Conventional Classroom Teaching Research Articles

Effect of Using Number Line and Tale Assisted Instruction in the Learning of Redox Reaction (Electrochemistry) in Senior Secondary School

This research aimed to explore the impact of incorporating number line and tale assisted instruction on secondary school students in chemistry, specifically focusing on the topic of redox reactions. Additionally, the study investigated whether gender influenced student performance in learning environments utilizing these instructional methods. Employing a quasi-experimental design with a 3 x 2 factorial structure, the research involved 120 senior secondary school students (SSS II) drawn from three public secondary schools in Anambra State, Nigeria. Pre-test and post-test scores were analysed using Analysis of Covariance (ANCOVA). The results revealed that students exposed to either number line or combined number line and tale assisted instruction demonstrated significantly higher performance compared to those taught through conventional classroom instruction. Also, there was no notable disparity in performance between male and female students across the experimental groups. Drawing from these findings, recommendations were proposed to implement relevant tales assisted and number line methodologies into chemistry teaching practices within Nigerian secondary schools.

Defeating cancer through education, prevention, and youth athletics.

e22548 Background: Barriers to effective scientific learning exists for elementary students, particularly in socially and financially disadvantaged settings. Maintaining interest, concentration and focus can be difficult for children, particularly when confronted with complex material and multiple distractions. Methods: We implemented a scientific educational program for children attending an urban community center after-school program entailing tutoring stations conducted during a basketball practice. Five tutoring stations included human physiology, astronomy, geography, geology and cancer. Five children spend 3 minutes with tutors who are medical students or residents while five other children are on the basketball court going through drills with a coach. After 3 minutes the kids on the court and the kids being tutored switch places. The sequence is repeated until each child has rotated through each of the 5 tutoring stations and through each of the 5 basketball drills. After this, each child rotates through each tutoring station for one minute where they are quizzed on what they were taught and the end of practice scrimmage begins with a score based upon each team of fives’ performance on the quiz. Results: The method proved to be highly effective in the children’s ability to understand and retain scientific concepts. Within weeks nearly every child could list the planets of the solar system in order, calculate their pulse and explain its importance, list the most common symptoms of the most prevalent cancers, correctly identify continents, oceans, countries and states on maps and explain the origin of volcanos, earthquakes, hurricanes and tsunamis. Conclusions: This novel teaching method proved highly effective with children being able to maintain interest, focus and concentration in a setting where physical exertion is rapidly alternated with educational instruction. Parents and teachers commented that the kids learned more in 45 minutes with this method than in 2 weeks of conventional classroom teaching. The approach is widely applicable to students from diverse backgrounds.

Beyond the classroom walls: Stakeholder experiences with remote instruction in Post RN baccalaureate nursing program during the COVID-19 pandemic: A qualitative inquiry.

The COVID-19 pandemic led to the closure of educational campuses and the suspension of conventional classroom teaching globally and locally, and many switched overnight to an online modality. The change was experienced differently by varied audiences, given the availability of resources. The study aimed to examine stakeholders' experiences of emergency remote instructions in the Post-RN Baccalaureate Nursing Program during the COVID-19 pandemic. A qualitative descriptive exploratory design with a purposive sampling technique was used at a private nursing university in Karachi, Pakistan. Focus group discussions with students and faculty were conducted separately, while in-depth interviews with key informants were held using semi-structured interview guides. The focus group discussions and in-depth interviews were recorded electronically and transcribed and translated, coded, and analysed manually. Findings uncovered two major themes. (a) Remote teaching and learning-a paradigm shift; and (b) Remote learning ecosystem-a challenging team sport. The first theme denotes a major shift in pedagogical approach migrating from blended learning model to a complete online modality. Theme two uncovers the efforts and teamwork of the various stakeholders who assisted in mitigating the challenges collaboratively when migrating to virtual learning environment. Findings suggest that to continue to thrive in the post-COVID world, faculty, students, and key informants must collegially enhance the teaching, learning, and assessment strategies and student-teacher interaction, capitalising on evidence-based practices, trial and error, multi-level support mechanisms, and partnerships. The study recommends building resilience in instructional and administrative infrastructure to prepare for future events like pandemics and suggests development of evidence-informed blended and online nursing programmes in the region.

