Active Teaching Methods Research Articles

Design and evaluation of an immunology and pathology course that is tailored to today's dentistry students.

Curricular reform provides new opportunities to renovate important pillars of the dentistry curriculum, such as immunology and pathology, with novel approaches that appeal to new generations of students. When redesigning a course that integrates both immunology and pathology at the level that provides dentistry students with sustainable knowledge that is useful for their entire career, several challenges must be met. The objective of the present study was to describe the considerations involved in the design phase of such a new course. First, the course should be compatible with the new view on the incorporation of more active learning and teaching methods. Practically, this means that the course design should contain fewer lectures and more seminars and tutorials, where the students have fewer contact hours and actively engage in using recently acquired knowledge within a contextual background. A mandatory session of team-based learning provides opportunities to apply knowledge in combination with academic reasoning skills, teamwork, and communication. Second, for a 4-week course, choices must be made: students will not become immunologists nor pathologists in such a short period. A governing principle for this course's design is that it should be based on understanding the basic principles of immunology and pathology. The ultimate goal for the students is to make the course immuno-logical and patho-logical, challenging them to reach a next level but clearly without oversimplification. Part of the course design should allow room for students to further study an immunological topic of their own choice, thereby contributing to their immunological curiosity and to their academic development. Third, to make it tailored to a new generation of dentists, examples from the field of dentistry are actively integrated in all aspects of the course. Finally, the era of ChatGPT provides novel opportunities to use generative artificial intelligence (AI) tools in the learning process, but it demands critical thinking of how to use it in a newly designed course. A mid-course evaluation revealed that students acknowledged that immunology and pathology were presented as an integrated course. The final course evaluation endorsed the use of these various educational methods. These methods proved to be appropriate and logical choices for reaching the learning goals of the course.

회계전공자의 플립러닝(Flipped Learning) 학습 효과에 관한 연구

[Purpose] It is a study to analyze whether the flipped learning teaching method, which is a student－centered active learning method, is effective. The purpose of this study is to analyze whether an active self－directed flipped learning teaching method for students has a learning effect on accounting majors in the existing teaching－oriented passive lectures. [Methodology] In fact, the learning effect of learners on flipped learning classes of students who took flipped learning classes for a semester was empirically analyzed through a survey. [Findings] As a result of empirical analysis, first, in order to determine the reliability of the population of the questionnaire, most of the Cronbach’s alpha values were 0.7 or higher, indicating high reliability. Second, as a result of univariate empirical analysis of learners’ satisfaction with flipped learning classes, it was found that time convenience (TC), locational convenience (LC), cognitive convenience (CC), and empathetic convenience (EC) all had a significant positive (＋) effect. Third, as a result of multivariate empirical analysis, learners’ satisfaction with flipped learning classes was found to have a significant positive (＋) effect on locational convenience (LC), cognitive convenience (CC), and empathetic convenience (EC). [Implications] Considering the characteristics of accounting majors, research on learners’ satisfaction through flipped learning classes is expected to serve as an opportunity for future accounting major classes to develop into various online teaching methods that can increase learners’ self－directed satisfaction rather than cramming education.

The Problem of Conservation of Ethnopedagogical Traditions in the History of China

The importance of the research is that the problem of preserving national identity within a multi-ethnic state, such as China. The ideology of the united Chinese nation is a developed and constantly improved system of coexistence of several ethnic groups within the framework of one state. The purpose of the study is to analyze the formation of ethnopedagogical traditions in the modern education system of China. The modern national policy of China focuses not only on the restoration and preservation of the national identity of each of the peoples as the cultural heritage of the whole country, but also on the coexistence of all peoples in the concept of a single Chinese nation. The idea of harmonious coexistence can be traced throughout Chinese history, which has historically been seen as an economic and social problem. At present, education has become one of the most important aspects of the national policy of the PRC, not only as a mechanism for educating the citizens of the republic, united by a single idea, but also the ability to preserve the culture of each national minority within one country. Research methodology and methods. The basis of the research is done by using such methods as Historical and theoretical analisis and also the method of content analisis of scientific and academic sources. The results of the study can be used in the field of cultural linguistics and social sciences and also as a basis for further study and analysis of the features of the historical stages of the formation of sinology in Russia. The purpose of the article is to identify and substantiate the role of active teaching methods in the development of reading competencies of students in the field of study “Journalism”.

