Classroom Teaching Methodology Research Articles

Research on the influencing factors of promoting flipped classroom teaching based on the integrated UTAUT model and learning engagement theory

With the rapid advancement of educational technology, the flipped classroom approach has garnered considerable attention owing to its potential for enhancing students’ learning capabilities. This research delves into the flipped classroom teaching methodology, employing the Unified Theory of Acceptance and Use of Technology (UTAUT), learning engagement theory, and the 4C skills (comprising communication, collaboration, creativity, and critical thinking) to investigate its effects on learning capabilities. The research surveyed 413 students from three universities in Jiangxi Province, employing stratified random sampling. SPSS 24.0 and Amos were used for structural equation modeling and hypothesis testing analysis. The findings indicate that: (1) Performance expectancy, effort expectancy, and peer influence significantly enhance students’ learning engagement in the flipped classroom. (2) Students’ learning engagement in the flipped classroom notably promotes their learning capabilities. (3) Performance expectancy, effort expectancy, and peer influence can significantly boost learning capabilities by increasing learning engagement. (4) Personality traits significantly moderate the effect of peer influence on learning engagement, highlighting the crucial role of individual differences in learning. (5) The level of students’ learning engagement is differentially influenced by performance expectancy and peer influence across various academic disciplines. Ultimately, this research provides valuable insights for educational policymakers and guides improvements in teaching practices, collectively advancing educational quality and equity.

From traditional teaching to flipped classroom: Impact on learning in engineering degrees

Computer engineering students should develop competences related to the contents of databases design and SQL queries. For this purpose, the recommendations on the convenience of changing the traditional teaching methodology to the flipped classroom are followed. In this article we present a quantitative study in which we compare the potential for the development of engineering students' competences in the design and use of databases of the flipped classroom methodology and the traditional teaching methodology. The results obtained in the evaluation of the subject in two different courses are compared. In the first course, traditional teaching methodology was used. In the second one, flipped classroom was used when its implementation had already been tried and tested. The results of the content blocks of database design and SQL queries are compared, according to the type of learning promoted. In this article we show evidence that the implementation of the flipped classroom teaching methodology provides different results depending on the learning promoted and on the specific contents in the subject of relational databases. The benefits of implementing the flipped classroom depend on the content and type of learning promoted. We have found evidence that they improve theoretical learning outcomes for database design and in the resolution of non-reproductive activities in the SQL queries block. No conclusive benefits are reported for students’ competency development for either of the two content blocks.

Designing an Effective Teaching Learning Environment for an Undergraduate Software Engineering Course

Software engineering is a core theory course offered in undergraduate engineering programmes which deals with various systematic approaches, methods, and tools that can be employed for designing, developing, testing, and maintaining quality software applications. It is one of the challenging courses for the teaching faculty. After graduation, the students are expected to practice software engineering principles and practices in their prospective projects. In order to satisfy the industrial requirement, and to create industry ready software professionals, software engineering course is offered as theory cum practical course. This article focuses on setting up an effective learning environment for learning software engineering courses. The course is blended with traditional classroom teaching methodology along with a set of pedagogical practices, active learning strategies, ICT tools for content delivery and assessment. This enhanced approach in teaching learning methodology improves student learning outcomes, which in turn helps them to adopt corporate practices more easily.

ENHANCING THIRD-YEAR COMPUTER SCIENCE STUDENTS' COMPUTER PROGRAMMING SKILLS AT HAWASSA UNIVERSITY, ETHIOPIA

Teaching programming in an efficient and effective method has been the most difficult subject in the world of computing for the last couple of decades. Aside from a lack of laboratory equipment, the most prevalent issues are the lengthy time it takes to understand a problem, devising algorithms, writing coding, syntax, and semantic complexity of the programming language. Because of the wide range of students' backgrounds, misconceptions about the course, traditional classroom teaching methodology, and the limited allotted time available to cover the course, it is extremely difficult for a teacher to go beyond the fundamental concepts that impede the development of students' problem-solving abilities. The major goal of thisstudy is to assist students to become better programmers by comprehending code and implementing applications for real-world problems.

