Alternative Teaching Strategies Research Articles

Alternative Teaching Strategies in Learning Filipino Language among Dominant English Speakers

Alternative teaching strategies employed by grade school teachers were important in enhancing motivation in learning the Filipino language among students with dominant English language use at home. This qualitative research study explored these alternative strategies and their effects on the language learning motivation of the target student population. The study aimed to achieve two key objectives: (1) to identify the specific alternative teaching strategies utilized by Filipino teachers to enhance the motivation of English-dominant students in learning the Filipino language, and (2) to determine the effects of these alternative teaching strategies on the language learning motivation of the target student population. The findings of the study highlighted several effective alternative teaching strategies, including: the emphasis on the “Filipino word of the day” to enhance vocabulary acquisition and language proficiency; the incorporation of language games that integrated communication skills with learning, fostering more engaging and practical language experiences; the implementation of role-play activities to allow students to immerse themselves in real-life scenarios, enhancing their understanding and retention of language concepts; and the promotion of continuous exposure to the Filipino language in various contexts to solidify learning and improve practical application. The study also examined the effects of these alternative teaching strategies on the language learning motivation of English-dominant students. The results indicated that strategies such as encouraging language use outside the classroom, promoting engagement in reading activities, and incorporating student self-assessment and feedback had significantly improved students’ motivation, engagement, and overall language proficiency. The findings contributed to the existing body of knowledge on language education and offered recommendations for teachers to effectively motivate English-dominant students through the implementation of alternative teaching strategies.

Undergraduate Student Nurses' Satisfaction, Self-confidence, and Perception of High-fidelity Simulation-based Learning on Critically-ill Patients.

Replicating critical care practice settings in high-fidelity simulation (HFS) provides more learning opportunities to develop competencies, improve self-confidence, and learner satisfaction in a safe environment. Simulation is increasingly adopted globally as an alternative teaching strategy. Yet, data on the HFS experience of Filipino undergraduate nursing students is limited. This study describes the satisfaction, self-confidence, and perception of undergraduate nursing students on the use of HFS-based learning on critically-ill adult and pediatric patients requiring advanced life support (ALS). A quantitative, descriptive, correlational study was conducted using purposive sampling on all fourth-year BS Nursing students enrolled in Critical Care Nursing course in a state university. Data were collected through an online survey on demographic data, and the students' perceptions towards high-fidelity simulation-based learning (SBL) using three tools, namely: Simulation Design Scale, Educational Practices Questionnaire, and Student Satisfaction and Self-confidence in Learning. T-test and ANOVA were used to compare the means of the variables. Bivariate analysis (Pearson's product-moment correlation) was performed to find the relationship between variables. A total of 86 students participated in the survey. Overall, the students were highly satisfied with the simulation experience (4.46 out of 5.0, SD=0.47), and had high ratings of self-confidence in SBL (4.44 out of 5.0, SD=0.42). Overall satisfaction level was positively related to student's perception on simulation design (r=0.61, p<0.01) and educational practices (r=0.59, p<0.01). Similarly, the students' overall self-confidence with SBL was also positively correlated with their perceptions of the simulation design (r=0.32, p<0.01), and educational practices (r=0.34, p<0.01). Effective use of technology through HFS-based learning is useful in increasing satisfaction and self-confidence of Filipino undergraduate nursing students in caring for critically-ill patients needing ALS. Educators must highly consider all parameters of simulation design and educational practices in planning and implementing HFS-based learning to achieve meaningful learner experience.

PROJECT BASED LEARNING WITH STEM APPROACH TO ALTERNATIVE ENERGY MATERIAL AS EFFECTIVE LEARNING TO IMPROVE PROBLEM SOLVING SKILLS

This study aims to determine the effectiveness of STEM-PjBL learning in improving students' problem-solving abilities in alternative energy materials. This research was conducted in one of the high schools in the city of Bandung. Samples were obtained by rational sampling of 35 students in class X MIPA I (experimental class) and 35 students in class X MIPA II (control class). The method used is a quasi-experimental design with a non-equivalent control group design. Data collection technique is a description test in the form of pre-test and post-test. Based on data analysis it is known that the use of STEM-PjBL can improve students' problem solving skills (N-Gain = 0.65) in the experimental class compared to the control class (N)-Gain = 0.44). The t-test results with SPSS 22 with Sig. (2-value) less than 0.05 indicates that there is a significant difference in the increase in the problem solving ability of students in the experimental class and the control class. Based on these results, learning has a positive impact on students' problem solving abilities. STEM-PjBL learning can be used as an alternative teaching strategy at various school levels.