The influence of the online education provided using the six thinking hat method on the knowledge and attitudes of nursing students regarding pressure injury prevention; a pilot study

AimThe study aims to investigate the influence of the online education given to nursing undergraduate students using the Six Thinking Hat Method (STHM) on their knowledge and attitudes related to pressure injury (PI) prevention. MethodsThis pilot study was conducted between March–June 2023. The research sample consists of 25 participants in the intervention group and 25 in the control group. The intervention group received an online education carried out utilizing the STHM. Data were collected using the Student Demographic Information Form, the Turkish version of the Pressure Injury Knowledge Assessment Tool 2.0 (PIKAT 2.0-Tr), and the Attitude Towards the Pressure Ulcer Prevention Instrument (APuP). ResultsWhile there was no significant difference between the PIKAT 2.0-Tr and APuP mean scores of the groups at the pre-test measurements (p > 0.05), a difference was observed in favor of the intervention group in the first month (post-test 1) and third month (post-test 2) measurements (p < 0.05). The education provided through the STHM resulted in a meaningful and moderate effect, with an 11.7% increase in the PIKAT 2.0-Tr scores (η2 = 0.117; p = 0.003) and a substantial 29.5% increase in the APuP scores (η2 = 0.295; p = 0.000) for the students in the intervention group. ConclusionIt has been determined that the STHM, as an active teaching method, increases students' knowledge levels on PI prevention, supports the retention of knowledge, and enhances their attitudes. The STHM can be incorporated into nursing education as one of the innovative teaching methods.

FƏAL TƏLİM METODLARININ TƏTBİQİNİN NƏZƏRİ PRİNSİPLƏRİ

Theoretical Principles of Application of Active Learning Methods Summary The article examines the theoretical principles of active learning methods. It is noted that, as in the teaching of a number of subjects, in the process of teaching history, various methods of training are used – passive, active and interactive methods. The specific features of each method are analyzed in the article. It has been shown that active methods of training require not only the teacher, but also the students to be active, only then their teaching-cognitive activity becomes active. In the active learning process, mutual cooperation between the teacher and students helps to master the lesson. It was noted that in the modern era, students are not only given knowledge, but at the same time, knowledge, skills and habits are formed in them. Therefore, the most important factor in the formation of students as a personality is the development of their thinking. It is emphasized that the use of active learning methods in the teaching process is of great importance in increasing the quality of the lesson, and it is shown that these methods are based on dialogic communication between students. In the process of dialogue, in addition to communication skills, the ability to solve problems collectively, and most importantly, the development of students' speaking ability, is highlighted. At the same time, the article examines the importance of active training methods in learning the content of training and increasing the efficiency of its application. In the end, it is concluded that the use of active teaching methods in the teaching process eliminates passivity in students, develops thinking, forms creativity, and improves the quality of teaching. Key words: active learning methods, business game, teaching process, educational-cognitive activity, role-playing game

Exploring Secondary School Students’ Interest and Mastery of Atomic Structure and Chemical Bonding through ChatGPT

This research explored the impact of using ChatGPT, a chatbot-assisted artificial intelligence (AI), on students’ interest and conceptual understanding of atomic structure and chemical bonding. A total of 92 senior and two secondary students, including 61 male and 31 female students from Rwanda, were randomly selected to participate in the study. The study used a sequential explanatory research design to collect and analyze data. A pre and post-achievement test was used to collect quantitative before and after using ChatGPT. On the other hand, focus group discussion was used to collect qualitative data to explore students’ interest in using chatbots. Repeated measure ANOVA was used to analyze quantitative data from achievement tests, while thematic analysis was used to analyze qualitative data from focus group discussions. The results revealed that the generated response from the use of chatbot-AI is an effective method to supplement other active methods of teaching and learning atomic structure and chemical bonding. In this regard, the students’ performance increased by 16.6% after the use of chatbot-AI. However, the study did not find a statistically significant difference between male and female students after using ChatGPT. Thematic analysis revealed three overarching themes. In this line, the use of ChatGPT stimulates students’ engagement and interactivity, curiosity and motivation, and enhanced learning experience. Educators and policymakers were recommended to integrate this technology into the curriculum to supplement other active teaching and learning pedagogies.

