Students' Perceptions of Scientific Writing Teaching: Implications for Improving Learning Effectiveness

Learners’ active involvement in the learning process led to learning experiences. Meaningful learning experiences contribute to the learners’ holistic development, i.e., improvement in skills, experiences, knowledge, etc. In recent years, there has been a growing emphasis placed on the need of equipping learners with essential life skills because life skills prepare learners for their daily life. Life skills are introduced as a separate subject at CBSE schools, but integrating life skills with other school subjects is essential to prepare students for the 21st century. Conventional learning methods are widely used for the development of life skills among learners and advancement of subject-specific learning, but these methods are less potential and practical. Thus, there is a need for innovative, realistic, experiential and learner-oriented learning methods like situation-based method, activity-based method, children-led learning method, problem-based method, projects-based method, field-based method, case-based method, inquiry-based method and locality-oriented method can be used for constructing subjects cum life skills-based learning experiences. This paper provides an exemplary classroom-based activity based on problem-based method on science for the life skills development and improvement of science learning of the sixth-class learners. Proper assessment is very much needed to trace the life skills development and learning of different subjects of the learners. This paper provides a framework of life skills-guided holistic assessment. Besides these, the present paper gives prominence to learning experience, life skills development and subject-specific learning: an overview of key elements relating to school stage; need for redesigning learning experiences for the development of life skills and enhancing learning in different subjects; innovative learning methods for constructing holistic learning experiences; life skills-guided holistic assessment; and implicative measures for consideration. This paper has wide implications for constructing life skills cum subject based rich learning experiences; and assessing student’s life skills and learning regarding different subjects.

Background; Innovative learning also known as Problem Based Learning (PBL) is student centered whereas Traditional teaching is tutor centered. PBL is a main method of acquiring and applying knowledge and thus develop life-long learning skills. Moi University school of Medicine uses PBL whereas University of Nairobi uses traditional learning methods. Objectives; To evaluate the perceptions of professional competence among medical doctors using innovative learning methods (PBL) as contrasted to traditional teaching methods in their medical education. Methods; This was a cross-sectional study carried out on the medical doctors from Moi University and University of Nairobi. Moi University uses problem-based learning whereas University of Nairobi uses traditional methods as a learning model. A total of 92 post internship medical doctors were recruited. After the obtaining an informed consent, data was collected from the sampled respondents. Data was analyzed using STATA version 10 to obtain descriptive variables. Results; From Moi University there were 37(40.2%) and from University of Nairobi were 55(59.8%). There were 38 females (41.3%) and 54 male (58.7%). Majority of the respondents (79.3%) were in the age range of 25-29years. A total of eight competencies were assessed. In all the eight assessed competencies, the P-value for variable rating in two competencies was less than 0.05. These were; Leadership skills and Planning, organization and working independently. Conclusion; PBL curricula graduates felt that they were better prepared in leadership skills as compared to counterparts who were trained using traditional teaching methods.

This study reports the results of a meta-analysis of the available literature on the effectiveness of various forms of innovative small-group learning methods on student achievement in undergraduate college health science classrooms. The results of the analysis revealed that most of the primary studies supported the effectiveness of the small-group learning methods in improving students' academic achievement with an overall weighted average effect-size of 0.59 in standard deviation units favoring small-group learning methods. The subgroup analysis showed that the various forms of innovative and reform-based small-group learning interventions appeared to be significantly more effective for students in higher levels of college classes (sophomore, junior, and senior levels), students in other countries (non-U.S.) worldwide, students in groups of four or less, and students who choose their own group. The random-effects meta-regression results revealed that the effect sizes were influenced significantly by the instructional duration of the primary studies. This means that studies with longer hours of instruction yielded higher effect sizes and on average every 1h increase in instruction, the predicted increase in effect size was 0.009 standard deviation units, which is considered as a small effect. These results may help health science and nursing educators by providing guidance in identifying the conditions under which various forms of innovative small-group learning pedagogies are collectively more effective than the traditional lecture-based teaching instruction.

The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.

