SLIIT International Conference on Advancements in Science and Humanities [SICASH]

Now showing 1 - 3 of 3

Open Access
Empowering Reflective Learners: An Action Research Study on Reflection-for-, in-, and on-Action in Junior Secondary English as Second Language Classrooms
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Fernando, H.S; Samarajeewa, C. A
Reflective practice refers to learning through and from experience towards gaining new insights into self and practice. Zimmerman (2002) highlights the importance of self-regulated learning, where reflection enhances academic performance. This action research project was initiated by a teacher educator with the central aim of exploring the application and impact of reflective learning strategies among junior secondary English as a Second Language (ESL) learners. The sample consisted of two groups: three in-service teachers and 63 ESL learners in grade 9. The research was conducted over a four-month period as part of a teacher development program, in its ‘Current Trends and Practices in Education’ course. Various data collection methods were utilized, including teacher interviews, focus group discussions with students, classroom observations by the teacher educator, teacher reflective logs, student reflective journals and student portfolios. The findings, obtained through both quantitative and qualitative data indicated that irrespective of the fact that culture shock as the main challenge to be faced, reflective strategies such as goal setting (learning contracts), self-monitoring checklists, peer feedback cards, learner journals and whole class debriefs led to enhanced learner engagement, improved language awareness, and stronger self-directed learning habits. Thus, the study affirms the effectiveness of embedding reflective learning in ESL education.
Open Access
Enhancing Geometric Construction Skills Through Targeted Interventions: A Case Study of a Grade 10 Student
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Abeykoon, P; Gamage, V
Geometric construction has been one of the topics in Mathematics that accounts for poor performance in both internal and external examinations among students in school. Geometric construction has consistently posed challenges in mathematics education, contributing to low student performance. This action research aimed to identify the causes of poor engagement and errors in geometric construction among Grade 10 students, focusing on a single case study of a student from government school in the Badulla district. Using interviews, observations, and document analysis, the study diagnosed the student’s difficulties and implemented a three-stage intervention strategy: integrating digital tools, introducing design rulers, and applying traditional mathematical instruments. The results indicate that the student’s engagement and construction skills improved significantly through targeted and student-centered learning activities. The study underscores the value of adaptive teaching strategies inpromoting geometry learning in the 21st-century classroom.
Open Access
Enhancing Higher Order Thinking Skills in a Sri Lankan English Medium Instructi on Science Classroom: An Acti on Research
(Faculty of Humanities and Sciences, SLIIT, 2024-12-04) Hameed, R; Wijesekera, H.D
This interventi onist acti on research aimed to enhance Higher-Order-Thinking Skills (HOTs) which are essenti al for the 21st- century to face unprecedented challenges. The parti cipants were Grade eight students who learn Science through English Medium Instructi on (EMI) in a Sri Lankan public school. The study also aimed to address the examinati on-oriented mindset that prioriti zes memorizati on over criti cal thinking, and scaff olding language gaps. The pre-interventi on questi onnaires and pre-tests revealed that students grapple with higher-order questi ons and primarily rely on lowerorder thinking. To address this, “What If” questi oning and “Noti ce and Wonder” techniques were adopted in collaborati ve group work over fi ve 40-minute lessons to sti mulate curiosity and encourage deeper cogniti ve engagement necessitati ng peer feedback, consciousness-raising, and co-constructi on of knowledge. The study combined quanti tati ve stati sti cal analysis of test scores with qualitati ve themati c analysis of student percepti ons about their experiences elicited through questi onnaire responses and corroborated through teacher refl ecti on. Results demonstrated a signifi cant improvement in students’ use of HOTs, also evidenced by increased post-test scores and student self-refl ecti ve feedback. Students reported enhanced engagement, moti vati on, and confi dence in tackling complex problems, showing the eff ecti veness of the interventi on in initi ati ng, and developing a more analyti cal/curious mindset. The fi ndings suggest that incorporati ng these pedagogical strategies into the curriculum can eff ecti vely shift focus from rote memorizati on to criti cal thinking, bett er preparing students for 21stcentury challenges. This study contributes valuable insights into eff ecti ve pedagogical approaches for developing HOTs in secondary science educati on, with potenti al implicati ons for curriculum development and teaching practi ces in similar educati onal contexts.

SLIIT International Conference on Advancements in Science and Humanities [SICASH]

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