Alternative Teaching Research Articles

Exam evaluation in prosthodontics across preclinical and clinical years from students' perspective: A cross-sectional study.

The purpose of this study was to explore the students' perceptions and performance in prosthodontics theory exam. A cross-sectional descriptive study was conducted on 560 (80.82%) students of different levels (third, fourth and fifth years) to explore their opinions and performance with regard to a number of issues on a prosthodontics theory exam (exam evaluation, exam preparation, exam material, exam timing). Demographic data were also collected. Descriptive statistics were generated and Chi-square test, independent sample t-test, ANOVA test and Pearson's correlation coefficient were used to examine the associations between different variables. The significance level was set at p < .05. Students' responses regarding exam evaluation was influenced by their gender, study level, high-school Grade Point Average (GPA) and undergraduate cumulative GPA. Perceived exam difficulty was significantly affected by gender (p = .03) and study level (p < .001), and negatively correlated to both high-school GPA (p < .001) and university GPA (p = .03). The vast majority (88.2%) depended on lecture hand-outs and lecture notes for study. Exam material and preparation were not significantly affected by any of the demographic variables with most respondents (76.8%) thinking that the lectures blended with prosthodontics laboratories/clinics would improve their understanding of the exam material. The suggested best time to conduct the exam was early afternoon (31.6%). Student performance was significantly affected by the study level (p < .001) and cumulative GPA (p < .001) with significant positive correlation between the high-school GPA and the mark in the exam (r = .29, p < .001) and by the amount of time students spent for exam preparation (p < .001). Those students who reported using textbooks to prepare for the exam got significantly higher marks (66.1 ± 8.7) compared to the students who did not (62.8 ± 9.7) (p = .03). Course level, GPA and gender were identified as the most influential factors in different aspects of exam evaluation and students' performance. Regular study and use of textbooks were demonstrated to improve academic performance. Additional orientation and guidance relating to the exam (especially for third year students) would be welcomed, as would alternate teaching methods such as small group discussions or study groups.

Perceptions of students of the degree course in Biological Sciences on the teaching of plant physiology with the aid of alternative teaching resources

A negligência no ensino de Botânica, especialmente na Educação Básica, leva ao desinteresse sobre o tema. Esse desinteresse pode começar pelo próprio professor, por não entender a temática ou pela falta de afinidade. O objetivo foi analisar as percepções de licenciandos sobre o uso de recursos didáticos na disciplina de Fisiologia Vegetal do curso de Ciências Biológicas de uma universidade pública. Os dados foram coletados por meio de um Grupo Focal com os licenciandos e analisados segundo a metodologia da Análise Textual Discursiva. Observou-se que, dentre os recursos pedagógicos avaliados, o “Painel Interativo da Cadeia Transportadora de Elétrons da Respiração Vegetal”, apresentou-se como o mais interessante, pois este se destaca por ser mais dinâmico e interativo, e por favorecer a aprendizagem significativa.

The Effectiveness Of Ted Short Video In Improving EYL Speaking Skills

The study concerned with the effectiveness of TED short video in improving EYL speaking skills. The purposes were to find out whether the use of TED short videos improved students’ speaking skills for learning purposes and to figure out whether the use of TED videos could eliminate students’ fears when speaking in class. A mixed-method study was used as a research design that combined a pre-experimental design and a descriptive study. This study involved the seventh-grade students of a Junior High School in Ciamis in the academic year 2023/2024. Two instruments in the form of the speaking test and the questionnaires were administered to the students. An inferential analysis was used to analyze the speaking test while an exploratory data analysis was used to analyze the questionnaires. The findings indicated that the application of TED short video helps enhancing EYL speaking skills in the seventh grade of a Junior High School in Ciamis. In other words, it could improve students’ speaking skills for learning purposes. The findings also indicated that the use of TED short videos could eliminate students’ fears when speaking in class because it was easy, fun, enjoyable, and good for learning to speak. Other reasons, it could also increase their confidence to use English after participating in speaking class. Therefore, the teachers are suggested to get alternative teaching media in teaching speaking by using TED short videos. Besides that, it is recommended that students use TED short videos to improve their speaking performance. It is suggested for other researchers to get some advantages of this study because it can be used as a reference source for the same topic.

