Application Of Teaching Strategies Research Articles

Development and Evaluation of a New Observational Tool to Document the Use of Teaching Strategies in Physiotherapy

Effectiveness of motor interventions depends not only on learning content but also on the used teaching strategies. However, little is known regarding the application of teaching strategies in clinical practice. This study aimed to develop and assess psychometric properties of a new Dutch observational instrument to document teaching strategies: the Optimizing Performance through Intrinsic Motivation and Attention for Learning (OPTIMAL) Strategies Observational Tool (OSOT). Based on the OPTIMAL theory for motor learning from Wulf and Lewthwaite, the OSOT includes three variables: (a) expectancies, (b) autonomy, and (c) attention. The OSOT’s content was created by extracting relevant items from literature and existing instruments. To assess its psychometric properties, a convenience sample of 18 physiotherapy sessions for children with developmental coordination disorder was employed. Video recordings of these sessions were analyzed using Noldus The Observer XT. Relative duration (percentage of session time) was calculated for each item. Intraclass correlations were calculated to examine interrater and intrarater reliability. The design process resulted in 43 items in total. Interrater and intrarater intraclass correlations ranged from .48 to .99, with 81% (interrater), respectively, 95% (intrarater) of the items scoring above .75, indicating excellent agreement. The OSOT enables systematic and reliable observation of Optimizing Performance through Intrinsic Motivation and Attention for Learning teaching strategies used by therapists in Dutch clinical settings.

Application of Teaching Strategies and Methods in Science and Social Studies Classes

The paper presents the results of a survey which aimed to determine the preferences of primary school class teachers toward student-centred or teacher-centred teaching strategies and methods, the frequency with which they are used in science and social studies classes, and the correlation between these variables. The research was conducted on a sample of 301 class teachers from the Republic of Croatia. The results indicate that teachers prefer student-centred teaching strategies and methods. Despite of that, in their teaching practice they employ teacher-centred teaching strategies and methods significantly more frequently in terms of statistics, especially in the realisation of the learning outcomes set by the curriculum in the main part of the lesson. Moreover, a positive correlation between the teachers' opinion about the application of certain teaching strategies and methods and the frequency of their use has been determined. The implications of the obtained results for future research on this topic, as well as for the advancement and further modernisation of primary science and social studies teaching, are considered in the conclusion.

Effectiveness of an online program using telesimulation for academic-clinical collaboration in preparing nurse preceptors' roles.

To evaluate the effectiveness of an online program on nurse preceptors' knowledge and self-efficacy in their roles to support students' clinical education, and to examine their online experience. Professional development of nurse preceptors is paramount to fostering work readiness of future graduate nurses on entering the workforce. The support from academic institutions in developing preceptors' roles in clinical teaching and assessment is pivotal. This study employed a mixed-methods design. A total of 59 nurse preceptors from six healthcare institutions participated in an online preceptor program by collaborating with academic educators in facilitating student clinical learning and assessment through telesimulation following web-based instruction. Pre-test and post-tests were administered to evaluate the preceptors' knowledge and self-efficacy in their roles. Survey questionnaires and focus group discussions were conducted to evaluate their online experience. SQUIRE 2.0guidelines were applied. The preceptors demonstrated significant improvements (p<.001) in knowledge and levels of self-efficacy in their preceptor roles immediately and 1month after the program. The following four themes emerged from their learning experiences: 'interactive learning approach', 'academic-practice collaboration', 'better understanding of clinical assessment tool' and 'application of teaching strategies'. The preceptors reported positively on their motivation to learn using the web-based instruction and on their telesimulation experience. The study findings demonstrated effectiveness and feasibility of an online preceptor program to enhance preceptors' roles in supporting nursing students' transition to clinical practice, using a mix of web-based technologies to provide preceptors with self-directed and experiential learning approaches. This study contributed to the development of an innovative online preceptor program that provided opportunity for academic-clinical collaboration and has broad applicability. The telesimulation created robust remote simulation experiences for preceptors, allowing them to collaborate with academic educators in facilitating students' clinical practice amid the COVID-19 pandemic.