Functional Behavioral Assessment as an alternative teaching strategy for managing the behavior of children with Autism

The aim of this study is to investigate effective behavior management strategies for children on the autism spectrum using a Functional Behavioral Assessment (FBA) approach. Autism Spectrum Disorder (ASD) is a developmental neurobiological disorder that is often characterized by challenging behavior, such as tantrums, aggression, or difficulties in social communication. The research focused on a single child with autism, aged 6 years 11 months, identified as DT. This study uses a descriptive-qualitative research design, which involves data collection through observation, interviews, and document analysis. The findings of this research indicate that the Functional Behavioral Assessment (FBA) approach can provide a comprehensive understanding of the factors that influence the behavior of children with ASD. Behavior management strategies based on Functional Behavioral Assessment (FBA) consist of identifying individual needs, developing appropriate intervention programs, and ongoing monitoring.

The Effectiveness of Using Mind Mapping Technique in Teaching Writing

As one of the compulsory subjects in junior high school, it is undeniable that English must be taught to students. The objectives of this study are find out whether there is a significant difference in students’ writing achievement between students who are taught using the Mind Mapping Technique and those who are not taught using the Mind Mapping Technique at Pesantren Modern Al-Manar Bener Meriah. The sample was selected using a purposive sampling technique, where 15 of boys students were treated to an experimental group, and the other 15 of girl students were assigned as a control group. The data were collected from written tests (pre-test and post-test), they were analyzed using some formula: mean, standard deviation, and t-test. By comparing t-test score and t-table score, it shows that the result is 2.93 while the result of t-table at a level significance with = 0.05 is 2.160. It means that t-test score is higher than t-table score. It can be concluded that the students who were taught by using mind mapping technique achieve a better performance than those who did not. Therefore, when concentrating students’ writing becomes the goal of instruction, mind mapping should be utilized as an alternative teaching strategy.

Development, implementation, and evaluation of the virtual platform Quimieduca as a didactic strategy for the teaching of Chemistry in high school

The evolution of teaching-learning processes and technologies has driven the use of computer tools to support education. Their use in science teaching promotes the development of scientific and technological skills. In the present research work, a virtual platform called Quimieduca was designed, implemented, and evaluated, with resources and didactic activities as an alternative teaching strategy for the secondary school teaching of Chemistry in Costa Rica. An initial diagnosis was carried out to determine the need and feasibility of implementing the platform. Four key topics from the Chemistry Program of the Ministry of Public Education were selected to develop the resources and didactic activities on the platform. It was designed and programmed using the Edmodo virtual platform. The platform was implemented with tenth-year students from Colegio Gravilias during the 2022 school year. Two classes (10-3 and 10-4) utilized the Quimieduca platform, while the other two classes (10-1 and 10-2) formed the control group without access to the tool. The effectiveness of Quimieduca was evaluated both from the perspective of teachers and through the indicators of students’ academic achievements. Teachers rated the platform positively in terms of its form, substance, and design aspects. Furthermore, the results demonstrated that the group of students who used the platform obtained higher performance indices, suggesting that the use of the platform facilitated a more significant advancement in the learning of the assessed indicators.

Evaluation of antenatal simulation-based learning on satisfaction and self-confidence levels among Thai undergraduate nursing students during the COVID-19 pandemic: a mixed-method study

