning the data, 194 questionnaires were confirmed as valid questionnaires. The data analysis was performed with the aid of SPSS version 26.0. The Cronbach’s alpha coefficient of the scale is 0.923, and the lowest Cronbach’s alpha coefficient for the five dimensions digital awareness, digital technology knowledge and skills, digital application, digital social responsibility, and professional development is 0.797, indicating that the reliability of the scale is good. For the Exploratory Factor Analysis (EFA), all scale items performed well, and based on the analysis results, the scale is divided into 5 dimensions. The final scale is suitable for the next step of field research.

Influence of Self-esteem on Academic Achievement Among College Dance Students in Changsha, China

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This study explores the impact of self-esteem on academic success based on psychological perspectives such as constructivism theory, self-affirmation theory, and social comparison theory with college students majoring in dance in Changsha. Through literature analysis, this study found that: high self-esteem levels can enhance students’ motivation and ability to cope with stress, thus promoting academic success; dance majors’ self-esteem levels are largely influenced by teachers’ feedback, peer relationships, and socio-cultural factors as they face the dual demands of academics and arts. The emphasis on academic success in the Chinese cultural context provides students with both motivation and increased psychological pressure. Research suggests that supportive learning environments and diverse success experiences are critical for promoting students’ self-esteem and academic achievement. This study provides a theoretical basis for understanding the psychological development of dance students and offers targeted recommendations for optimizing educational practices.

The Effects of Peer Tutoring on the Mathematics Academic Achievement of Grade 10 Students: A Basis for Intervention Program

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Students with difficulties learning mathematics can be found in almost every classroom. Hence, many educators are constantly striving to improve their students’ classroom achievement.  One potential solution is using peer tutoring. This research focused on the effects of peer tutoring on students’ academic achievement in learning Mathematics. Five research questions and Four hypotheses were formulated to guide the study. This study utilized the pretest-posttest with control group quasi-experimental research design, involving a sample of 60 Grade 10 students of University of La Salette Inc. High School who were selected based on their 2nd quarter grade. Simple random sampling by fishbowl technique was also employed to assign students to either control or experimental group, and the same method was employed in pairing the students. The experimental group received peer tutoring, while the control group was taught using the conventional lecture method. To gather data for analysis, a researcher made questionnaire Mathematics Students Achievement Test (MAT) was crafted based on the 3rd quarter lessons as stipulated in the curriculum guide set by DEPED and validated by five experts, demonstrating a reliability index of 0.792 as determined by Kuder – Richardson formula (KR-20) which means reliable. After five weeks of intervention, post-test was given to both groups to measure and assess learnings and effectiveness of peer tutoring. The post-test was just similar to the pretest. The result of the post-test was recorded and compared with the results of the pre-test to see if there is an increase in the scores of the students and to determine the effect of the intervention in the achievement of the students in Mathematics. The data were analyzed using mean, standard deviation, paired sample t-test, and t-test for independent which were tested at 0.05 level of significance. Moreover, Cohen’s d was also used to determine the effect size of the peer tutoring. The result of the findings unveiled that the participants to both group, control and experimental group showed that there is a significant difference occurred in students’ academic achievement which means that there is an improvement in the academic achievement of students after the interventions. However, students who were exposed to peer tutoring with Cohens d= 1.07 (large effect) achieved higher scores and exhibited notably superior performance compared to those who exposed to the traditional talk and chalk teaching method with Cohens d= .483 (small effect) which implies that even if there is a significant difference of the scores of the students exposed to traditional teaching, the effect size indicates that there is only a small effect or small improvement. In connection to the findings, the study recommends that teachers should explore more strategies and interventions that will help students in learning mathematics to achieve better academic achievement in the said subject. And since, peer tutoring demonstrated greater effectiveness and contributed to heightened mathematics achievement compared to conventional teaching methods, it is recommended that mathematics educators should embrace and adopt this as an intervention program to help students improve their academic achievements in Mathematics. Future researchers should encompass a larger sample size, different research locations, and additional factors that were not considered in the present study. Moreover, other techniques that help students perform better in mathematics should be explored.