Education plays a crucial role in shaping both the intellectual and moral framework of any society. In India, the education system is deeply rooted in rich philosophical traditions, offering a holistic approach to learning that emphasizes not only academic knowledge but also moral values. On the other hand, the Western education system is primarily focused on fostering research, critical thinking, and practical application of knowledge. The contrast between these two systems offers a unique opportunity for combining traditional Indian education, which is centered around experiential learning and ancient wisdom in fields such as Ayurveda, Vedic science (Vigyan), yoga, mathematics (Ganita Shastra), chemistry (Rasayana Shastra), and geography (Bhugola), with the investigative and modern knowledge of the Western educational model, which includes advancements in medicine, science, engineering, and technology. This fusion of indigenous and Western knowledge systems is already enhancing our understanding and access to a variety of knowledge sources. However, a significant gap remains — the loss of moral and spiritual education in many modern systems. This gap needs to be addressed, especially in the context of the rapid rise of machine learning and AI, which have started to dominate many aspects of modern life. To bridge this divide, Indian traditions in moral and spiritual education can provide the necessary foundation for integrating human values with technological advancements. In Western societies, education tends to focus heavily on classroom learning, with an emphasis on evaluating students' acquired knowledge through exams. Those who successfully clear these assessments typically earn graded credentials that open the door to professional careers in the labor market. This approach has become globalized, and the modern Indian education system has also adopted similar methods. However, this shift towards a purely technical, evaluation-based system is starting to overlook the importance of moral development, emotional intelligence, and the human touch. As machines and technology continue to take over more tasks, this lack of emotional engagement and human-centered learning becomes a growing concern. To address this deficiency, it is crucial to reintegrate local ethical, traditional, and moral values into the educational system, alongside the spiritual wisdom rooted in Indian culture. By doing so, we can create a value-based educational framework that not only teaches students to excel in academics but also to develop a strong moral compass and emotional intelligence. Incorporating ancient Indian knowledge and wisdom could thus offer a transformative solution, enabling a shift in modern educational pedagogy that balances technological advancements with a deeper understanding of human values, fostering a more holistic and emotionally intelligent generation. This paper explores a harmonious integration of these two systems to foster contemporary and innovative learning methods, benefiting students globally. It presents a comparative analysis, discusses challenges and opportunities, and proposes a framework for integration. Keywords: Indian Education System, Western Education System, Innovative Learning, Comparative Analysis, Contemporary Education

Entrepreneurship is widely recognized by many scholars and the governments around the world as an essential driver of the economic prosperity. Over the past decades, entrepreneurship research has sought to understand the creation and execution of the entrepreneurial activity, with entrepreneurial intention becoming recognized as an excellent predictor of entrepreneurship activity and its subsequent consequences. As such, the researchers delved into how an entrepreneur’s intention is affected by their educational process, with the role of opportunity evaluation examined by the use of Experiential Learning Theory [ELT]. Liñán’s Entrepreneurial Intention [EI] Model was used to help with the evaluation of the study’s perceived desirability and perceived feasibility as the sources of entrepreneurial intention. From this process, an innovative learning method named ‘opportunity evaluation through experiential learning [OETEL]’ was developed and applied, from which it was hypothesized that OETEL would mediate perceived desirability, perceived feasibility, and entrepreneurial intention. This was subsequently followed by the participation of 160 Thai university students who participated in the OETEL experiment through their entrepreneurship activities. From the use of the SPSS PROCESS macro, results revealed that the OETEL process affected perceived desirability, perceived feasibility, and entrepreneurial intention significantly. Furthermore, the results revealed how the innovative learning application of experiential learning theory affects entrepreneurial intention. Practitioners can adapt this teaching method in entrepreneurial classrooms and policymakers can strategically encourage experiential learning in entrepreneurship education programs.

The student-centered focus of graduate capabilities which demands application of specialized knowledge and skills targeted to meeting student-specific needs warrants that the teaching and learning strategies used for graduates must empower with the ability to use higher-level academic skills and critical thinking skills effectively in the future. This study is conducted to assess and evaluate students’ feedback to determine the student success factors in their learning, in order to improve their academic performance and thinking skills on their overall learning experience. A student pre-assessment survey analysis is used to provide a graphical representation of student success profile, which covered five main categories: academic skills development, study and thinking skills, personal issues, planning for the future, and resource needs. This survey is carried out among 18 students from foundation course at School of Computing and Information Technology, Taylor’s University. The results have shown that conflict resolution, study skills, and time management are three factors that affect students’ success in their learning. This analysis and findings of the survey are used to provide useful information to prepare students toward their success via effective teaching and learning strategies with their graduate capabilities in the future.

