The study explored the potential of an Iterative Learning Approach designed to support the development of writing skills and academic performance among students with Specific Learning Disability (SLD) through structured and repetitive writing practice. Iterative practice was used as an instructional tool anchored by the principles of scaffolded learning, guided repetition, and gradual skill reinforcement. It employed a small-scale exploratory design involving an in-depth analysis of three instructional sessions conducted with three students clinically diagnosed with SLD, with a particular focus on dyslexia and dysgraphia. It aimed to examine whether repetition could enhance the writing abilities of students with SLD, particularly in letter formation, spelling accuracy, and overall writing performance. The results showed varied but consistent improvement across students, suggesting that iterative practice contributes to writing development but also reflects individual learner differences. The small-scale empirical case study, supported by descriptive and exploratory inferential analyses, indicated observable improvement in post-test performance. The quantitative results obtained through a paired sample t-test, under the conditions (α = 0.05) and (p < 0.05), indicated relevant improvement in the post-test performance. However, these findings should be interpreted cautiously, given the exploratory nature and limited scale of the study. Statistically, the results indicate that this approach marks a significant step forward in both conceptual and methodological terms for the academic development of students with learning disabilities. The study offers preliminary evidence on the efficacy of repetition-based interventional strategies for students with learning disabilities, particularly in resource-constrained educational settings.
The aim of the study was to assess the pedagogical potential of comics for the popularization of culture and language through the adaptation of heroic plots in the Kazakhstani context. The methodology included qualitative sociocultural analysis, content analysis of comic book characters used in educational and cultural materials, and a questionnaire survey of ninety-two respondents, including schoolchildren, students, parents, and teachers. The study examined attitudes toward illustrations, comics, Kazakh-language graphic content, and heroic plots adapted into comic format. The results showed clear differences between age and social groups. Adult respondents mostly focused on the content of books: 95% of teachers and 88% of parents considered illustrations insignificant. By contrast, 44% of schoolchildren stated that colored images were important, and more than 30% found books without illustrations boring. Among students, about 40% expressed indifference to illustrative design, while more than 50% noted that long texts were difficult at first but later became interesting. The findings indicate that comics may support reading motivation, visual literacy, vocabulary development, and interest in folklore narratives, especially among younger audiences. The results should be interpreted as exploratory because of the limited and non-random sample. The study concludes that Kazakh-language comics based on heroic and folklore plots can be used as supplementary educational and cultural tools.
The classroom environment plays an important role in shaping students’ academic motivation, particularly through its influence on self-efficacy. This study examines university students’ perceptions of how classroom dynamics, including physical, social, and instructional elements, affected students’ learning motivation, with self-efficacy acting as a mediating factor. Utilizing a mixed-methods approach, data were collected from 384 university students using a 60-item researcher-developed questionnaire and 15 semi-structured interview questions. The quantitative data from the survey questionnaires were analyzed to identify students’ perceptions of classroom environment factors, such as peer collaboration, teacher support, and classroom resources. The qualitative data from the semi-structured interviews offered a deeper understanding of how these elements influence students’ academic motivation through their perceptions of self-efficacy. The findings indicate that a positive classroom environment characterized by supportive teacher–student relationships, inclusive peer interactions, and a well-organized physical setting is associated with higher levels of self-efficacy. The participants emphasized the importance of clear expectations, constructive feedback, and a sense of belonging in fostering their confidence to tackle academic challenges. The results suggest that creating a supportive and engaging classroom environment may contribute to enhancing self-efficacy and, consequently, academic motivation. Accordingly, the findings highlight the need for educators to design classroom settings that prioritize emotional support, collaboration, and active participation. Recommendations for future research include exploring cultural or institutional variations in the relationship between classroom environment, self-efficacy, and motivation.
The current study investigates how sociocultural values influence the learning outcomes of secondary school students in India. Using a grounded quantitative design, this study collected data from a sample of seventy students (twenty-two females and forty-eight males) across both rural and urban areas, evaluating both cognitive and non-cognitive aspects. Data were collected from rural and urban contexts, using a structured online questionnaire on sociocultural orientation, emotional well-being, cognitive engagement, and prosocial behavior. Descriptive and inferential statistics suggest that rural female students tended to demonstrate stronger sociocultural values, greater emotional engagement, and values-based prosocial behavior than urban students, while no significant difference in cognitive achievement was observed between rural and urban students. Gender interacted with regional context in emotional engagement, with rural females outperforming rural males. These findings support previous meta-analytic work suggesting that cultural values mediate achievement orientations and learners’ behavior across nations. Theoretically, the research findings draw on Vygotsky’s sociocultural theory and Bronfenbrenner’s ecological model to advocate for culturally responsive pedagogy and pedagogical policy, particularly to account for regional, gender, and value differences in educational design. Implications include embedding value-based content in educational programs and supporting gender-sensitive programs by leveraging rural cultures and their strengths and knowledge as validation. Limitations and a discussion of future longitudinal and mixed-methods proposals are presented.
The study investigates English language use outside the classroom among English majors at the tertiary level in Bangladesh, focusing on its relationship with students’ English proficiency. To reveal participants’ attitudes toward out-of-classroom English practices (OCEP), which OCEP activities they engage in and how frequently, and the relationship between OCEP and demographics and perceived proficiency, a quantitative methodology was used. Following a convenient sampling method, first-year and final-year English department students from eight universities in Bangladesh were surveyed using a questionnaire. The findings demonstrate that students have a largely positive attitude toward OCEP, tinted by intellectual acceptance and affective barriers. Furthermore, students engage in diverse OCEP activities that align with their educational and social needs, with communication and professional skills development as the primary motivators. However, the students’ gender and duration of study do not affect their attitude toward OCEP. The study reveals significant differences among the cohorts: while freshers typically practice little English outside the classroom, this increases in subsequent years, as substantial changes are observed among final-year students in their English practice outside traditional settings. In addition, neither of these aspects has shown significant gender differences. In case of proficiency, though gender does not predict proficiency, attitude toward OCEP, and the duration of the study are strong predictors. Overall, the findings suggest that sustained out-of-classroom engagement plays a crucial role in language development and that students’ involvement and perceptions evolve as they progress through their academic journey.