BARRA LIMPA- NÃO AO LIXO NA CIDADE E NO RIO, RECICLANDO ATITUDES.

Objectives: This study presents the results of the Barra Limpa project that was developed at the Júlio Müller State School, in the city of Barra do Bugres-MT. The aim of the project was to bring not only the school community but also the society closer to the environment, discussing environmental education, recycling of trash and also bringing information of an important scientific nature so that students can make their community a healthier place promoting integration between organizations that work with different dimensions of citizenship, making citizenship rights effective in the daily life of the population, brought schools and the community the knowledge necessary to build citizenship, involved different bodies that ensured the rights and duties of citizens. individual in society. Methodology: We carry out concrete actions such as technical study visits in some places, such as the Paraguay River, which is located in Barra do Bugres-MT, in vacant lots and in our own school, where the garbage was improperly deposited. Lectures were given to correctly orient the school community on water, hygiene methods, public safety. Results: We made alternative teaching materials using scraps, culminating with an exhibition of the works, the implementation in the school environment of a pilot project for the separation of garbage, the organization of an educational booklet. Conclusion: We realized with the development of the project a great change in the behavior of those who did not believe that each one doing their part, can instead make changes, and have a cleaner, healthier environment for all beings that Inhabit.

Analysis of College Students Participation in Language Classrooms

There are already many literature studies on the phenomenon of low classroom participation and lack of speaking among Asian students. Previous literature has shown that the academic success of university learning is closely related to classroom participation. Classroom participation promotes communication between teachers and students, helps students establish critical thinking, and enhances students' confidence. Nevertheless, students' enthusiasm for classroom participation is still not high. In this paper, through the literature research method, the problem of students participation in the language classrooms in college is analyzed. The study shows that flipped learning, online discussions, and incorporating classroom participation into classroom assessments can help students actively participate in language classrooms. These reasons and corresponding methods provide alternative, correct, and effective teaching guidance for Chinese language classroom teaching.

Effects of Geometer’s Sketchpad on Algebraic Reasoning Competency amongst Students in Malaysia

This study investigates the impact of incorporating Geometer's Sketchpad into GSP-based instruction on the algebraic reasoning proficiency of students. The research outlines the application of GSP-based instruction, utilizing Geometer's Sketchpad in Mathematics education, with a specific focus on solving quadratic problems. A quasi-experimental design, involving non-equivalent pre-test and post-test assessments, was conducted on 60 second-grade students at a private secondary school in Kuala Lumpur. The experimental group, consisting of 30 students, utilized Geometer's Sketchpad in their learning, while the control group, comprising 30 students, received traditional instruction. Data analysis was performed using ANATES 4 and SPSS 25.0 software, incorporating inferential statistics such as paired t-tests and one-way ANCOVA for quantitative data analysis. Both groups underwent an initial pre-test assessment. The research findings reveal a significant disparity in algebraic reasoning proficiency between the two groups, indicating substantial improvement after the intervention. Consequently, the integration of Geometer's Sketchpad in GSP-based instruction contributed to the enhancement of students' algebraic reasoning skills, particularly in quadratic problem-solving. In conclusion, this study underscores the potential of Geometer's Sketchpad as an instructional intervention, urging mathematics educators to contemplate its incorporation as an alternative teaching tool.

E-governance as a lever for public administration performance: A qualitative survey.