Students' understanding of the obligatory attributes of Allah in learning aqidah is an important aspect of Islamic education, especially at the Madrasah Tsanawiyah (MTs) level. The obligatory attributes of Allah are part of the basic study of aqidah and serve as a guideline in understanding the attributes of Allah SWT. However, in practice, many students have difficulty understanding this concept in depth. This difficulty can be caused by less interactive learning methods and lack of student involvement in the learning process. This study aims to improve the understanding of grade VII MTs students of the obligatory attributes of Allah through the application of innovative and effective learning methods. The research method used is classroom action research (CAR) with qualitative and quantitative. Data collection techniques are carried out through observation, interviews, evaluation tests, and student questionnaires. The results of the study show that the application of interactive learning strategies, such as group discussions, the use of audiovisual media, and contextual approaches, can significantly improve students' understanding. This can be seen from the results of learning evaluations that are better than before and the positive responses from students to the learning methods applied. In addition, this learning strategy also increases students' motivation and active participation in the learning process, so that they can easily understand and remember the obligatory attributes of Allah. Thus, this study confirms that innovative learning methods have a positive impact on students' understanding and involvement in the process of learning the creed.

Introduction: Improving pathophysiology knowledge and critical thinking skills of nursing students remains as a challenge faced by nursing educators. Thus, an innovative learning method is required. Concept map by adding cases might assist increasing students’ pathophysiology knowledge and critical thinking skills. Methods: A quasi-experimental study with pre- and post-test with control group design involved 104 first-year nursing students of Universitas Jenderal Soedirman, Purwokerto, Central Java in April-June 2023. Participants were divided into two classes at the beginning of the first semester and randomly allocated into the intervention (54 respondents) and the control (50 respondents) group. The intervention group was provided typical learning added with a case-based concept map development weekly for 7 weeks, while the control group underwent regular lectures based on the syllabus. Pathophysiology knowledge was measured by using Multiple Choice Questions, while critical thinking was evaluated by using the Critical Thinking Disposition Inventory questionnaire. Independent-t test and paired test were applied to evaluate the effectiveness of implementing the case-based concept map. Results: The mean score for knowledge the pathophysiology of the disease in the intervention group was significantly higher than the those in the control group (t=5.24, p=0.000). However, there was no difference in the average scores of critical thinking between two groups discovered in the study (t=0.90, p=0.37). Conclusions: Case-based concept map can be recommended as an innovative and effective learning method for teaching disease pathophysiology to nursing students. However, the case-based concept map in this study is still not consistent in improving students' critical thinking skills.

Experiential learning is an innovative learning method that knowledge is gained through experience. The aim of this paper was to review the application of experiential learning in health education and suggest an oral health education program using experiential learning. Experiential learning has been used in the past successfully in health education mostly in university curricula. In oral health education, its use is limited and without following a comprehensive structure. An experiential learning oral health education program, implemented in the classroom by a trained teacher, is proposed to be integrated in the school's curriculum. Initially, using brainstorming students express their opinions and feelings toward oral health. Then, students are allocated to working groups to develop oral health projects. The outcome of these projects is presented in the classroom to their peers through role playing, posters, songs, games, etc., Finally, a discussion is stimulated by the teacher to encourage children to express their feelings about oral health issues and thus experientially recognize the importance of oral health. Experiential learning has been effectively used in health education and can be a successful method for oral health education. For optimal results, a predetermined experiential method structure has to be followed.

This study focuses on the basic concepts of using innovative learning methods from a typological perspective. In fact, innovative learning styles are conventional learning styles that have long been applied and developed in such a way and are associated with the Independent Curriculum concept which is largely oriented towards student activities in a centralized manner as a support for having skills in the 21st century which emphasizes the development of life skills. In this research, the method used is a qualitative study with a literature review approach. Based on the information obtained, research results were obtained in the form of understanding innovative learning methods, types of innovative learning methods, and; syntax of innovative learning methods. The urgency of this research is to obtain a comprehensive understanding regarding a particular topic while building a theoretical and practical foundation for further research.