Public Service Motivation and Factors Affecting Students' Learning Motivation - Research at Lam Dong Medical College

Working in the medical industry requires patience, sacrifice and love for people. People with personalities and awareness aligned with these qualities tend to be more inclined to meet the job demands, thus resulting in higher satisfaction and long-term commitment to their work. This study analyzes the impact of factors such as lecturers’ behavior, students' active learning orientation, positive learning environment, active teaching methods, public service motivation, and perception of future career opportunities on the learning motivation of medical students. The study surveyed 318 students who are studying at the Lam Dong Medical College. The results show that all six factors above have a positive impact on the learning motivation of students. In particular, the public service motivation factor has the strongest impact. Based on the research results, the authors propose some managerial implications to improve students' learning motivation.&#x0D; &#x0D; &#x0D;

Prospects of information-computer technologies in teaching biology

The article deals with the problems of information support of biology lessons as plans for the implementation of a didactic approach to the development of the content of their technological composition of education, as it makes it possible to use computer videos, multimedia presentations in the lesson, which allows students to activate motivation and increase the effectiveness of learning. Today, the use of modern information technologies in the educational process makes it possible to improve the quality of the presentation of educational material and increase the effectiveness of training. Studies have shown that the practice of a biology teacher today includes active teaching methods using information and computer technologies, which opens up new opportunities for developing students' cognitive interest in the subject being taught. The authors of the article consider the possibility and even the strategic necessity of using information and computer technologies (ICT) in teaching biology, which allows solving the problems of computerization of education from an organizational point of view and increasing the effectiveness of teaching.

The use of active teaching methods in the process of studying school geography courses

The article discusses the role of active teaching methods in the educational process of geography, which contribute to activating students’ cognitive activity, preparing them for lifelong self-education, and ensuring the effectiveness and efficiency of knowledge acquisition. The study utilized theoretical methods, namely general scientific methods of investigating reality, comparative-historical and structural methods, as well as empirical methods: surveys, discussions, interviews; observational (observation, self-observation); practimetric (analysis of advanced and mass pedagogical experience, analysis of activity results).Experimental work was carried out in general secondary education institutions in Vinnytsia city and Vinnytsia region.Various views of scientists and respondents on the substantive essence of the concept of «active teaching methods» have been considered. An analysis of the results of a ascertainment experiment was carried out, during which the real state of the problem in teaching practice was clarified. In particular, during discussions, observations in classes, conducting independent work, surveys of teachers and students, we concluded that at the present stage in the educational process of geography, various active forms and methods of teaching are used. However, their advantages and disadvantages are not always taken into account, often the substantive essence is distorted by teachers, thus the effectiveness is neutralized. Many respondents do not associate deep, thoughtful assimilation of knowledge with the need to organize students’ search activities. Therefore, methods that stimulate active independent creative work of students in geography lessons are underestimated. It is noted that active learning is associated by modern students with creativity, innovation, independence, critical thinking, development of communicative abilities, group activities, ability to substantiate their own position, self-confidence, diversity of opinions, peer learning.Methodological features of applying active and interactive teaching methods in geography lessons have been determined, including research, partially search, brainstorming, educational discussion, analysis of problematic situations, intellectual warm-ups, role-playing games. The motives for their implementation, advantages and disadvantages have been identified. In further research, more attention should be paid to the use of interactive teaching methods, STEM technologies in the process of studying geography to unleash the creative potential of students, and to foster critical thinking on this basis.

Features of the content formation of the discipline “Modern valeological technologies” as a mandatory educational component in the professional training of students of educational program “Human Health and Physical Recreation”