Designing a Classroom Teaching Methodology for Pericyclic Reactions Based on Discipline Development History

Designing a Classroom Teaching Methodology for Pericyclic Reactions Based on Discipline Development History

Designing a Classroom Teaching Methodology for Pericyclic Reactions Based on Discipline Development History

Designing a Classroom Teaching Methodology for Pericyclic Reactions Based on Discipline Development History

Building on Strategic eLearning Initiatives of Hybrid Graduate Education a Case Study Approach: MHEI-ME Erasmus+ Project

Online courses are gaining popularity because they provide extensive and varied course material, information, knowledge, and skills, whilst also creating an effective educational online community. This research adopts a case study approach to focus on the teaching method and the manner in which a strategic commitment to eLearning provides scope for the development and implementation of top quality educational online fully accredited programs. Entrepreneurship focuses on developing businesses that add value and create wealth and prosperity in our societies. Therefore, entrepreneurship is a key area of learning for graduate students seeking to set up and operate their own SME organizations. It can serve as a benchmark for the teaching of other graduate subjects that require a sound correlation for the correlation of concepts and theories to the challenging complexities of the real world. The program was developed on the basis of the implementation of a state-of-the-art eLearning platform that allowed for a combination of varied self-learning and collaborative learning elements and activities within a single platform. This enabled students to access the online content material efficiently and effectively. It allows for the development of a program based on the flipped classroom teaching methodology. The underlying concept of the flipped classroom methodology is that effective eLearning should comprise both synchronous and asynchronous learning activities. This combination of self-learning and collaborative learning calls for careful planning by the tutor to ensure that the learning objectives are clearly defined for each activity and that the relevant deliverables are monitored. The content material for each subject course module was designed, developed, produced, and presented by the different project partners in a holistic manner structured to motivate participants to learn. The results of our analysis have shown that students were able to learn, discuss their projects, and cooperate during an online course in an effective and participant-focused manner with their tutors. The feedback given highlights the importance of ongoing communications between students and the tutors who often need to act as mentors to retain student engagement.

Revisiting Marketing Management Teaching Pedagogy: A Study Based on the Voice of Indian Marketing Professionals

Marketing management is one of the practical-oriented subjects in management education, which is very dynamic. In this changing and newly emerging business and marketing ecosystem, the challenge of marketing teaching pedagogy is increasing day by day. In marketing management teaching pedagogical research, there is a scarcity of integrated blended framework consisting of teaching technology and augmented learning exposure in supporting classroom teaching methodology. The study attempts to identify how various factors like theoretical knowledge, practical orientation, teaching technology and augmented learning can impact marketing management education’s learning outcome in the Indian context. Current research has also tried developing and examining a structured framework that may strengthen the classroom teaching environment. This article is based on empirical data of 693 marketing and sales professionals who are mostly alumni from topmost Indian B-schools. Exploratory factor analyses and structural equation modelling, and path analysis are being done to test the conceptual research model. The results of this article demonstrate how contemporary integrated classroom teaching can boost the marketing management learning outcomes with a proper blend of augmented learning exposure, out-of-class exercises and teaching technology in an Indianized way.

Computer Assisted Language Learning Integration Challenges in Saudi Arabian English as a Foreign Language Classes: The Case of EFL Teachers at Tabuk University

Recent decades have witnessed unprecedented growth in the educational technology industry. Such significant developments have made Computer Assisted Language Learning an indispensable constituent of the teaching methodology in English as a Foreign Language classes. Meanwhile, several studies report that English as a Foreign Language teachers in many parts of the world is in shortage of skills required for Computer Assisted Language Learning integration in their classes and teaching methods. In view of the variances in different parts of the world as to the status of Computer Assisted Language Learning integration, the current study aims at exploring challenges that English as a Foreign Language teachers, at the University of Tabuk, Saudi Arabia, are assumed to confront in employing Computer Assisted Language Learning as an integral constituent in their classroom teaching methodology. With this end, the study is carried out in light of the question ‘Are the EFL teachers able to integrate CALL applications effectively in their classroom teaching methodology?’ The study employs a mixed-methods research design in which quantitative and qualitative approaches are used in both data collection and analysis. The required data for analysis was collected by using a questionnaire of Likert items that were distributed to a convenient random sample of EFL teachers working at the English language Institute (ELI) at the University of Tabuk. Quantitative data were analyzed statistically with the support of excel and SPSS whereas qualitative data were analyzed in light of invitational theory proposed by Purkey and Novak (1992). The results of the analysis are significant in drawing inferences that help in making valid conclusions and decisions for designing and developing suitable teacher professional development programs for successful integration of CALL in their EFL classrooms.