The digital transformation of the international economy has made it easier for both public and private companies to reinforce the process of migrating value to the Internet. Internet integration has thus become a sine condition for maximizing the chances of success. The new public management (Er Rays et al., 2022) makes e-administration a strategic axis in our country. In Morocco, digital technology is a fundamental part of the system used to modernize the administration. E-administration generates transparency and efficiency, paving the way for e-governance that harmonizes organizational performance (Scupola &amp; Zanfei, 2016). The COVID-19 pandemic required the administration to use digitalization to ensure continuity and modernization of public services. The qualitative exploratory study was carried out to assess perceptions and expectations, and to identify levers for improving the quality of distance learning in order to achieve the desired performance. The results clearly illustrate that this type of teaching has been a success with teachers, despite certain constraints noted by this type of alternative or complementary teaching.

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.

Alternative Teaching Approaches: Economics for Future Generations

Alternative Teaching Approaches: Economics for Future Generations

Facilitators of and Barriers to Effective Preceptorships for Pre-licensure Nursing Students: What Nursing Faculty Need to Know.

Preceptorships offer prelicensure nursing students the opportunity to meet their clinical objectives by working one-on-one with a registered nurse (RN). Although preceptorships can be provided for any clinical course, most prelicensure nursing programs offer them during the final semester. Preceptorships provide a bridge between academic study and the real world of nursing. By acting as a teacher, role model, evaluator, and person who can help a student to socialize with the profession, a preceptor can reduce the reality shock experienced by new nurses and provide them with realistic expectations about the nursing profession. The recent nursing shortage has inadvertently led to a preceptor shortage and forced the nursing leadership to become dependent on available RNs, including those without preceptor training or experience. This practice update paper aimed to address the facilitators and barriers associated with preceptorships for prelicensure nursing students and discuss the proposed solutions for effective clinical preceptorship based on evidence and the author's personal reflections. The major facilitators were the discussion of nursing program expectations, the selection of teaching strategies with real-world examples, the creation of a structured weekly plan to promote learning, and the consideration of alternative teaching approaches. The major barriers were preceptors' dual responsibilities to students and patients, challenging students, and the lack of experienced preceptors. The proposed solutions included obtaining support from the nursing leadership team to ensure that the preceptor had a balanced workload, developing the emotional competence of the preceptor, addressing challenging students through a three-way conference with the student, the preceptor, and the clinical faculty and a written plan to ensure student progress, having the nursing leadership conduct periodic assessments of the preceptor pool, and ensuring that appropriate training was offered to candidates who were willing to become preceptors.

Alternative Teaching Method Policies during the Covid-19 Pandemic: Challenges and Effectiveness

Alternative teaching methods is a planned and organized activity which operates for alternative teaching and learning. During the COVID-19 pandemic period, the education system was highly affected and students were unable to acquire education in schools. To cope with this situation, the Nepal government released the Student Learning Facilitation Guide, 2077 to support on education system and help student getting education from home. Hence, the paper aims to examine the challenges and effectiveness of alternative teaching methods in Nepal. For this purpose, the research has been carried out with explanatory and descriptive research design. The necessary information for this study was accumulated mainly from secondary sources.

Fostering Nationalism among University Students in Indonesia: A Communal Perspective

This study’s primary aim is to investigate globalization’s impact on nationalism in Indonesia, specifically focusing on the youth population. The research seeks to understand how globalization influences nationalist sentiments, particularly in the context of the Indonesian educational system. The chosen methodology centers around implementing a Civic Education learning model, aiming to activate and enhance nationalism values among students. The research employs a structured approach, utilizing a test on nationalism knowledge administered before and after implementing the Civic Education learning model. This method allows for a comprehensive assessment of the potential impact of the learning model on students’ understanding of nationalism. The analysis involves measuring the mean score difference between pre-test and post-tests, employing statistical calculations such as mean difference, the standard deviation of the difference, the standard error of the mean difference, and calculated t-values. Additionally, behavioral-scale tests are conducted to evaluate the mean score difference in students’ nationalism behavior. Quantitative calculations and analyses are employed to substantiate the research hypothesis. The statistical findings indicate a significant influence of the Civic Education learning model on students’ knowledge of nationalism and behavior. The mean score differences before and after the model’s implementation and the calculated t-values provide robust evidence of the positive impact on students’ nationalist sentiments. The study extends its contribution to pedagogy by demonstrating the efficacy of alternative teaching methods, specifically in Civic Education. The findings suggest that implementing the Civic Education learning model enhances practical application and holds promise in strengthening Indonesia’s global influence. The research aligns with established concepts of nationalism, emphasizing the actualization of patriotism through the collective development of clear national goals and objectives. The study aims to contribute meaningful insights to the ongoing discourse on nationalism in Indonesia, particularly among the youth.

