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Descriptive Analysis Table of the Classroom Context
Source publication
In Burundi, the academic performance in English for post-basic school leavers is wanting. Many researchers attribute poor academic achievement to the quality of teaching but fail to investigate the role the classroom context plays in learners’ academic achievement. This paper is a report of part of a study undertaken in 2023 on evaluating the instr...
Contexts in source publication
Context 1
... descriptive analysis was done to determine the extent to which the classroom learning environment influences the English academic achievement of learners at the post-basic school level in Bujumbura Municipality, Burundi. The results are presented in Table 1, along with the standard deviation, means, and percentages. The majority of students (69.9%) agree that their teachers fostered a friendly and inclusive classroom environment, as shown by the mean of 3.85 and its corresponding standard deviation of 1.072 in the above table. ...Context 2
... descriptive analysis was done to determine the extent to which the classroom learning environment influences the English academic achievement of learners at the post-basic school level in Bujumbura Municipality, Burundi. The results are presented in Table 1, along with the standard deviation, means, and percentages. The majority of students (69.9%) agree that their teachers fostered a friendly and inclusive classroom environment, as shown by the mean of 3.85 and its corresponding standard deviation of 1.072 in the above table. ...Context 3
... descriptive analysis was done to determine the extent to which the classroom learning environment influences the English academic achievement of learners at the post-basic school level in Bujumbura Municipality, Burundi. The results are presented in Table 1, along with the standard deviation, means, and percentages. The majority of students (69.9%) agree that their teachers fostered a friendly and inclusive classroom environment, as shown by the mean of 3.85 and its corresponding standard deviation of 1.072 in the above table. ...Similar publications
Citations
... Lectures can be navigated by maintaining a positive mindset, including the ability to learn from failures, and maintain life balance, and emotional stability. Also The government have responsibility to build proper and comfortable learning facilities (Irambona & Syomwene, 2023). Another study by Nugroho dan Karyono (2014) indicates that 60% of 70 students have moderate academic hardiness because they perceive difficulties as challenges. ...
Academic life serves as a process for students to develop their abilities; however, in reality, not all students can optimize their potential. This is often related to internal factors such as emotions, feelings, and perceptions. This study aims to examine the influence of impostor syndrome tendencies and academic hardiness on academic anxiety. The research method employed is quantitative. The subjects of this study were 205 students from Mulawarman University in Samarinda, selected using purposive sampling. Data were collected using scales measuring academic anxiety, impostor syndrome, and academic hardiness. The data analysis technique used was multiple linear regression, with data analyzed using the Statistical Package for Social Science (SPSS) version 26.0 for Windows. The results of the study indicate that (1) there is a significant influence of impostor syndrome and academic resilience on academic anxiety, with an F-value of 43.279 > F-table of 3.23 and p = 0.000 < 0.05, contributing 30% of the variance; (2) there is a significant positive influence of impostor syndrome on academic anxiety, with a beta coefficient (β) = 0.459, t-value = 7.186, and p = 0.000 (p < 0.05); and (3) there is a significant negative influence of academic hardiness on academic anxiety, with a beta coefficient (β) = -0.171, t-value = -2.676, and p = 0.008 (p < 0.05).a coefficient beta (β) value of 0.363, t value = 2.407, and p = 0.021 (p < 0.05); (3) there is a significant negative influence of academic hardiness on academic anxiety with a coefficient beta (β) value of -0.472, t value = -3.127, and p = 0.003 (p < 0.05). The study finds that impostor syndrome and academic hardiness significantly influence academic anxiety, with impostor syndrome showing a positive impact and academic hardiness showing a negative impact.
... All countries need competent labour to fill the gaps in the labour market. This situation puts much pressure on all stakeholders to get a high level of achievement (Irambona & Syomwene, 2023). Besides, it also will be a motivation for the students to take another future advantages. ...
The research was carried out to recognize the influence of WhatsApp Blast on the students’ English learning achievement. Experiment with one group pre-test and post-test factorial design was played as a research methodology. Multiple choice test ruled data collection. The number of samples was 120 students taken from three private universities. Random sampling works as a technique for taking the sample. Data calculation and analysis concluded that Asymp. Sig. (2-tailed) =0.000 less than Asymp. Sig. (2-tailed) < 0.05 explaining that H0 is rejected. The result is also strengthened by the fact that the mean average score after treatment is higher than before treatment. The average mean score of the pre-test is 48.7, and the average mean score of the post-test is 67.1. It means that WhatsApp Blast significantly affected the student’s English learning achievement. The next research should take a larger population and sample.
In the context of the global learning crisis, climate change, and
increasing disasters, Physical Learning Environments (PLEs)
can play an important role in increasing education outcomes
globally, especially in the most vulnerable populations. For
this framework, PLEs comprise the physical elements of the
learning environment at three different levels: spaces; the
school as a whole; and the network of education facilities.
In response to this opportunity, the Resilient, Inclusive, Green, Healthy, and Teaching- & Learning-Conducive (RIGHT+) framework was prepared on existing evidence, experience from WBG engagement, and institutional strategies to provide guidance to task teams. It encompasses a set of strategies and characteristics that are not a linear work path but rather an organizational scheme that can be used as an umbrella guide to ensure high-quality learning environments.