Enhancing science self-efficacy and attitudes of Pre-Service Teachers (PST) through a flipped classroom learning environment

ABSTRACT The flipped instruction methodology has increased in popularity in recent years. A fruitful area for flipped methodology helps to increase the self-efficacy and attitudes of students as a learner in their science course. This study investigates the effects of following a flipped classroom teaching methodology on Pre-Service Teachers’ (PSTs) self-efficacy in science contents and teaching science, as well as their attitudes toward science. Various instruments were used to assess the influence of the methodology on the aforementioned variables, and the results indicated that significant differences were observed in the students’ self-efficacy before and after course completion. Additionally, the methodology followed in the class significantly increased positive attitudes toward science and scientific contents, and, therefore, PSTs were more willing to enjoy science. Thus, a flipped science course can contribute to attaining science self-efficacious PSTs with positive attitudes that are vital to accomplishing insights and visions for professional and specialized developments of PSTs.

‘Mézclalo un poquito’: plurilingual practices in multilingual educational milieus

ABSTRACTWe analyse data collected at multilingual schools in Catalonia, taking a plurilingual and socio-cultural Conversation Analysis approach to the interactions studied. The analytical sections of the article show how plurilingual practices are resources for students’ participation in classroom activities; we argue that language learning is a process that is reflected in how students’ participation is achieved and modified in classroom interaction over time, and in the ways in which they mobilise interactional resources for scaffolding their completion of cognitive and communicative activities. Our results suggest that learners set out from an initial stage in which they have little possibilities of participating in communicative activities in the target language, and progressively, through practice, and through the use of interlinguistic (e.g. recourse to resources from other named languages in their plurilingual repertoire) and intralinguistic (lexical substitution and paraphrasing) procedures, they learn to participate in interactions in unilingual mode in that language. We then argue that as plurilingualism is a reality both of social interaction and of learning processes, it should be ‘didacticised’; that is, transformed into classroom teaching methodology. We introduce our understanding of the didactics of plurilingualism, an approach based on project-based learning, and discuss its operation on the macro, meso and micro levels.

Use of Mnemonics for Teaching Mathematics at the Primary Level

A good understanding of mathematics is necessary not only for academics; rather it is also a fundamental skill which is required in a person’s personal, social, and work life. Mathematics today owes a huge debt to the outstanding contributions made by Indian mathematicians over many hundreds of years. However, nowadays Indian students underperform in mathematics. As per the Seventh Annual Survey of Education Report (ASER), 2012, of rural India, school enrolment has risen but there is a decline in attendance, over-reliance on private tuitions and decline in reading and mathematical ability of children in the age group between six and 14. In order to improve performance in mathematics and ensure that our students are equipped with the mathematical skills needed to succeed in a global marketplace, there is a need to start from the basics at primary level. The major reason for the difficulty in comprehending mathematical concepts is their abstract nature, inability to translate mathematical meaning to real -world entities and lack of multi-step problem solving skill. Thus, use of innovative techniques which make the mathematical concepts concrete and help in memorizing the basics along with inculcation of basic mathematical concepts and skills could be useful in improving the mathematical ability. The present paper considers some mnemonic techniques which could be easily incorporated in the regular classroom teaching methodology for enhancing mathematical skills and performance.

Academic Self-Efficacy and Self-Handicapping: Are they Influenced by Self-Regulated Learning?