Perception of Community Science Students in Relation to Vocationalization of B.Sc. Degree Program

Community Science is a field that goes far beyond the stereotype of home-making and household chores. It is a rich and diverse domain that addresses a wide array of knowledge essential for enhancing the well-being and quality of life for individuals, families, and communities in an ever-evolving world. In the ever-evolving realm of higher education, there is a growing emphasis on incorporating vocational elements into academic programs. This shift aims to connect the dots between conventional classroom instruction and practical, real-world applications. This study delves into the realm of Vocationalization within the context of B.Sc. Community Science degree programs, aiming to evaluate the perception of students regarding this transformation. The B.Sc. Community Science degree was traditionally known as Home Science and was associated with a focus on theoretical and practical knowledge in domestic sciences, now it has evolved to incorporate practical vocational elements that equip graduates with skills necessary for contemporary life and employment. The result showed that in this study only 21% of the respondents expressed the view that Community Science education indeed offers viable vocational opportunities for students to pursue in their future careers, while 16% disagreed with this assertion and substantial majority of 63% of the students appeared to be undecided or neutral on this matter. This shift in curriculum design seeks to enhance the employability and career readiness of students while aligning academic pursuits with industry demands.

Professional Development of Secondary School Teachers: Adapting to 21st Century Educational Paradigms

Teachers in secondary schools play a crucial role in moulding the academic and personal growth of students during a pivotal stage in their education. The significance of professional growth among secondary school educators cannot be overstated. These educators serve as mentors and guides, helping students navigate complex subjects and prepare for higher education or the workforce. Ongoing professional development for secondary school teachers is essential to keep pace with evolving educational methodologies, technological advancements, and the changing needs of students. Apart from conventional classroom teaching, secondary educators should actively participate in ongoing learning to refine their teaching methodologies, accommodate various learning styles, and incorporate cutting-edge approaches into their lessons. To be a well-rounded secondary school teacher, one must extend beyond routine duties and actively participate in ongoing professional development. This involves embracing diverse learning strategies, leveraging contextual professional learning opportunities, and utilizing various resources to stay abreast of the latest educational trends. Creating professional networks and organizations specific to secondary education is crucial. These platforms provide a space for teachers to share experiences, discuss effective teaching methodologies, and collectively address challenges. Additionally, adhering to a code of ethics ensures that secondary school teachers maintain high standards of professionalism, creating a positive and conducive learning environment.

Using Social Networking Tools for Teaching the English Directive Speech Act of Command to Undergraduate Arab EFL Learners

This study investigates the effectiveness of using social networking tools for teaching the speech act of command to undergraduate Arab EFL learners. Employing an experimental pre-test post-test design, the research involved 40 students distributed across four groups: two experimental groups utilizing social networking tools for direct and indirect command instruction, and two control groups receiving traditional teaching methods. Over a three-week period, the speech act of command was taught to the four groups either through WhatsApp groups or conventional classroom instruction. A discourse completion task was used to assess participants' pragmatic competence before and after the intervention. Results of ANOVA tests showed a significant difference in post-test scores, with the experimental groups outperforming the control groups. Remarkably, among the experimental groups, those exposed to indirect command instruction exhibited the highest mean score. This suggests that social networking tools can positively impact learning outcomes for teaching speech acts like command. The study highlights the value of incorporating innovative technological approaches that align with the evolving communicative needs and preferences of contemporary learners.

Maximizing the Potential of Multimedia in Indonesia: Enhancing Engagement, Accessibility, and Learning Outcomes

The COVID-19 pandemic compelled educational institutions to swiftly shift from conventional classroom instruction to remote and hybrid learning models, prompting the widespread adoption of digital tools and mobile apps for online education. As the world emerges from this crisis, there's a growing interest in exploring innovative ways to utilize multimedia tools for improved engagement, accessibility, and learning outcomes. Multimedia encompasses diverse content formats, including videos, interactive simulations, and online collaboration tools, offering various avenues to enhance the process of teaching and learning. This research paper investigates the role of multimedia tools in education, focusing on their utilization, and the challenges and barriers associated with their integration into classroom settings within the Jakarta District of Indonesia's higher education sector. Qualitative research methods were employed, involving interviews, observations, and documentation analysis conducted at a higher education institution in Bekasi District, Indonesia. Interviews were conducted with the educators (providing learning materials). The study discovered that the incorporation of multimedia tools, such as images, videos, animations, and interactive platforms like Kahoot, enhances students' focus, interest, and engagement, consequently improving memory retention and comprehension. The research also identified various challenges in successfully incorporating multimedia tools into the field of education, including resource limitations, digital literacy gaps, connectivity issues, lecturer's unfamiliarity with technology, lack of motivation, inadequate digital tools, subscription costs, quality concerns, and potential distractions. The paper offers practical recommendations for successful multimedia integration in classrooms, emphasizing clear guidelines, brief video content, specific tasks for students, thought-provoking questions, early material distribution, and guidance in using ICT.

