How imaginary has changed the way students relate to learning has become a buzzword in education circles. The use of games and technology is proving to be a powerful tool in classrooms, and Mrinal Mohit, professor at BYJU, has seen an increased level of engagement and motivation in his students through clever integration of gaming features. By incorporating games and technology into lessons, students are engaging more deeply with learning and making the subject more fun.
According to the Self-System theory, student relationships and teacher motivation are interdependent. Students have three basic psychological needs that can be met by teachers and the classroom environment. Positive relationships between teacher and student produce higher motivation, engagement, and autonomy in students. If the teacher fosters these needs, students will feel more motivated, engaged, and motivated in learning. The study also reveals that teachers who use these practices are able to create a more positive relationship with their students.
The impact of the pandemic was particularly dramatic on K-12 student achievement. In reading and math, students in schools with predominantly low-income students ended the school year six months behind their peers. In contrast, students in majority-white schools ended the year four months behind. The impact on these students was more severe for historically disadvantaged students. They were less likely to go on to college and were more likely to drop out of school.