BackgroundDuring the COVID-19 pandemic, simulation-based learning (SBL) serves as an alternative teaching strategy for nursing students facing restricted access to antenatal clinical practicum. However, the factors predicting nursing students’ satisfaction, self-confidence, and their learning experiences remain unclear.ObjectiveTo identify factors predict satisfaction and self-confidence and explore the learning experiences of antenatal SBL.MethodsA Mixed methods research of the cross-sectional study design and descriptive qualitative research was conducted. A total of 100 third year nursing students who finished the Maternity-Newborn Nursing and Midwifery Practice course using antenatal simulation-based learning were invited to complete the online questionnaires. A total of seven questionnaires were administered, including a demographic questionnaire, the Attitude Scale toward Simulation-Based Education (SBE), the Professional Identity Scale for Nursing Students, the Perceived Stress Scale, the Evaluation of Teaching Competencies Scale, the Simulation Design Scale: Student Version, and the Student Satisfaction and Self-Confidence in Learning. The 20 nursing students who completed survey were asked to participate a qualitative focus group discussion. Multiple regression analysis was performed to investigate predictors, while qualitative data were analyzed using content analysis.ResultsThe quantitative results showed high levels of satisfaction (mean = 20.55, SD = 3.17) and self-confidence (mean = 32.44, SD = 4.76) after completing the antenatal SBL. In regression analysis, attitude toward SBE (Beta = 0.473, t = 5.376, p < 0.001) and attitude toward antenatal care simulation design (Beta = 0.338, t = 2.611, p < 0.011) were significantly associated with a high level of satisfaction with antenatal SBL, which accounted for 44.0% of the variance explained in satisfaction. Only attitude toward SBE was significantly associated with a high level of self-confidence in antenatal SBL (Beta = 0.331, t = 3.773, p < 0.001), which accounted for 45.0% of the variance explained in self-confidence. The qualitative results generated four themes: (1) positive attitude toward antenatal simulation; (2) turning reassurance into confidence; (3) I am really happy to learn; and (4) being a good nurse motivates and stresses me.ConclusionsAntenatal SBL is an effective teaching strategy that can support nursing students to build clinical confidence. Creating a positive learning environment allows students to have a positive attitude and experience with simulations.

OTHER METHODS OF TEACHING PROBABILITY THEORY AND COMBINATORICS

The traditional methods of teaching probability theory and combinatorics often fail to engage students and promote deep understanding. This study explores alternative teaching strategies that incorporate active learning, technology, and real-world applications to enhance student comprehension and interest in these mathematical fields. By comparing the effectiveness of these methods with conventional approaches, this research aims to provide educators with practical insights for improving mathematics education.

The use of Escape Room as an alternative teaching strategy for sustainable mobility

Gamification and Escape Rooms (ER) are becoming useful tools to encourage attitudinal and behavioural changes and increase learning. In the field of sustainable mobility their use is not widespread and is, in most cases, related to digital games and mobile applications aimed largely at an adult audience. In this study, we explore the potential of this tool to encourage the learning of sustainable mobility concepts in children between the ages of 10 and 13. The experience created, through the resolution of tests and puzzles, has led the 105 students involved to experience, in a playful environment, the formation and learning of sustainable mobility concepts. To measure learning, a pre- and post-experience questionnaire has been provided and the results have been classified with some characteristics of the students such as gender and mobility habits. The analysis of the questionnaire data using multinomial logit models has allowed us to determine which variables affect the probability of answering correctly before and after the experience. In the results obtained we can observe that gender, bicycle use, public transport or the presence of many cars in the family are relevant variables when it comes to having knowledge about mobility issues and that the ER experience has favored a change, although minimal, in the acquisition of sustainable mobility concepts.

Implementation of Ishikawa Diagrams Learning Model to Enhance Learning Outcomes of Grade V Students on Islamic Education Subject at Muhammadiyyah Elementary School Kedung Gudel

This study aims to evaluate the implementation of the Ishikawa Diagrams Learning Model as an alternative teaching strategy to enhance the learning outcomes of Grade V students in the Islamic Skills Study (SKI) subject at Muhammadiyyah Elementary School Kedung Gudel. This learning model is based on constructivist learning theory, which emphasizes the active role of students in learning and the use of visual aids to facilitate concept understanding. The method used is Classroom Action Research (CAR), involving student participation in the learning process that includes problem analysis and solution formulation. The results show that the implementation of the Ishikawa Diagrams Learning Model significantly improves student learning outcomes in the SKI subject. By using Ishikawa diagrams, students can identify factors influencing their understanding of the material, such as lack of understanding of basic concepts or lack of learning motivation. Additionally, through discussion and collaboration in problem-based learning, students can develop a deeper understanding of the concepts taught. The implications of this research are that the Ishikawa Diagrams Learning Model can be an effective alternative in enhancing SKI learning at the elementary school level. By utilizing a constructivist approach and visual aids, teachers can create a learning environment that stimulates critical thinking and active student participation. Moreover, this research also highlights the importance of using teaching methods that align with the characteristics of students and the subject matter being taught.