Students’ Perceptions on the Effects of Blogging Sites in Enhancing their Motivation for Foreign Languages Writing and Reading Proficiency

The emergence of web2.0 in language education has ushered in a pedagogical shift in language pedagogy. Blogging sites as one of the web2.0 technology have proven to serve relevant roles in language learning. However, beyond being a platform for sourcing relevant information, blogging sites provide language learners with relevant materials and platform to learn language at ease. Meanwhile, the present study seeks to explore the perceptions of foreign language students on the influence of blogging sites in enhancing their motivation for writing and speaking skill. While focusing on the features found on the blogging sites, the study examines the extent to which these features motivate language learners. Using exploratory research methods, the study seeks to elicit insights, preferences, and perceptions of language learners concerning the functions of these features found in blogging sites in regards to their reading and writing proficiency. Nevertheless, the research identified these features as thus; content, interactive features, multimedia elements, polls and surveys, and search functionality. Nevertheless, an important observation in the study revealed that out of the identified features, the multimedia elements motivate learners more than other features in developing their reading proficiency, while polls and survey feature motivate learners in developing their writing proficiency. While it is crucial for learners to regularly interact with these features when using blog sites for language learning, it is equally imperative to establish a harmonious relationship between blogging sites and conventional classroom instruction, and to guarantee that blogging activities are in accordance with the academic curriculum and the learning objectives of the students.

Blended Learning for Machine Learning-based Image Classification

The paper commences with an introduction to blended learning, an educational approach that amalgamates traditional face-to-face instruction with online learning, aiming to capitalize on the advantages of conventional classroom instruction and digital resources in order to enhance the overall learning experience. The incorporation of diverse technologies facilitates a personalized learning experience that caters to the needs and learning styles of individual students. Image classification entails training machine learning models to categorize or label images into predetermined classes or categories, empowering machines to recognize and comprehend crucial components of visual information, emulating humans' classification of objects in the real world. The crux of image classification relies on extracting meaningful features from images and distinguishing different categories by associating specific features with distinct classes through iterative optimization learning. Machine learning significantly aids image classification by endowing automated systems with the capability to discern patterns, features, and distinctions within datasets, ultimately achieving accurate image classification. The integration of hybrid learning methods can augment the training process for machine learning models used in image classification by providing a flexible and adaptive learning environment.

Language Learning Anxiety in Online Learning: Malaysian ESL Undergraduates' Perspectives

The pandemic has changed the dynamics of the educational system, which has drastically turned toward remote learning. This sudden shift from conventional classroom instruction to online learning has affected the students' performance as second language learners. This study focuses on how undergraduate students perceive language learning anxiety when widespread online learning is implemented. This study used a quantitative approach through an adapted questionnaire to gather perspectives from 168 undergraduate students enrolled in online English language courses at a public institution in Malaysia. An analysis of the items was carried out using SPSS software. The findings showed that communication apprehension and fear of negative evaluation are the most prominent factors contributing to students’ language learning anxiety. Test anxiety, on the other hand, was reported to be the least important element. This study suggested that the implementation of online learning may influence the students’ language learning anxiety, and this was further examined along with recommendations for future research.

Using Google Classroom in Education: A New Tool to Facilitate Blended Learning and Improve Student Outcomes: A Systematic Review

The development of the internet has significantly transformed the methods and approaches used in the realms of education and pedagogy. Blended learning has gained distinction as educators and students increasingly engage in more active participation. The incorporation of online courses has been introduced into the conventional classroom environment to accommodate the diverse demands of students. In addition, other programmes have been developed to facilitate the advancement of educational process, such as zoom, Skype, and Google Classroom. The use of Google Classroom (GC) has significantly increased in response to the Covid-19 epidemic, which has led to widespread educational disruptions. The flexibility of online learning enables learners to promptly respond and access resources that were previously unattainable via conventional classroom instruction. GC is widely recognised as having several benefits compared to other application formats. Hence, a significant proportion of students enrolled in universities and schools demonstrate a rapid adjustment to the General Curriculum. Several studies have asserted that the implementation of GC (game-based learning) has the potential to provide outcomes that are very relevant and valuable for students. Nevertheless, there is a limited amount of research available about the impact of using GC as a platform for English language instruction. The aim of this research is to investigate students' perspectives and challenges pertaining to the utilization of Google Classroom within the domain of English language instruction and development. The findings demonstrate the possible use of GC for collaborative purposes, namely in relation to the learners' acceptance, motivation, and performance. There is an expectation that Google classroom (GC) may be used as a pedagogical tool to improve English language proficiency, perhaps leading to accelerated learning outcomes.

Analysis of How to Improve the Spiritual and Cultural Literacy of Middle School Students from the Perspective of Creating a Civilized Campus Policy

From the perspective of creating a civilized campus policy, this paper analyzes the impact of the policy on the spiritual and cultural literacy of middle school students, as well as the current status and importance of their spiritual and cultural literacy. Through conventional classroom teaching, multimedia teaching, and ideological guidance teaching methods, the paper proposes to strengthen teacher-student relationship building, promote joint education between families and schools, and improve school democratic mechanisms. In addition, it suggests enhancing campus cultural construction to create a civilized campus atmosphere, enriching campus activities, linking theory with practice, and improving overall quality to enhance the spiritual and cultural literacy of middle school students. It concludes that creating a civilized campus policy helps to improve the level of spiritual and cultural literacy among middle school students. Teachers and students should firmly establish Xi Jinpings new era of value orientation, and pay attention to cultivating the inner world of students. Efforts should be made to promote the development of the spiritual and cultural literacy of middle school students through improvements in various aspects.