The Power of PBL and TPACK: Catalysts for Elevating Students' Writing Learning Outcomes

The English writing learning process is crucial in English language education, but it often faces challenges such as limited resources and ineffective teaching methods. To address these issues, this study explores the use of Problem-Based Learning (PBL) integrated with Technological Pedagogical Content Knowledge (TPACK) in the context of English as a foreign language (EFL) learning, specifically in the writing course. The research aims to investigate how the integration of PBL and TPACK can enhance students' writing learning outcomes (assessing their content and clarity, structure of the writing, and language quality). The research follows a Classroom Action Research (CAR) design with a quantitative approach. The subjects consist of 10th-grade students from a public high school in Pasuruan Regency, with a total of 33 participants. Data collection instruments include pre and post writing tests and observation. Data analysis is conducted using Microsoft Excel, employing percentages. The findings demonstrate that the implementation of PBL integrated with TPACK leads to significant improvements in students' writing learning outcomes. In the pre-cycle, the pass percentage was only 39.39%, while in cycle I, it increased to 75.76%, and in cycle II, it reached 93.94%. This study contributes to the development of curricula and teaching methods for English writing. These findings have important implications for future writing instruction that can help improve students' writing learning outcomes. This study’s limitations are constraining the applicability of its findings to diverse educational environments and a relatively brief timeframe. Future research could explore cross-cultural variations, delve into extended research periods, and compare the effectiveness of PBL and TPACK with alternative teaching models in EFL education.

The models of co-teaching and a spectrum for assessing collaboration: Examining English language co-teaching practices in South Korea

Many countries have developed co-teaching programs pairing native-English-speaking teachers with local English teachers. Despite the optimistic aims of these programs, research has revealed challenges for co-teaching, such as with teachers’ contrasting belief systems or cultural differences. However, research has yet to examine the models of co-teaching applied and the extent of collaboration observed with multiple co-teaching pairs across different teaching contexts as is done in the present study. The study uses qualitative analysis, aiming to examine the approaches to co-teaching and the degree of collaboration with 14 pairs of co-teachers across different school levels (primary, middle, and high schools) in South Korea. Based on classroom observations and interview data, the study found that of seven models of English-language co-teaching (one teaching / one assisting, team teaching, one teaching / one assessing, parallel teaching, alternative teaching [pre-teaching], alternative teaching [re-teaching], and station teaching), the one teaching / one assisting model was prevalent for 10 dyads and the team-teaching model for four dyads. The other models of coteaching were not used or reported to be used by these participants. In addition, by focusing on the observed and stated practices of these participants, the study adds to the literature by showing how co-teaching collaboration occurs across a spectrum, from no collaboration to full collaboration, with differing levels of engagement throughout. The study suggests that this proposed spectrum will be useful for researching and assessing co-teaching practices, and it implies that the efficacy of co-teaching could be increased by supporting fuller collaboration and multiple approaches to co-teaching beyond the dominant one teaching / one assisting model.

Down to the bone: a pilot study into the effectiveness of 3D versus 2D learning in anatomy education.

