Examining Teachers’ Perception on the Impact of Positive Feedback on School Students

This study investigates the influence of positive feedback on students’ motivation and engagement in the classroom. It explores teachers’ perspectives on how positive feedback affects students’ learning involvement and motivation. The research focuses on various aspects of feedback delivery, particularly emphasizing the nuances of positive feedback. The main objective is to determine if there is a statistically significant correlation between the provision of positive feedback during educational activities and students’ motivation levels. The study underscores the crucial role of feedback in shaping student motivation and stresses the significance of positive feedback in creating an inclusive and supportive learning environment. The research question revolves around understanding how positive feedback influences students’ motivation and involvement in the classroom. The study employs qualitative methods, including interviews and surveys, to gather teachers’ perceptions and experiences regarding positive feedback practices. The results reveal that teachers perceive positive feedback as a powerful tool for enhancing students’ motivation and engagement in learning activities. In conclusion, this research underscores the importance of incorporating positive feedback strategies in educational settings to foster a supportive and motivating learning environment for students

The Effect of Visual Reasoning on Arithmetic Word Problem Solving

First-grade students often encounter challenges in understanding and solving arithmetic word problems due to their limited reading comprehension abilities. Despite these difficulties, students may employ arbitrary strategies, such as combining numbers based on specific keywords, even if they lack a full understanding of the problems. Research suggests that effective mathematical reasoning involves the use of visual mental representations during the problem-solving process. To address this, some studies have explored methods to enhance students’ comprehension of word problems. Building on this, the current study explores the impact of first-grade pupils creating visual representations of problem situations on their comprehension and the number of correct solutions. In a typical math class, 45 first graders received a paper-and-pencil task, and, in a visual context, they solved similar problems after reading and illustrating the situation. The findings reveal that while most participants correctly represented the problem situations through drawing, about half struggled to determine the numeric solutions. Nevertheless, the visual context led to an increase in the number of correct problem solutions compared to the normal context, suggesting the potential benefits of incorporating visual representations in enhancing comprehension and problem-solving skills