CORRELATIONS BETWEEN TEACHING STRATEGIES IN BIOLOGY, LEARNING STYLES, AND STUDENT SCHOOL ACHIEVEMENT: IMPLICATIONS FOR INQUIRY BASED TEACHING

Research studies aimed at finding a more efficient model of teaching biology are still sporadic and inconsistent in the contemporary literature. The main aim of the research was to examine the correlation between the application of teaching strategies in biology teaching and students' school achievements, depending on how much the teacher respects their learning styles. The method of theoretical analysis and descriptive method were applied in the research. The sample consisted of 151 third-grade students (39.7% male and 60.3% female) of upper-secondary school. Kolb’s Inventory of Learning Styles and Questionnaire for Assessing the Teaching Strategies of Biology Teachers were used as data gathering tools. Independent t-test, χ2 - square test, and One-way analysis of variance (ANOVA) were used to analyze data. The results showed that there was a statistically significant correlation between teaching strategies, learning styles, and students' school achievement in biology learning. At the same time, students perceived the applied teaching strategies differently, and manifested different dimensions of learning styles. This was followed by the conclusion that students achieved better school achievements in biology teaching when they were taught in the ways that corresponded to their learning styles, which pointed to certain implications for inquiry-based teaching, as well as in education of future biology teachers. Keywords: descriptive method, inquiry-based teaching, learning styles, teaching strategies in biology, theoretical analysis

Experimental Research on PE Teaching Strategies Based on the Teaching Ability of Normal University Students

Strengthening the teaching demonstration based on the teaching strategy experiment can not only enrich the course construction of the theory of physical education, but also improve the scientific and effective implementation of the teaching strategy. In order to promote the ability of teaching design and application of teaching strategies, we should carry out the experiment and practice activities of teaching strategies in pre service normal students, and let every student participate in the process of classroom implementation, classroom observation, classroom display and comprehensive evaluation. It emphasizes teaching design, process analysis and teaching experience, so as to help college students improve their teaching ability and professional quality.

Analysis of Distance Learning in the Professional School of Systems Engineering and Informatics

The distance modality exponentially accelerated the use of technological tools in times of pandemic. In this context, educational institutions at all levels implemented actions to strengthen teaching work through training. The present study was carried out in the University of Sciences and Humanities considering the distance teaching process that is based on three dimensions: teaching strategy, resources and pedagogical mate-rials, and evaluation. The study objective to analyze the distance learning process in its 3 dimensions to propose solutions in virtual teaching. The applied methodology was of a mixed approach; that is, qualitative through focus group and quantitative through student survey. The student population of 159 and a sample of 113 with a confidence level of 95% and margin of error 5%.The result obtained in the focus group shows that teachers have difficulties in the application of teaching strategies in the virtual modality evidenced in the management of digital tools, elaboration of rubrics to evaluate learning, and in the use of resources and pedagogical materials. This is complemented with surveys that show partial acceptance of teaching work in the distance modality; that is, the teaching strategy has an average of 3,76 and standard deviation (S.D) ,63 and 58,41% agrees with the teacher’s teaching strategy; likewise, the pedagogical resources and materials dimension was obtained an average of 3,72 and S.D ,74 and agrees 51,33%.Also in the evaluation, an average of 3,76 and S.D ,72 were obtained with a 55,75% according to the way the teacher evaluates.The research work serves as input for future curricular designs in the distance modality.

Teaching Strategies and English Language Learning of secondary education students at a public educational institution [Estrategias Didácticas y Aprendizaje del Idioma Inglés de los estudiantes de educación secundaria de una institución educativa pública

The objective of the research is to know the relationship between the Teaching Strategies and English Language Learning of secondary school students of a public educational institution. The study was quantitative, the correlational non-experimental design and to correlate the variables with the Pearson Correlation coefficient. The results indicate that there is a direct relationship in a high degree of correlation (0.836) between the independent variable Teaching Strategies and the dependent variable Learning English Language of the students. Conclusions: The Teaching Strategies is directly related to the English Language Learning of the students. The relation refers to the fact that the average score obtained in the application of the Teaching strategies is 4.07 based on a maximum score of 5, which in its valuation scale is equal to "good", and the average marks of the English Language Learning is 14.87, which in its valuation scale is equal to "almost good", that is, there is a high relationship, because there is an application of teaching strategies with a good grade and almost level learning good.