Self-handicapping strategies become a life pattern in many low achieving students in an attempt to link their poor academic performance to sources other than one's ability factors. Frequent use of these strategies leads to decrement in self-efficacy related to academic competence as less and less time is devoted to scholastic activities. With the view that introducing self-regulatory patterns into the daily schedules of the students would decrease the faulty patterns of learning, this study compared two groups of seventh graders. The treatment group was provided with dual component self-regulatory strategies training including motivational and cognitive strategies, while the control group was exposed to only traditional classroom teaching methodology. ANCOVA results indicate a significant increase in the academic self-efficacy among the treatment group students at post-training. No significant shift was found in academic self-handicapping strategies used in the treatment group. However, during the intervention period there was a significant increase in the use of academic self-handicapping strategies by control group students. Content analysis of responses to open-ended probes indicate an increase in perceived academic self-efficacy and a decrement in academic self-handicapping at post-training stage.

Initial Testing in English for Upper Secondary Students in Romania

The aims of this study are to assess the performance of upper secondary school students studying English as a foreign language (FL1 and FL2) following the initial testing, compulsory for all secondary school students starting with school year 2011-2012, and to establish remedial action to be taken in order to address the mixed ability situations and the large gap that often exists between the level imposed by national curricula and the actual students’ level. The initial tests design was checked against the national curriculum standards. We randomly analysed the initial tests taken by 51 EFL1 students (10th grade) and 49 EFL2 students (10th grade). Testing items were clustered around the following competences and sub-competences: I. Reading comprehension (reading for detail, opinion/attitude); II. English in Use (structure, lexis); III. Writing (letter writing). Pedagogical insights into classroom teaching methodology to address the existing problems facing state schools in Romania will be provided.

Korean Children's Cultural Adjustment during Transition to the Early Years of School in Australia

THIS STUDY INVESTIGATED KOREAN children's cultural adjustment during transition to South Australian junior primary school settings. Using case-study methodology to provide a sociocultural perspective, data were collected during interviews with a sample of South Korean international students aged five to eight years, their mothers and teachers. All participants were asked to identify experiences that facilitated or impeded the children's cultural adjustment to school life in Australia. The study found that language difficulties were a major concern for these children in adapting to an Australian education setting. Successful cultural adjustment was found to link to positive interpersonal relationships with peers and teachers and the ability to adapt to Australian classroom teaching methodology. The study identified cultural adjustment issues which may also be relevant to other students from a non-English-speaking background and for teachers of international students.

The underutilization of information and communication technology-assisted collaborative project-based learning among international educators: a Delphi study

This study explores the barriers associated with teachers implementing information and communication technology-assisted collaborative project-based learning (ICTCPrjBL) as a classroom teaching methodology with students. We used a Web-based Delphi method to engage experienced educators in anonymous consensus building consisting of three rounds of surveys. The Round 1 analysis yielded 51 barriers. The Round 2 analysis produced descriptive statistics (range, mean, and standard deviation) on the importance of each barrier. The Round 3 analysis confirmed 16 out of the 51 (31.4%) barriers as “moderately significant” to “very significant” to implementing ICTCPrjBL. Important contributions of this study include: (a) identification of barriers to implementing ICTCPrjBL that can inform the literature and promote greater utilization throughout the educational community and (b) a cross comparison of barriers between North America, Eastern Europe, and Africa to examine regional differences.