Poetry as An Alternative to Teach Literature for EFL Students in English Course

The purpose of the study is to investigate how effectively poetry works as an alternative teaching strategy for literature to English as a foreign language (EFL) Students. Poetry is a form of verbal art that evokes feelings, reflects thoughts, and conveys human experiences in a beautiful and creative way. This study explores the connection between teaching methods and literary works, with a specific focus on the use of poetry by teachers to improve language proficiency in EFL students. The study emphasizes a teacher's insights as a useful resource within the framework of an English course in Pare Kediri, East Java. The instructor highlights how well poetry works as an alternative teaching strategy for enhancing students' basic language proficiency, which includes speaking, listening, writing, and reading. The study also looks at the many advantages of including poetry in teaching languages. Using poetry as an alternative method to teach literature develops their critical thinking skills and language fluency in addition to their language ability. Moreover, it fosters a greater awareness and respect of one's cultural history and raises learning motivation. The research highlights the educational advantages of adding poetry into the curriculum and highlights the possibility of poetry as an alternative teaching method for EFL students. It is a promising option for instructors looking for cutting-edge and effective teaching methods because of its effectiveness. In the end, this study's conclusions support the inclusion of poetry in the curriculum as an alternative method to improve EFL students' language learning opportunities.

Creating and Using Poetry to Teach Theoretical and Conceptual Nursing Content

Abstract In nursing academia, educators are faced with the longstanding challenge of bridging the theory-practice gap. In a second-year nursing theory course, students were introduced to poetry on a biweekly basis, written by their educator in response to student needs in understanding complex theoretical and conceptual nursing topics. Through anecdotal evidence from clinical instructors and students, the sharing of poetry and subsequent discussions helped students to develop and enhance their critical thinking and clinical judgment, reasoning, and decision-making skills. This transformative pedagogical approach offers an alternative teaching strategy that can provide the basis for meaningful discussion and bridge the theory-practice gap.

Women Educators’ Satisfaction while Working from Home During Covid-19

Objective: The study aims to assess women educators’ satisfaction while working from home during COVID-19 in the higher education sector. The women educators were the respondents who work from home during this pandemic period from the four districts of Tamil Nadu.&#x0D; &#x0D; Theoretical Framework: During the COVID-19 pandemic, educator satisfaction is regarded as an important factor of quality while working from home, especially among women educators. The pandemic forced academic staffs at higher educational institutions to find alternative teaching strategies so that the curriculum could be completed without interruption. The pandemic has caused a tremendous jolt among all educators in higher educational institutions.&#x0D; &#x0D; Methods: Using the SPSS software, frequency distribution, percentage, and multiple regression analyses were performed on the data. The samples were collected from 120 women educators working in higher educational institutions from the districts of Tamil Nadu namely Ranipet, Tirupattur, Tiruvannamalai, and Vellore. The structured questionnaire, which includes elements related to satisfaction while working from home, is the instrument utilized for data collection.&#x0D; &#x0D; Results &amp; Conclusion: The findings of the research imply that most of the women educators in the study were not satisfied while working from home during the pandemic and they struggled to work in a home environment, and were not able to deliver the lectures properly using the online digital platform tools and they also had less satisfaction with the modes of communication during online classes.&#x0D; &#x0D; Implications of the Research: Uma vez que as mulheres se habituam a multitarefas, múltiplos papéis durante o período de pandemia são agitados, portanto, as instituições de ensino superior devem sugerir meios realistas e eficientes de fornecer cursos online por meio do WFH.&#x0D; &#x0D; Originality/Value: As descobertas do estudo provam que as educadoras não estão satisfeitas com o conceito de trabalho em casa durante o COVID-19.

Multiple teaching methods in undergraduate surgical training: a blended style may be the optimal choice!