Possessing excellent anatomical knowledge is crucial for every health care trainee, including medical and physiotherapy students. Hands-on sessions in the dissection class form the cornerstone of anatomy education. Recent years increasing student numbers and decreased availability of time within the anatomy dissection room, forces the development of alternative teaching methods to use the dissection class as efficiently as possible. Most alternatives include video recordings and books (2D), but also 3D high-fidelity models (3D-HFM). These are anatomically accurate, morphable and dynamic 3D models that result from scanning cadaveric specimens. It is assumed that 3D-HFM have some learning benefits over 2D-models. Development of 3D-HFM is a cost- and time-consuming task and the effect of 3D learning into anatomy education needs to be further evaluated before it can be properly integrated into the program. Therefore, a pilot study is set-up to investigate the learning effect of manipulable 3D-HFM.&#x0D; The pilot study focuses on the effect of using static 2D atlas-type models (2D-ATM) versus manipulable 3D-HFM on learning processes and outcomes when studying and preparing for hands-on osteology of the skull in first-year physical therapy students. 10 students will be randomly assigned into 2 groups (n=5). Students will be invited one-by-one to the Antwerp Social Lab. After having measured their prior anatomy knowledge and spatial ability, students will watch a knowledge clip explaining the basics of the skull. Then, depending on the condition, students are given either static 2D-ATM or manipulable 3D-HFM to study (as if for an exam) the osteology. While learning, students’ eye movements and electroencephalography (EEG) are collected to capture students’ cognitive load. Log data of their actual manipulation of the 2D-ATM or 3D-HFM is collected as well. When finished, students are given a post-test that maps their anatomical knowledge about the osteology of the skull using (1) nominal questions on pictures and x-rays, and (2) more complex questions capturing students’ insight. Finally, a practical test on a physical skull bone is administered that requires students to recognize certain structures and underlying relationships. &#x0D; &#x0D; This pilot will form the basis of a broader research into innovation in anatomy education. Further research is needed to investigate to what extent online 3D-HFM are appropriate to improve the learning process and outcome compared to 2D-ATM. These studies should also examine the effect of 3D-HFM can compensate for the decreased time spent in the dissection room.

Critical Thinking on the Determinants Matrix: The Development of A Teaching Module

This research is motivated by the unavailability of determinant matrix teaching materials that meet students' needs and curriculum standards and students' low critical thinking skills, so a determinant matrix teaching module is needed that complies with curriculum standards and facilitates critical thinking skills. Teaching modules are developed using the Project-Based Learning model. This mixed-methods research aims to determine teaching modules' validity, practicality, and effectiveness. This article is a design research report using the Plomp model. The data sources in this research are material expert validators, media experts, educational practitioners, and respondents. The instruments used are validity sheets for material experts, media experts, description tests, observation of the learning process, and critical thinking ability tests. The results of data analysis in this research concluded that the teaching module that had been developed was very valid, practical, and effective. The developed instructional materials are believed to support learning that emphasizes critical thinking. In conclusion, the teaching materials incorporate exercises that enhance critical thinking skills using case presentations. Furthermore, it is suggested that the module be used as an alternative teaching tool and that further research be done with different data, materials, or other mathematical abilities.

RESEPSI PEMBACA TERHADAP TOKOH RAHWANA DALAM NOVEL DEKONSTRUKSI RAHWANA PUTIH KARYA SRI TEDDY RUSDY DAN IMPLIKASINYA DALAM PENDIDIKAN MULTIKULTURAL

This research aims to find out 1) What are the good and bad qualities, both physical and psychological, of the character Ravana shown by the author in the novel Ravana Putih, 2) How do readers respond to the character Ravana in the novel Ravana Putih, and 3) How do The novel Ravana Putih can have implications for multicultural education, especially as teaching material in schools. The research method uses descriptive qualitative. Data sources were obtained through literature study, listening, notes and interviews. To test validity in this research, a triangulation model was used, which includes data triangulation, theory triangulation and expert triangulation. The results of the research show that it was found that Ravana's good qualities were more dominant than his bad qualities. There are two groups of responses from the reading public to the character Ravana in the novel Ravana Putih, namely agree and disagree. This deconstruction novel can be used as an alternative teaching material in multicultural education in Indonesia to create mutual respect, tolerance and critical thinking among students

Can Virtual Reality (VR) enhance students’ learning experience?