The Practice of Teaching Reading Comprehension in Secondary Schools: A Case of Debre Markos Administrative Town. May, 2019

This study aimed to assess practices of teachers in teaching reading comprehension in secondary schools of Debre Markos administrative town. For this, descriptive survey design and both quantitative and qualitative data analyses approaches were employed. The samples were 254 students and 33 teachers selected using systematic random sampling. Questionnaire, interview, classroom observation and documents were data collection tools. Both descriptive (mean, SD, frequency and percentage) and inferential statistics (one sample–test) were used to analyze the quantitative data and thematic narration for qualitative. The one sample t-test value for pre-reading phase obtained from teachers (M=3.01), which is almost equal to expected mean t-value (t=0.36, df=32, p>0.05) and from students (M=2.21) is significantly lower than expected mean value (t=103.27, df=253, p<0.05). This indicates that the implementation of pre-reading activities was not as expected. The while reading phase mean scores obtained from teachers (M=2.73), (t= -7.93, df=32, p<0.05) and students (M= 2.27) are lower than the expected mean value (t=103.27, df=253, p<0.05) indicates that the implementation of while-reading activities was not as expected. Similarly, for post reading phase, the mean score obtained from teachers (M=2.82), (t= -3.76, df=32, p<0.05)and from students (M= 2.16) both found lower than the expected value (t=78.34, df=253, p<0.05) implies that the implementation of post-reading activities was not as expected. The one-sample test score for the application of teaching strategies obtained from teachers (M=3.67) is significantly greater than the expected mean t-value (t=13.83, df=32, p<0.05). But the mean value (M=2.50) obtained from students is significantly lower than expected mean t-value (t=91.54, df=253, p<0.05). This indicates that teachers and students react differently. Moreover, student, teachers, subject content and context related factors were found affecting teachers teaching practice significantly with some differences in between teachers and students. The qualitative data also showed that the three phases of reading comprehension were not practiced to the expected level. In addition teachers, students, the context were causal factors that hamper the practice dominantly. Thus, it is possible to recommend that trainings should be organized starting from school level to the MoE in order to improve teachers teaching capacity and to overcome the problems identified. DOI : 10.7176/JEP/10-22-04 Publication date : August 31 st 2019

Music Teachers’ Perspectives on Live and Video-Mediated Peer Observation as Forms of Professional Development

The purpose of this interview study, conducted with 12 primary music teachers in Singapore, was to determine whether peer observation is viewed as a learning approach that may contribute to professional growth. We found that both specialist and generalist music teachers highly valued peer observation and were optimistic about the use of video-mediated peer observation. As a form of professional development, peer observation appears to enhance understanding and application of teaching strategies, allows teachers to anticipate students’ reactions during lessons, and builds their confidence as instructors. Video-mediated peer observation, which is both convenient and easily accessible, provides contextualized examples of effective classroom practices. We conclude that peer observation activities are most meaningful and transformative when they are responsive, that is, designed with music teachers’ voices and professional development needs in mind.

Effects of online learning communities on college students’ knowledge learning and construction

This study aims to discuss the application of online learning communities to university courses and the effect on students’ knowledge construction. Total 186 college students in Fujian Province, China, are selected as the research objects. The virtual online community in this study is a course online community with the constructive teaching theories as the core idea, combines knowledge sharing and co-construction, and applies online community platforms to assist students in the course learning. According to different interaction styles in the virtual online community, the students are divided into the teaching assistant (TA) participation group and the control group for the teaching experiment. Referring to Salmon’s (2003) five-stage online teaching model, teaching assistants in the TA participation group proceed online teaching, participate in the interaction and discussion in the virtual online community, and apply knowledge construction code table as the data analysis tool to code and analyze the interaction contents between teaching assistants and students in virtual online community as well as to discuss the effect of virtual online community integrated teaching on college students’ knowledge construction. The research findings show positive effects of the virtual online communities and online teaching of teaching assistants on students’ knowledge construction; besides, teaching assistants and the timely application of teaching strategies are the key factors in students constructing high-level knowledge. Nevertheless, students’ aggressiveness and reflection depth to actively participate in online community activity and express feedback opinions require reinforcement.

The Multimedia Network Teaching Design on Marine Diesel Engine

Along with the network technology in the application of modern education, building network teaching environment of marine diesel engine become an inevitable trend. The network teaching environment design from the teaching goal analysis in the first place, secondly the network learners were analyzed in three aspects, the network information resources consolidation, analysis and application of teaching strategies, then the design of the whole teaching process, and finally the evaluation on teaching effect.