BackgroundThere are various methods for teaching surgery to undergraduate students. Lecture-based learning (LBL) is a teacher-centered approach that comprehensively, accurately, and systematically conveys knowledge. Team-based, case-based, and problem-based learning methods are student-centered approaches that increase student enthusiasm and subject-related motivation. However, the COVID-19 pandemic disrupted conventional methods for teaching surgery to undergraduate students and its impact continues even today. This research investigates a variety of surgical teaching strategies and suggests optimal strategies for undergraduate students, especially within the context of the COVID-19 crisis.MethodsVarious teaching methods in undergraduate medical education that have emerged over the last 5 years are reviewed and analyzed, specifically those used for surgical training during the COVID-19 pandemic.ResultsTraditional in-person teaching methods have been replaced by novel approaches that increase efficiency, including social media adoption, simulation-based training, flipped-classroom concepts, and “Hand as Foot” teaching. However, traditional and novel approaches can be combined to teach students the fundamentals of science and basic surgical skills, which include incision, suturing and drainage, and chest tube insertion. Each method has its advantages and disadvantages under certain circumstances.ConclusionSeveral alternative teaching strategies and a combination of methods can complement traditional face-to-face learning, promoting the successful dissemination of academic knowledge and the improvement of clinical surgical skills in terms of objectivity, time-efficiency, and feasibility. The effects of the COVID-19 pandemic on the learning context can provide a reference for future teaching in response to unavoidable emergencies.

Code Mixing in Online English Classes: A Qualitative Analysis of Teacher-Student Communication at Junior High School Level

This study investigates the utilization of code mixing in online English classes at the junior high school level, focusing on the type and frequency of code mixing employed by both the English teacher and students. Data were collected through video recording and observation at SMPN 3 Candi in Sidoarjo, employing a qualitative research design. Muysken's theory (2000) was used to analyze the variation of code mixing in the English class, which included alternation, insertion, and congruent lexicalization. The most prevalent type of code mixing observed was alternation, used as an alternative teaching strategy to enhance student comprehension. The study involved a non-participant observation approach, with data categorized by dates and dialogues classified based on code mixing types. Results indicated that alternation was the dominant code mixing type used by the teacher and students, facilitating improved understanding of English materials. The research concludes that code mixing serves as a valuable pedagogical tool in the learning process, acting as a bridge between students and teachers. The implications suggest further exploration of code mixing in educational institutions and the development of teaching techniques based on the findings to enhance language learning experiences. Highlight: The study examines code mixing patterns in online English classes at the junior high school level, focusing on the usage by teachers and students. The most frequently used code mixing type is alternation, which serves as an effective alternative teaching strategy for facilitating student comprehension. Code mixing functions as a bridge between teachers and students, enhancing the learning process and aiding in understanding English materials. Further research in educational institutions can explore its benefits and potential for developing effective teaching techniques. Keyword: Code Mixing, Online English Class, Junior High School, Alternation, Educational Institution.

Interpretive analysis of online teaching labs constructed using moodle during the pandemic period

The Algerian Ministry of Higher Education announced the closure of universities and switched to distance teaching due to the strong and rapid spread of COVID-19. The pandemic that forced this change created many obstacles to pedagogy. In fact, many related issues had to be resolved and other alternative teaching strategies examined. This article defines a strategy that ensures the pedagogical continuity of laboratory practical work of computer graphics course in a COVID- 19 context. It also includes data analysis of student satisfaction questionnaire on the lab work strategy quality. As a result of this research, the success rates in the graphics design course reached 91,79% and students' grades ranged from 4.33/20 to 18.17/20. This result is consistent with the combined-type graphical representation of COLLES. Guidelines and best practices are provided for performing online learning labs, including the university's online learning platform as well as different teaching scenarios, tutoring and peer assessment techniques. Computer science instructors can use this innovative strategy to develop content-specific courses, establish recommended skills, and deploy technology to improve their teaching methods.

Is a FASTHUG enough? Going beyond mnemonics for the next generation of pharmacy learners

