Predicting Mathematics Engagement: The Impact of Teaching Performance and Critical Thinking in Blended Learning | Chapter 3 | Language, Literature and Education: Research Updates Vol. 8

 

Engaging college students in mathematics remains a significant challenge but is essential for effective teaching and learning in higher education, particularly in blended learning environments (combining face-to-face and online instruction). With the rise of blended learning, which integrates face-to-face and online modalities, the role of educators in fostering active participation has become increasingly important. This study examined the combined effect of perceived teaching performance and critical thinking skills on the mathematical engagement of Philippine Bachelor of Secondary Education (BSED) mathematics students. Using a quantitative, non-experimental, predictive-correlational design, 120 valid cases were obtained through stratified random sampling. A modified Teacher Effectiveness Performance Evaluation System Questionnaire was distributed online via Google Forms to evaluate teachers' teaching performance. Completed responses were collected, organised, and analysed using appropriate statistical methods in SPSS v.26. Correlational analysis revealed a very strong positive relationship among perceived teaching performance, critical thinking skills, and student engagement. This indicates that students who perceive their instructors as effective, engaging, and supportive are more likely to actively participate in learning mathematics. The regression analysis further demonstrated that these two factors significantly predicted students' engagement in mathematics. These findings highlight the importance of enhancing instructional quality, promoting critical thinking activities, and fostering engaging learning environments to support improved student participation, academic performance, and long-term success in mathematics. The study concluded that students' engagement in mathematics is significantly influenced by their perceived teaching performance of college instructors and their critical thinking skills. Based on these results, it is recommended that teacher training programs and curriculum developers integrate strategies that strengthen critical thinking and emphasise effective teaching practices to maximise student engagement in mathematics.

 

 

Author(s) Details

Leonardo Jr. S. Rulida
Institute of Teacher Education, Davao del Sur State College, Digos City, Philippines.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v8/6187

 

ELYSIUMGATE: Non-Fungible Tokens (NFTS) for Event Perfection | Chapter 10 | Leading the Charge: A Guide to Management, Entrepreneurship and Technology in the Dynamic Business Landscape Edition 1

In recent years, blockchain technology has witnessed significant attention and adoption across various industries due to its potential to revolutionize traditional systems. Non-Fungible Tokens (NFTs), a unique form of digital asset authenticated and stored on a blockchain, have emerged as a novel application within this domain. This paper proposes ELYSIUMGATE, a conceptual framework that harnesses NFTs to enhance the organization and execution of events. By leveraging blockchain’s immutability, transparency, and decentralized nature, ELYSIUMGATE aims to address key challenges associated with event management, including ticketing, authentication, and engagement. This research explores the technical architecture of ELYSIUMGATE, its potential benefits, and implications for event organizers, participants, and stakeholders. Additionally, it discusses potential risks and limitations associated with implementing NFTs in event management. Through a comprehensive analysis, this paper demonstrates how ELYSIUMGATE can contribute to achieving event perfection by ensuring trust, security, and efficiency in event organization and execution.

 

Author (s) Details

 

G Prakash Babu
Department of Computer Science and Engineering, Acharya Institute of Technology, Bangalore, Karnataka, India.

 

Ayush Bal
Department of Computer Science and Engineering, Acharya Institute of Technology, Bangalore, Karnataka, India.

Purvi Singh
Department of Computer Science and Engineering, Acharya Institute of Technology, Bangalore, Karnataka, India.

 

Abhiraj Das
Department of Computer Science and Engineering, Acharya Institute of Technology, Bangalore, Karnataka, India.

 

Akshara A.S
Department of Computer Science and Engineering, Acharya Institute of Technology, Bangalore, Karnataka, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-48859-98-3/CH10

Gamified E-learning in Programming Education: A Review of Research on Engagement and Learning | Chapter 22 | Innovative Solutions: A Systematic Approach towards Sustainable Future

Conventional learning methods often fall short in effectively engaging learners, hindering the development of critical programming skills in a world demanding a skilled workforce. The integration of gamification in programming education has garnered significant attention as a potential solution to enhance engagement, motivation, and academic performance among students. It transforms the learning environment by offering interactive experiences and by focusing on particular programming skills required. This review paper synthesizes findings from recent research studies on gamified coding e-learning platforms, analyzing various gamification strategies and their impacts on learning outcomes. Gamification elements like points, badges, and leader boards foster a competitive and engaging learning environment, empowering learners to master coding skills with enthusiasm. The analysis reveals that gamification can significantly improve students’ motivation and engagement, although its effectiveness varies depending on the specific context and design of the gamified elements. This paper concludes by discussing the implications of these findings for future research and the development of more effective gamified learning environments in programming education.

 

Author (s) Details

 

Pallavi M O
Department of MCA, Acharya Institute of Technology, Bangalore, 560107, India.

 

G. Nivetha
Department of MCA, Acharya Institute of Technology, Bangalore, 560107, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-49238-47-3/CH22