Career Oriented Education in Pharmacy Education: A Survey

A mail survey was conducted to investigate the career orientation in final year B. Pharm. students in Karnataka State during August and September, 2002. The paper aims to investigate the corresponding opinions of students on Teaching and learning methodology Evaluating systems Seminars and tutorials Selection for optional subjects Industrial tours Future career planning, and Current education training. These opinions were evaluated through 15 questions designed as dichotomous, consolidated questions designed on level of measurements. Thirty-two percent of institutions responded to the study. Almost all of the students were satisfied with existing classroom teaching methodology as they could freely interact to clear any doubts or questions. The qualities they expected from their lecturer, in rank-order, are: subject command, clarity in tone and excellent communication skills, commitment to work, pleasing manners and the encouragement and ability to conduct research. Seventy-one percent felt classroom size affects the learning process. Forty-one percent felt that a class size of 20-30 is adequate. Sixty-one percent expressed dissatisfaction with the current evaluation pattern and proposed a method that would take the cognisance of their overall performance. They also had optimistic views on seminars and tutorials. Only three students’ (regarding selection for optional subjects) admitting to have made the mistake of selecting subjects not matching their inclinations. Fifty-nine percent felt that up to five industrial visits are adequate. Inclination towards career goals are 30% research and development, 16% marketing, 14% clinical pharmacist, 12% manufacturing floor, 10% academics, 9% Quality Control Department, 4% Hospital and Community Pharmacist and, lastly, 2% entrepreneurs. A large number of students want to work outside India. In general, students are satisfied with the present coaching programme. The study concludes by making several suggestions on how institutions can help the students in achieving their career goals.

Professional Development Schools: How well will they travel?

The Professional Development School concept advocating active partnerships between universities and schools is one of the main features of the teacher education reform movement in North America. In this paper the authors maintain that the six principles of the PDS concept contain items of 'cultural baggage' that require compromise if the concept is to 'travel well' to a non-Western educational context. To implement the PDS concept in the United Arab Emirates, the authors examined the characteristics of the educational system of the UAE and proposed some pragmatic modifications involving four major aspects of the PDS: the decision making process, the need to build 'autonomous' institutions, equity and reciprocity between school and university, and the preferred classroom teaching methodology.

Parents Help Educate their Children Through Instructional Television

AS EVERY educator knows, conditions in today's ! rapidly changing world make it imperative that children learn more than they have in the past dur ing their primary and secondary school experience. One conceivable way to increase learning is to in volve parents directly in the educational process that is, to let them take part in the actual instruc tion of their children. Such a procedure could mean more effective use of the child's home study time. A question immediately arises, however. Would such parent aid actually help the child, or would it, on the other hand, interfere with classroom teach ing methodology? Not many years have passed since the consensus of educators was that direct par e nt participation in instruction should be strictly avoid ed. And many evidently still feel this way0 As late as 1959, Frieda Van Atta, arguing that parents can help, stated the basis for the opposition point of view : The average person, regardless of how much formal education he himself may have had, just isn't equipped to help his child with school work as his teacher would help him? For this reason many educators believe that parents should not attempt to help their children with homework... a child can become confused if a subject is not explained clearly or if a problem in arithmetic is worked by a method different from that used in school (7: p. 7). Such statements are widespread in the literature. For example: It is easy to feel that education is exclusively our (the teacher's) job. We are trained to under stand children in our democratic society;we have the know-how of child guidance. Why should parents interfere (5: p0 164)? There are some people, both teachers and parents, who believe that teaching is a technical ! process that only teachers are prepared to u s e (4: p. 22)0 Though that attitude seems to softening all of the writers quoted above were urging the use of par ents little evidence exists on the actual effects of direct parent participation in education. This parental role has been investigated in the Denver-Stanford Project on the Context of Instruc tional Television, a joint effort of the Denver Public Schools and the Institute for Communication Re search at Stanford University. The Project is con cerned with teaching Spanish to fifth and sixth grade children, and it uses open circuit television as the primary instructional medium. Pupils see 15-min ute lessons in school as part of their regular curric ulum, and various ways of improving the instruction through classroom and home activities are investi gated. In the planning stages of the project a unique op portunity for parent participation was rec o g n i z ed. With open circuit television, the Spanish lessons could be seen in the home as well as in the school. And, if the lessons were telecast again after school hours, parents and children could view them and study the new language together. Considerable doubts were expressed about the value of such a program. Not only are parents un trained in teaching methods, but in this case they would be dealing with a subject totally new to almost all of them. The Foreign Language in the Elem e n tary Schools (FLES) program has established the ex treme importance of proper pronunciation and the avoidance of translation for the beginning language student (1, 3, 6)0 Would not parents both pronounce poorly and be prone to translate ? Though this was a distinct possibility, the poten tial importance to education of a finding that parents could help, and the lack of prior data in the area,