This paper examines whether a single first-year inquiry-based seminar can have a lasting impact on students’ academic skills. Fifty-four Inquiry students and 71 comparable students participated in three performance tests: a research skills exercise; an evaluation of o ral presentation ability; and a test of critical reasoning and teamwork skills. In addition, participants completed a questionnaire focusing on learning approaches and experiences. The study demonstrates the feasibility of measuring long-term effects of relatively small educational interventions. Findings indicate that although universities may not be developing the skills they assume, a single first-year inquiry seminar can have far reaching effects on academic skill development and these skills are typically lasting

The article deals with the essence, content, stages, advantages and disadvantages of the extremely popular among parents technology of corrective influence on children with ASD – ABA therapy, which is aimed at forming the necessary skills in a child that are absent due to developmental disorders. It has been determined that this approach can be used to solve a range of different tasks: the development of skills that can replace undesirable forms of behavior; the development of social and communication skills, such as maintaining eye contact, understanding the interlocutor’s facial expressions, the ability to ask for help, ask questions, play with other children; the development of academic skills (reading, arithmetic, writing) at a level accessible to the child; the development of household and self-care skills: independent toilet use, cooking and. Despite the fact that in the modern world ABA therapy is a scientifically proven and widespread method that has found its application in various areas of education and support for children with various developmental disorders, it has a number of significant drawbacks: The technique is ineffective if the child is afraid of strangers; the technique works only if it is used correctly and implemented by ABA therapists; breaks in classes or a reduction in their duration can affect the result; parents should take an active part in the work and, with the help of a specialist, organize a correct developmental system at home; children with ASD often have little effect on encouragement, it is important to understand what reward the child needs to get the desired result.

This community service activity aims to improve the understanding and readiness of Elementary School Teacher Education (PGSD) students in taking the Learning Strategy course. The activity focused on introducing the basic concepts of learning strategies, the use of various innovative learning methods, and the integration of technology in the learning process. The target of the activity was PGSD students who were about to start the Learning Strategy course. The implementation method of the activity included material delivery, interactive discussions, and filling out a questionnaire to identify students' perceptions, initial experiences, and expectations of the Learning Strategy course. This activity was attended by 84 students at the beginning of the lecture. The data obtained were analyzed descriptively to describe the level of understanding and needs of students. The results of the activity showed that students generally had a basic understanding of learning strategies, but there were still variations in learning method preferences and levels of readiness in using technology. Problem-Based Learning and Project-Based Learning were perceived as effective and engaging methods, although students still faced obstacles in time management and differences in learning styles. This activity made a positive contribution in raising students' awareness of the importance of selecting appropriate learning strategies. This community service activity recommended the need to strengthen more adaptive, innovative, and inclusive learning through technology integration and attention to the diversity of student learning styles in the implementation of the Learning Strategy course.

Empirical evidence on the integration of experiential learning into English Language Teaching (ELT), particularly within art-based higher education, remains underexplored despite its potential to align language development with students’ disciplinary practice. Thus, this study aims to investigate how undergraduate students majoring in Art Conservation enrolled in a state university specializing in the arts in Yogyakarta, Indonesia, engaged with English language learning through experiential learning (EL) activities, particularly direct visits to public artworks. Drawing on a qualitative case study approach, data were collected from in-depth interviews and student reflective essays, with participants recruited to this current study being purposively selected. Through thematic analysis, the findings reveal how the direct visits to the artworks can enhance the students’ skills useful for their learning in the English classroom and their future professional endeavors. It indicates that direct engagement with artworks in real-life settings significantly enhances students’ learning experiences. These visits supported the development of key academic and professional skills, such as critical thinking, communication, and information retention, by encouraging active observation, personal interpretation, and reflective analysis. The study concludes that experiential learning can provide meaningful opportunities for students to internalize abstract concepts through real-world engagement. Incorporating such activities into language education may foster more profound learning, enhance writing quality, and promote holistic development. These findings underscore the value of integrating experiential methods within higher education settings, particularly art-based majors.