This article presents the experience of introducing the mandatory educational discipline "Modern valeological technologies" into the educational process of training applicants of specialty 017 "Physical culture and sport" (on the example of the " Human Health and Physical Recreation" educational program).&#x0D; The purpose of this article is to highlight the experience of using the pedagogical potential of the health-preserving content of the discipline "Modern valeological technologies" in the process of professional training of future specialists in physical recreation and teachers of the basics of health.&#x0D; The content and structural elements of this training course are revealed with the hours indicated, a brief thematic plan is presented. It is proposed to study the discipline "Modern valeological technologies" in the V-VI semester, after studying other basic disciplines of the professional training cycle in the I-II course, such as "Theory and methods of physical education", "Human anatomy with the basics of general and age-related physiology and sports morphology", "Physiology of physical exercises and motor activity" etc. The total amount of study time is 180 hours (6 ECTS credits), including 28 hours – lectures, 50 hours – practical and seminar classes and 102 hours – independent work. The final control form is an exam.&#x0D; It is noted that the following types of active and interactive teaching methods are the most effective in helping students learn the health-preserving content of the discipline "Modern valeological technologies": context-type lectures: problem (discussion) lectures, lectures with visualization, lectures-conversations, binary lectures, lectures with pre-planned mistakes, press conferences, reflective lectures, "lectures in pairs" or combined variations can be used as well, which will compensate for the shortcomings of a typical lecture; innovative forms of seminar classes: pro-seminar, seminar using heuristic conversation, seminar-colloquium, seminar-conference, seminar-dispute, seminar-workshop, seminar-brainstorming, seminar-business game; training methods.

Perception of Polish pharmacy students on simulation exercise in pharmaceutical care for diabetes—a pilot study

BackgroundThe transformation of a pharmacist’s role from that of a drug dispenser to an advisor and patient educator, partially accelerated by the COVID-19 pandemic, requires a thorough change in the pharmacy curriculum. Preparation for the provision of modern pharmaceutical services requires the use of the most advanced teaching methods, such as pharmaceutical simulation. Knowledge alone does not guarantee students’ readiness and motivation to take on new challenges in their professional work, but it seems crucial that graduates of medical faculties have the ability to practically apply their knowledge, including in new and nonstandard situations. Therefore, in our study, we proposed an intervention using a simulation method (peer role play) in teaching pharmaceutical care, and we assessed its impact on students’ levels of self-perceived confidence and self-efficacy in accordance with Bandura’s theory. The aim of the study was to verify whether the introduction of these types of classes could be a useful element of pharmacy curriculum renewal.MethodsThe questionnaire-based study was conducted during pharmaceutical care peer role-playing classes in a simulation environment with a debriefing session among 85 final-year pharmacy students at Poznan University of Medical Sciences, Poland. The questionnaire consisted of two surveys: the General Self-Efficacy Scale (GSE) and a pre-post self-assessment and self-efficacy questionnaire.ResultsThere was a positive correlation between the GSE score and self-efficacy (R = 0.52, p < 0.0001). A statistically significant increase in the post-self-assessment of all the skills and competencies included in the survey in the field of pharmaceutical care of a patient with diabetes compared to the pre-values was also observed (p < 0.001). Additionally, the students’ self-efficacy in terms of communicating with patients was greater following the class than before the class (p < 0.001).ConclusionsThe peer role-play active teaching method was found to be a cost-effective method allowing for an increase in the self-assessment and self-efficacy of pharmacy students in diabetic patient pharmaceutical care. However, further in-depth research is needed to fully confirm the effectiveness of simulation exercises for teaching pharmacy undergraduates.

Medical training in the context of primary health care: reflexive portfolios as an innovative didactic proposal

Medical education in Brazil is shifting towards student-centered teaching and personalized care. The National Curriculum Guidelines emphasize the development of competence in health care, health management, and health education through real or simulated professional practices. Undergraduate institutions use active teaching and learning methods, such as the constructivist spiral and reflective portfolios, to promote student reflection and improve patient care. This study focuses on the importance of involving medical students in practical training through reflective portfolios during their first two years of education. This research is a qualitative and exploratory study that uses the 18 reflective portfolios written by one of the authors while they were a medical student. The data was collected from a Family Health Strategy (FHS) integrated with a Medical School in São Paulo, Brazil, between May 2017 and September 2018. The analysis of the data took place between September 2021 and June 2022 and was conducted through Content Analysis. Four themes emerged, stating the portfolio is a A) Reflexive instrument on Health Care; B) Reflexive tool on Health Management; C) Reflexive instrument on health education; and D) Self-reflexive and self-assessment instrument. Reflective portfolios allow students to reflect on various aspects of medical training, bring knowledge closer to reality, and contribute to the development of a professional identity that considers the biopsychosocial needs of patients. We conclude that the portfolios provide learning beyond the classroom and help students become competent health professionals who understand patients as individuals in a social context. However, the small sample size of one student is a weakness of the study, and further research with a larger sample is needed to better understand the impact of reflective portfolios on professional identity formation.