Immunology is a fascinating yet complex subject area to teach undergraduate students, mostly due to the vast specialised vocabulary and complex processes associated with the topic. One solution to this challenge is to embrace innovative digital technologies such as Virtual Reality (VR), which immerses users in an interactive environment and encourages them to actively participate in their own learning. This alternative teaching model also creates an inclusive learning environment, allowing students to learn at their own pace, aiding their comprehension of the material. Here we describe the development and implementation of a novel VR simulation at the University of Glasgow. The bespoke ‘Battling Infection’ VR simulation takes place inside the human body: students visit different anatomical sites in their quest to eradicate an infection caused by the bacterium Salmonella, interacting with and choosing the appropriate immune cells to do so. We explored how this innovative resource could support medical and life sciences students with their understanding of immunity to infection. Following the interactive VR session, students completed a voluntary questionnaire to enable us to determine the impact this digital tool had on their learning experience. Most students surveyed agreed the VR simulation enhanced their understanding of the topic and helped them to visualise the complex processes of host immunity. Some participants commented on the discomfort of the headset and others suffered motion sickness, issues commonly reported within VR technology. Overall, this study found that the VR simulation was an innovative model of educational delivery which enhances the student learning experience and helped students to conceptualise complex information. Future work will focus on student knowledge retention using this method of teaching, in addition to developing further resources to supplement the VR simulation and exploring immune responses to other pathogens.

The The Relationship between Intensity of Social Media and Learning with Learning Outcomes of Sociology in Ngawi Regency

Teenagers, one of Indonesia's primary consumers, mainly access social media using smartphones. As a student, they use it freely, even when the teachers are in classes. Schools fear unlimited access to social media because the distraction could affect their scores. However, it also could bring positive change. 2019 is the year when the global pandemic crippled the world. Schools are forced to operate online with no direct supervision of the teachers. Social media could be used as an alternative teaching method in such events. This study aimed to determine the relationship between the intensity of social media use and learning related to learning outcomes. The use of social media carried out by students regardless of time affects student learning outcomes, both positively and negatively. Teachers use social media to support the value obtained by students to the maximum through utilization in learning. This study uses correlational quantitative methods with problem characteristics in the form of relationships between 2 or more correlations. The data collection techniques used were questionnaires and interviews. The analysis techniques used are normality test, linearity test, double linear regression test, and Pearson correlation test. The results obtained are: (1) a positive and significant relationship exists between the intensity of social media use and student sociology learning outcomes. (2) there is a positive and significant relationship between learning and student sociology learning outcomes. (3) there is a positive and significant relationship between the intensity of social media and learning with the sociology learning outcomes of grade XI social studies students of SMA N 1 Ngawi. The use of social media can be beneficial for students in learning and learning outcomes of student sociology

Using blended learning to teach writing to Saudi EFL university students during the COVID-19 pandemic

The worldwide spread of the COVID-19 pandemic has compelled researchers and practitioners to investigate and implement alternative teaching methodologies due to the disruption caused to conventional face-to-face instruction. This study examined the efficacy of integrating the Blackboard platform and face-to-face classroom learning in a blended learning model for teaching writing skills to Saudi EFL university students via amalgamating the advantages offered by both online platforms and face-to-face learning. The study adopted a mixed-methods research design, incorporating qualitative as well as quantitative methodologies. It employed a survey methodology, utilizing a questionnaire to identify the students' perceptions with respect to the use of blended learning in the context of writing instruction. In addition, interviews were conducted to determine the students' level of acceptance and willingness to participate in blended learning. The findings indicate that the participants exhibited a predominantly favorable attitude towards blended learning of writing. Furthermore, they demonstrated an awareness of the interconnectedness between engaging the Blackboard platform and face-to-face learning in writing instruction. The positive perspectives and receptiveness exhibited by the students towards blended learning underscore its potential to cultivate engagement, collaboration, and enhanced learning outcomes of writing instruction. The empirical evidence obtained from this study serves as a strong impetus for educational institutions and EFL instructors to utilize blended learning in writing instruction.