Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal in Teaching and Education Area Journal of Education for Sustainable Development Studies
Senad Orhani
Faculty of Education, University of Prishtina, Prishtina, Kosovo
Religion Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Learning Architecture: How U-Shaped Desks Affect Classroom Dynamics Senad Orhani
Journal in Teaching and Education Area Vol. 2 No. 3 (2025): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/gp83re17

Abstract

U-shaped desk organization on classroom dynamics, focusing on teachers’ experiences and perceptions. The U-shape is considered one of the most effective student seating patterns, as it allows for increased visual contact, fostering collaboration and active involvement in the learning process. Through a qualitative methodology, the research will be based on semi-structured interviews and direct classroom observations, collecting data from teachers at different levels of education. The analysis will focus on how this form of seating affects interaction, discipline, motivation, and the building of a collaborative classroom climate. The results showed that the U-shape desk arrangement significantly improves student interaction, engagement, and discipline, creating a more collaborative and democratic classroom climate, although practical challenges such as limited space remain an obstacle to its full implementation.
From Stated Knowledge to Certainty of Thought: A Study on Four-Level Tests in Mathematics Teaching Senad Orhani
Journal of Education for Sustainable Development Studies Vol. 2 No. 2 (2025): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v2i2.53

Abstract

Traditional approaches to assessment in mathematics are often limited to measuring final results, without providing sufficient insight into students’ cognitive processes and confidence in their answers. The Four-Tier Diagnostic Test (FTDT) represents an innovative assessment instrument designed to evaluate not only the correctness of knowledge but also students’ confidence levels, reasoning accuracy, and ability to distinguish between accurate understanding and misconceptions. This study aims to analyze the application of FTDT in mathematics teaching, focusing on identifying conceptual difficulties and the structure of students’ beliefs regarding their knowledge. The research was conducted with 70 lower secondary school students from “Heronjtë e Lumës” in Vërmica, Prizren, Kosovo, through a specially designed diagnostic instrument covering topics such as algebra, geometry, probability, and statistics. Data were analyzed using descriptive and inferential statistics, including Chi-square, Pearson correlation, and t-tests, supported by qualitative analysis of reasoning patterns. The results revealed that the FTDT enables a precise distinction between errors caused by lack of knowledge, uncertainty of thought, and persistent misconceptions. Students were classified into three cognitive profiles: those with stable knowledge, those with unstable knowledge, and those with strong misconceptions. A significant positive correlation (r = .66, p < .001) was found between confidence in answers and reasoning, confirming that confidence is a reliable indicator of conceptual stability. The findings demonstrate that FTDT serves as a valuable diagnostic and pedagogical tool for mathematics teachers, supporting the design of personalized teaching strategies and targeted interventions. This study contributes to the growing body of research emphasizing diagnostic assessment as a cornerstone for improving the quality and sustainability of mathematics education. Ultimately, the ability to gauge one’s certainty accurately is essential for making informed, sustainable decisions in complex, real-world problem-solving scenarios.
Co-Authors