METHODOLOGY OF SCIENTIFIC WORK "INNOVATIVE METHODS OF ACTIVE TEACHING IN PRIMARY EDUCATION: FROM THEORY TO APPLICATION"

The article presents the approach and procedures used in the methodological department to study the implementation and impact of innovative active teaching methods in primary education. It describes the research design, participants, data collection methods, and analysis strategies used to explore the theoretical and practical aspects of active learning in elementary education settings.

ПЕДАГОГИЧЕСКИЕ ОСНОВЫ ПРЕПОДАВАНИЯ ЭКОНОМИЧЕСКИХ ДИСЦИПЛИН И ИХ РОЛЬ В УСВОЕНИИ УЧЕБНОГО МАТЕРИАЛА

This article examines the pedagogical foundations of teaching economic disciplines and their impact on the effective assimilation of educational material by students. In the context of modern educational requirements and challenges, the article analyzes the methods, strategies and approaches used by teachers to ensure high-quality education in economic disciplines. Special attention is paid to the role of active teaching methods, case studies, project activities and other innovative approaches in shaping students' understanding and skills in the field of economics. The author highlights the key principles on which successful teaching of economic disciplines is based, such as a problem-oriented approach, integration of theory with practice, individualization of learning and the use of modern educational technologies. As a result, the article concludes that there is a need for an integrated approach to the teaching of economic disciplines, which takes into account the needs and characteristics of students, as well as modern requirements of the labor market and society.

Tutorials and mobile learning in higher education: Enhancing and accessibility

This comprehensive paper delves into two vital facets of contemporary higher education. The first segment investigates the transformative force of mobile learning (m-learning), elucidating its far-reaching impact on the educational landscape. Offering unprecedented flexibility and accessibility, m-learning redefines the dynamics between students and educators. The exploration navigates through potential benefits, challenges, and broader implications, providing a nuanced understanding of the evolving landscape of higher education in the digital age. The second segment focuses on the impact of active teaching in a first-year class at the National Engineering School of Carthage (ENICarthage) in Tunisia. Active teaching, recognized for engaging students in the learning process, is scrutinized for its effectiveness in enhancing theoretical understanding and graded assignment performance. This research introduces a dynamic dimension by incorporating mobile learning and tutorials as integral components of active teaching strategies. With its technological leverage, mobile learning aims to enhance student engagement, while advanced tutorials feature simulation functionality for an immersive learning experience. Through statistical analysis, the paper contributes to a nuanced comprehension of the positive influence of active teaching on academic achievements, offering practical insights into the application of active teaching methods and their potential benefits for enhancing student learning outcomes. This synthesis thus presents a holistic view of the dynamic interplay between mobile learning and active teaching in shaping the contemporary higher education landscape.

Teaching Conflict Management Skills to Medical Students: A Scoping Review.

Conflict management skills include the ability of team members to actively use appropriate methods and strategies in different conflict situations. Considering the necessity of effective training in conflict management skills for medical students as a member of healthcare teams, this scoping review study aimed at reviewing the appropriate methods for teaching conflict management to medical students. In this scoping review, PubMed, Eric, ProQuest, Web of Science (WoS), and Scopus databases were systematically searched until May 21, 2023. Titles, abstracts, and full texts were screened separately by 2 researchers. The quality of the articles was assessed using the Best Evidence Medical Education (BEME) tool. Then, a descriptive synthesis was performed, and the results were reported. The Kirkpatrick model was used to evaluate the educational outcomes assessment. Out of 2888 retrieved studies, 19 studies were included. Although active and interactive teaching methods such as roleplay, group discussion, and interactive workshops were the most frequently used methods, the results did not pronounce the superiority of one method over others. Based on the results of this scoping review, further research should evaluate the effectiveness of conflict management training methods by focusing on the randomized controlled trial design and using standard and valid tools to assess educational outcomes.

The outcomes of team-based learning vs small group interactive learning in the obstetrics and gynecology course for undergraduate students.

