This study employed a single case study qualitative approach, involving five Diploma students from Universiti Teknologi MARA (UiTM), Malaysia. The findings reveal that the flipped classroom approach generates varied emotional outcomes in ESL writing courses, fostering motivation, engagement, confidence, and relief for some learners, while also producing stress and frustration among those who require greater instructional structure. Interviews further indicated that the approach promotes engagement, collaboration, self-directed learning, and writing confidence, yet challenges persist in adaptation, brainstorming, and teamwork. These results suggest that flipped learning encourages more active and responsible learner behaviors but demands tailored scaffolding to ensure inclusivity and effectiveness. From a cognitive perspective, Burnard's five-stage thematic analysis highlighted that the flipped classroom enhances engagement, facilitates deeper understanding, and supports writing development through autonomy and collaboration, although some students struggled with reduced structure and the reliance on video-based materials. Taken together, the evidence suggests that while flipped learning holds strong potential to cultivate both emotional and cognitive gains in ESL writing, its effectiveness is contingent upon striking a balance between learner autonomy and structured guidance. Accordingly, the adoption of the flipped classroom in ESL writing should integrate systematic instructional support, explicit training in collaborative and brainstorming strategies, and flexible adaptation of materials to accommodate diverse learner needs, thereby maximizing the pedagogical benefits of the model while mitigating its challenges.
This study aimed to examine the effects of the B-CompThink module integrated with technology on students' computational thinking skills in the topic Basic Concepts of Computational Thinking. A quasi-experimental design was employed, involving three groups: the B-CompThinkT group, the B-CompThink group, and the control group. The study sample consisted of 90 first-year secondary school students enrolled in the subject. The research instruments included pre-tests, post-tests, and delayed post-tests developed based on the format of the Academic Session Final Examination (UASA). Data were analyzed using MANCOVA, and the results showed that the B-CompThinkT group demonstrated a significant improvement in achievement scores compared to the other groups in both the post-test and delayed post-test. The findings suggest that integrating the B-CompThinkT module into teaching and learning enhances students' computational thinking skills.
This paper introduces ComputUp, a digital board game designed to foster computational thinking (CT) and enhance STEM education through arithmetic-driven gameplay and interdisciplinary Chance card challenges. Unlike traditional chance-based games, ComputUp requires players to generate their own movement through strategic calculations, promoting mathematical reasoning and problem solving. The game integrates CT components such as decomposition, pattern recognition, abstraction, and algorithmic thinking into its core mechanics. Chance challenges are drawn from science, history, and practical knowledge domains, encouraging cross-curricular learning and real-world application. With features that support both individual and collaborative play, as well as built-in analytics to support formative assessment, ComputUp serves as a versatile educational tool for classroom and extracurricular STEM learning, and for team building.
This study explores a learning technology designed to support teachers' reflection and instructional improvement through video-based activities. It focuses on synchronous online mathematics instruction, which has the potential to provide students with additional and sustainable learning opportunities in the post-pandemic era. We enhanced a visual learning analytics (VLA) platform-developed based on established visualization principles-to analyze online classroom discourse data from lesson recordings. The platform enables teachers to review and reflect on their teaching practices. The study involved 15 secondary school teachers who participated in our professional development programs. Data were collected through written feedback to gain insights into the teachers' perspectives. According to their user experiences, the teacher participants shared both the benefits and challenges of using the platform, along with suggestions for improvement. The findings indicated that they valued the technological (e.g., effective design and functionality), educational (e.g., transcription and classification support for review), and social (e.g., collaborative lesson reflection) affordances provided by the VLA platform. Their suggestions (e.g., integrating AI technologies to support analysis and facilitating idea exchange on the platform) offered valuable directions for further enhancement. This study thus serves as a demonstration of how VLA technology can be applied to analyze classroom interactions and support instructional improvement in teacher professional development.
This article highlights the role and importance of the education statistics system in the decision-making process. The current state of the education statistics system has been analyzed, and approaches and measures needed to improve its effectiveness have been recommended. The study emphasizes that ensuring the consistency and accuracy of statistical data is crucial in developing evidence-based education policies. Additionally, the importance of digitization of information, developing staff qualifications, and implementing an effective management system based on international experiences, particularly Korean education statistics system standards, has been noted. This article presents proposals and recommendations for advancement trends in statistical infrastructure to support evidence-based policy decisions for Uzbekistan's education system.