AbstractMnemonic devices are acronyms, abbreviations, or other learning tools that have been used for decades to memorize basic concepts. They are ubiquitous in teaching settings, including among intensive care unit (ICU) pharmacists, where the mnemonic FASTHUG (Feeding, Analgesia/Sedation, Thromboembolic prophylaxis, Head of bed, Ulcer prophylaxis, Glucose) is commonly cited. FASTHUG has existed since 2005 and serves as a reminder for key components of care for a critically ill patient. Due to the popularity of this acronym, multiple iterations have been created, where creative authors update, change, and/or add to the mnemonic. While FASTHUG is a unique learning tool with strengths for the entire care team, it has clear pitfalls when used in the pharmacy learning setting (i.e., during advanced practice rotations or for a postgraduate year 1 resident). This has led to the implementation of distinct mnemonic tools which are more specific to pharmacy interventions. The result is a myriad of published tools available for preceptors with limited data supporting their use in practice. A thorough understanding of the educational benefits of mnemonic devices paired with a recognition of their pitfalls can improve learning experiences. This review is designed to help preceptors understand the role of mnemonic devices and deploy them strategically for pharmacy learners. Furthermore, current pharmacy learners have different needs and characteristics when compared with other generations. This may alter the current students' level of comfort with utilizing mnemonics. Alternative teaching strategies that may be more beneficial for today's learners include technology and media utilization, scenario‐based discussions, and hands‐on application of mnemonics. Pharmacists who understand these variables can optimize their rotations and improve the learning experience for both themselves and their learners.

Mobile Technology as an Alternative Teaching Strategy Amidst COVID-19 Hiatus: Exploring Pedagogical Possibilities and Implications for Teacher Development

Amidst the COVID-19 pandemic, the education sector worldwide had to adapt rapidly from in-person to virtual modes of teaching and learning to mitigate the spread of the virus. In a short period of time, teachers were forced to find new and innovative ways of delivering education to their students to ensure the continuation of education. In this context, this paper investigates how teachers in Pakistan leveraged mobile technology as an alternative teaching strategy to provide access to and to ensure the continuation of education. Through in-depth interviews with 13 selected teachers, this study explores the potential of mobile technology to offer alternative teaching and learning arenas. The findings underscore the importance of embracing new pedagogical possibilities offered by mobile technology and the significance of effective teacher professional development in the post-pandemic era. This study provides valuable insights into the utilization of mobile technology in the education sector, even in the most challenging circumstances, and highlights the potential for mobile learning to contribute to education reform.

EFL students’ preferences on metacognitive reading strategies within an extensive reading program

Despite multiple studies that have broadly highlighted the positives of employing metacognitive reading strategies, there remains an absence of the rationale for adopting the reading strategy based on the students' perspectives. The present study aims to look into first-year EFL students' preferences for using metacognitive reading strategies as part of an extensive reading (ER) program at one of the public universities in Malang, Indonesia. The data were acquired from both quantitative and qualitative data sources. The fundamental data were garnered from a quantitative online survey, and the results were counted using descriptive statistics. Semi-structured interview sessions with six participants were carried out to collect qualitative data, and the results served as a means to strengthen the primary data. The results revealed that the problem-solving reading strategy proved to be the most commonly used in the ER program, followed by global and support reading strategies. The reading strategies advanced students' reading comprehension. Students could also strengthen their language skills, particularly reading comprehension, vocabulary acquisition, and writing abilities. The study findings implied considering an alternative teaching strategy and understanding how students find it most helpful to assist them in a supervised ER program.

Knowledge and confidence levels improvement among obstetrics residents regarding caesarean section training using video-mannequins combination

BackgroundCesarean section rates are increasing worldwide. Obstetrics and gynecology residents are required to be experts in this surgery to provide safe procedures. Because of the COVID-19 pandemic situation, an alternative teaching strategy is needed to achieve adequate cesarean section skills. The purpose of this study was to identify the effect of video, mannequins, and the combination of video mannequins on residents’ knowledge and confidence regarding cesarean section. MethodA quasi-experimental study with pre-test and post-test designs was done. Based on stratified random sampling, 33 obstetrics and gynecology residents involved as study participant. Three groups were formed and received different interventions, learning using videos, mannequins, and a combination of video-mannequins. Two kinds of questionnaires were used to examine residents’ knowledge and their confidence levels. The collected data were analyzed statistically. ResultsVideo (0.42(CI95%-0.11–0.9)), mannequin simulation (0.60(CI95%-0.04–1.25)), and the combination of video-mannequin (1.3(CI95%0.73–1.93)) significantly increased resident's knowledge regarding caesarean section skill. Study participant showed increased scores regarding confidence in their caesarean section skills according to all learning subjects (p < 0.05) but a difference in confidence level occurred in level C- 7th semester residents (p < 0.05). ConclusionThe combination of videos and mannequin simulations is the best method for increasing knowledge of cesarean sections, compared to single video and mannequin simulations. The confidence level has been shown to increase in all subject studies but the effectiveness at each level of resident needs to be investigated further.