Team-based learning (TBL) is a well-established active teaching method which has been shown to have pedagogical advantages in some areas such as business education and preclinical disciplines in undergraduate medical education. Increasingly, it has been adapted to clinical disciplines. However, its superiority over conventional learning methods used in clinical years of medical school remains unclear. The aim of this study was to compare TBL with traditional seminars delivered in small group interactive learning (SIL) format in terms of knowledge acquisition and retention, satisfaction and engagement of undergraduate medical students during the 6-week obstetrics and gynecology clerkship. The study was conducted at Karolinska Institutet, a medical university in Sweden, and had a prospective, crossover design. All fifth-year medical students attending the obstetrics and gynecology clerkship, at four different teaching hospitals in Stockholm (approximately 40 students per site), in the Autumn semester of 2022 were invited to participate. Two seminars (one in obstetrics and one in gynecology) were designed and delivered in two different formats, ie TBL and SIL. The student:teacher ratio was approximately 10:1 in the traditional SIL seminars and 20:1 in the TBL. All TBL seminars were facilitated by a single teacher who had been trained and certified in TBL. Student knowledge acquisition and retention were assessed by final examination scores, and the engagement and satisfaction were assessed by questionnaires. For the TBL seminars, individual and team readiness assurance tests were also performed and evaluated. Of 148 students participating in the classrooms, 132 answered the questionnaires. No statistically significant differences were observed between TBL and SIL methods with regard to student knowledge acquisition and retention, engagement and satisfaction. We found no differences in student learning outcomes or satisfaction using TBL or SIL methods. However, as TBL had a double the student to teacher ratio as compared with SIL, in settings where teachers are scarce and suitable rooms are available for TBL sessions, the method may be beneficial in reducing faculty workload without compromising students' learning outcomes.

Methods for Studying the Kyrgyz Language as a Foreign Language Using Interactive Methods

This article discusses the question of how to intensify cognitive activity to develop new approaches to the education and upbringing of the younger generation, and the introduction of new state standards. As a result, the student must be a critical thinker rather than a passive listener. Interactive teaching methods will help with this. Interest in active and interactive methods is due to the need to improve the modern didactic system. Active and interactive teaching methods introduce a parity relationship between teacher and students into the pedagogical process. This question has become something new for teachers of Kyrgyz as a foreign language.

Developing a novel technology for slurry management by project-based learning

Farming is responsible for 30% of global anthropogenic emissions. A novel technology, aligning with current regulations of covering slurry stores, has been developed for processing anaerobic digestate liquor, which is obtained from the screw press stage. Instead of using hazardous chemicals, such as sulfuric acid, to capture ammonia and greenhouse gases, the artifact contains calcium chloride as deliquescent salt. Preliminary simulations in Aspen Plus® v12 showed that the absorption of NH3 and carbon dioxide during the solid–liquid separation was feasible and the resulting clean brine could be used as chemical amendment of untreated slurry. The characterization of the performance of the artifact was organized following a project-based learning active teaching method, for a group of 3 students (17-year-olds) of secondary education, as part of the In2ScienceUK program. The collection of empirical data allowed the contents of the curriculum to be contextualized, enhancing environmental awareness of participants. A titrimetric method was employed to determine the content of NH3 and CO2 in the brine, and the granulation of the dewatered liquor with the fibers of anaerobic digestate was investigated by determining the compression strength required to break the pellets. The operation capacity of the prototype was found to be 250 m3 of liquor per year, at a cost of £1/m3. The use of the filtered brine as chemical amendment also represented an additional 5.60 grams of ammoniacal nitrogen and 0.96 grams of inorganic carbon per cubic meter of unprocessed slurry. The concentrated liquor was a good binding agent that provided the pellets with a compressive strength of 207.00 ± 26.36 N, which was above the threshold value for commercialization purposes (50 N). The advances in the development of the prototype enhanced the suitability of the technology for industrial scale applications but hindered the adoption of subsequent editions of this pedagogic tool.

Analítica del aprendizaje utilizando la herramienta digital Canva en la asignatura de Estudios Sociales

Digital teaching resources are facilitators of the teaching-learning process, to which a learning analytics is applied to corroborate their growth assessments in students. The research objective is to apply learning analytics using the digital teaching resource, Canva, for the transformation of academic quality in the subject of Social Studies. A quantitative methodology was used due to the research's purpose, which demonstrates that digital teaching resources improve teaching quality. The theoretical methods employed were the synthetic analytical and the inductive-deductive, while the empirical aspect involved mathematical statistical methods. The key results indicate that activities utilizing Canva as a digital teaching resource led to superior evaluation quality compared to traditional methodology. This improvement is attributed to motivation and the active teaching methods employed with the teaching medium.