Impact of Flipped Classroom Model on Students’ Academic Achievement in Fiji: A Study of Teaching “Language of Newspaper Reporting”

In response to the demands of today's technology-driven world, this study examines the effects of the flipped classroom model on the academic achievement of 12th-grade ESL students in an urban Fijian school. Employing the journalistic “Language of Newspaper Reporting,” this research involved 80 ESL students divided into control (35 students) and experimental (45 students) groups. Post-intervention testing measured academic outcomes, with results showing higher performance in the flipped classroom group than in the traditional model. Findings suggest that the flipped classroom model moderately enhances ESL students' comprehension and academic success, highlighting its potential to support Fiji's ESL educational landscape.departmental bulletin pape

The Impact of Tablet-Based Video Materials on Second-Grade Students’ Phonics Skills at Ali-Sabieh 1 Elementary School

As tablet integration in education becomes increasingly prevalent in Djiboutian classroom settings, understanding their effectiveness is crucial. This study examined the impact of tablet-based video materials on the phonics skills of second-grade students at Ali-Sabieh 1 elementary school in Djibouti. Using a quasi-experimental design, 38 students were divided into experimental and control groups. Pre-test and post-test assessments were conducted to evaluate pupils’ phonics skills before and after the experiment. Independent samples t-test results indicated no significant difference in post-test scores between the experimental and control groups. These findings suggest that while digital learning videos can support phonics skills development, their impact may not be significantly greater than traditional learning methods. This study contributes to the limited research on educational technology in Djibouti and provides insight for future implementations of digital tools in literacy education.departmental bulletin pape

School Engagement: Current Status and Outlook（1）

本稿は，児童・生徒の状態をアセスメントし、教育成果を評価できる概念であるスクールエンゲージメントの考えを日本の学校教育で活用するために，スクールエンゲージメントの研究及び実践についてレビューし，いじめや不登校などの学校教育が抱えている課題を克服する可能性について展望した。スクールエンゲージメントとは、学校生活におけるさまざまな活動への関与の状態を示す概念で、「行動的エンゲージメント」「感情的エンゲージメント」「認知的エンゲージメント」の3つの側面から構成され，これからの学校教育に必要な視点と取組を提供する可能性が示唆された。This paper reviews research and practice on school engagement, a concept that can assess the state of children and students and evaluate educational outcomes, in order to utilize the idea of school engagement in Japanese school education, and looks at the possibility of overcoming challenges facing school education such as bullying and school absenteeism. School engagement is a concept that indicates the state of involvement in various activities in school life, and is composed of three aspects: “behavioral engagement," "emotional engagement," and "cognitive engagement." It is suggested that it may provide a perspective and approach necessary for future school education.departmental bulletin pape

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Principles and Methods of Law-Related Education Aimed at Developing the Ability to Make Judgements as a Member of a Consumer Citizen Society: Through the Development of a Unit for Integrated Study (Inquiry) Time

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Improving junior high school mathematics classesto develop critical thinking skills: Using the Critical Thinking Sheet

批判的思考力は、21世紀型能力の中核である。本実践研究では，数学科の授業で生徒の批判的思考を働かせるための手立てを構想・実践すること，また，批判的思考力の育成の程度を評価し，研究の成果と課題を明らかにすることを目的とした。批判的思考は、証拠に基づいて論理的に考えたり，自分の考えが正しいかどうかを振り返ったりすることであり，スキル・知識と態度に支えられている統合的思考である。実践では，課題解決に批判的思考のプロセスである情報の明確化，推論をするための土台の検討，推論，行動決定・問題解決の過程を取り入れ，本研究の批判的思考のスキルを具現化できるようCTシートを構成し活用した。実践後の分析の結果，批判的思考態度は，生徒全員が発揮でき，批判的思考のスキルが概ね発揮できたと言えた。課題として系統的・長期的な取組と他者との相互作用の改善を受け，今後の展望を示した。Critical thinking skills are the core of 21st century abilities. The purpose of this practical study was to conceive and implement a method for encouraging students to use critical thinking in mathematics classes, to evaluate the degree of development of critical thinking skills, and to clarify the results and issues of the study. Critical thinking, which involves thinking logically based on evidence and reflecting on whether one's ideas are correct or not, is an integrated thinking supported by skills, knowledge, and attitudes. In practice, we incorporated the critical thinking processes of clarifying information, examining the foundation for reasoning, reasoning, deciding on actions, and problem solving into problem solving, and composed and utilized CT sheets to embody the critical thinking skills of this study. The results of the post-practice analysis showed that all students were able to demonstrate critical thinking attitudes and that they were able to demonstrate critical thinking skills in general. The challenges are systematic and long-term efforts and improvement of interactions with others, and future prospects are indicated.departmental bulletin pape

令和6年度小学校英語教育センターシンポジウムの報告

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小学校英語教育センター事業概要

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Practice of Online Flipped Classroom for Learners of Japanese Language: A Discussion Based on Learners’ Evaluations and Reactions

The study examined the transformation in Japanese language learners’ perceptions and behaviors during a full online flipped classroom course. The study used various methods, including pre and post course questionnaires, daily post-class comment sheets, interviews, teacher notes, and class recordings. As a transformation observed through the learners’ evaluations, the focus of attention in the class changed from “the teacher” to “classmates” and “myself.” Moreover, the learners began to teach each other and try to solve problems on their own. These are considered to be based on prior learning and sufficient cooperative learning, which are the characteristics of the flipped classroom. It was clear that online flipped classroom also showed some positive effects.departmental bulletin pape

Improving Problem Solving Skills of Grade 8 Students: Use of Model Drawing Approach

National assessment of student’s achievement clarifies that more than 70% of the students are below the level of competencies expected by the curriculum, and algebra is one of the weakest mathematical areas in public schools of Nepal. In this context, this research aim is to measure the improvement of problem-solving skills of Grade 8 students using model drawing for word problem solving in province 5 of Nepal. For this purpose, pre-test, intervention lesson, post-test and social validity survey for students were carried out. The lesson structure of Control Class (CC) was composed using traditional abstract algebraic method and for Experimental Class (EC) using Hogan & Forsten (2007)’s eight steps of model drawing approach. The quantitative data was analyzed using non-parametric test of SPSS. Result shows that the knowledge, comprehension, application and reasoning skills of EC became better than before, and consequently their problem-solving skills appeared more improved than that of CC after the treatment using model drawing approach of teaching.departmental bulletin pape