Predictive Analytics for Sustainable E-Learning: Tracking Student Behaviors

The COVID-19 pandemic has sped up the acceptance of online education as a substitute for conventional classroom instruction. E-Learning emerged as an instant solution to avoid academic loss for students. As a result, educators and academics are becoming more and more interested in comprehending how students behave in e-learning settings. Behavior analysis of students in an e-learning environment can provide vision and influential factors that can improve learning outcomes and guide the creation of efficient interventions. The main objective of this work is to provide a system that analyzes the behavior and actions of students during e-learning which can help instructors to identify and track student attention levels so that they can design their content accordingly. This study has presented a fresh method for examining student behavior. Viola–Jones was used to recognize the student using the object’s movement factor, and a region-shrinking technique was used to isolate occluded items. Each object has been checked by a human using a template-matching approach, and for each object that has been confirmed, features are computed at the skeleton and silhouette levels. A genetic algorithm was used to categorize the behavior. Using this system, instructors can spot kids who might be failing or uninterested in learning and offer them specific interventions to enhance their learning environment. The average attained accuracy for the MED and Edu-Net datasets are 90.5% and 85.7%, respectively. These results are more accurate when compared to other methods currently in use.

Teaching cardiopulmonary resuscitation using virtual reality: A randomized study

BackgroundThe main functions of healthcare professionals include training and health education. In this sense, we must be able to incorporate new technologies and serious game to the teaching cardiopulmonary resuscitation. Methodsa multicenter, comparative and cross-sectional study was carried out to assess the learning of resuscitation of a group that was trained with the use of serious gaming with virtual reality, as compared to a control group trained with conventional classroom teaching. Resultsthe mean quality obtained in chest compressions for the virtual reality group was 86.1 % (SD 9.3), and 74.8 % (SD 9.5) for the control group [mean difference 11.3 % (95 % CI 6.6–16.0), p < 0.001]. Salivary Alpha-Amylase was 218.882 (SD 177.621) IU/L for the virtual reality group and 155.190 (SD 116.746) IU/L for the control group [mean difference 63.691 (95 % CI 122.998–4.385), p = 0.037]. Conclusionusing virtual reality and serious games can improve the quality parameters of chest compressions as compared to traditional training.

THE COMPLEMENTARY ROLE AND IMPACT OF WORKSHOPS ON STUDENTS IN FASHION DESIGN EDUCATION AT AMITY UNIVERSITY GWALIOR

In the realm of higher education, where academic pursuits intersect with market dynamics, the intrinsic value of fundamental design principles becomes pronounced. This is particularly pertinent in disciplines like fashion design, where students are immersed in a distinctive and specialized learning environment to bolster their efficacy and proficiency. Amidst this backdrop, workshops have emerged as a pivotal cornerstone within fashion design education, recognized universally as an imperative priority. Modern education calls for innovative approaches, and workshops epitomize this evolution. Their significance extends beyond traditional pedagogical methods, offering students a platform to not only comprehend theoretical concepts but also apply them in practical, industry-relevant contexts. These workshops foster a dynamic learning atmosphere, aligning education with the ever-evolving demands of the market. One of their key advantages lies in facilitating direct interaction between students and industry experts, bridging the chasm between academia and real-world design scenarios. This study delves into the essence of workshops as a complementary facet of fashion design studies, with a specific focus on those conducted at the renowned Amity School of Fashion Design and Technology in Gwalior. At its core, the study seeks to unravel the multifaceted aspects surrounding workshops, exploring their necessity, importance, and transformative impact. To embark on this exploration, the research methodology employs a comprehensive and multifarious approach. It encompasses quantitative data collection techniques, through likert scale meticulously analyzing the objective, outcomes, and feedback derived from design students who actively participated in these workshops. The results of this study illuminate a significant gap in traditional fashion design education—a gap that workshops seamlessly fill. These dynamic learning experiences empower students with practical skills and insights that transcend conventional classroom instruction. The findings underscore the symbiotic relationship between workshops and holistic learning, as students' personal and professional growth experiences an unprecedented upswing. Furthermore, the study captures the resounding endorsement from students themselves, as their feedback substantiates the pivotal role of workshops in enhancing their educational journey.In essence, this study bridges the theoretical-practical divide that often hampers comprehensive education. It spotlights the transformative potential of workshops, redefining their status from peripheral add-ons to integral components of the educational framework. By spotlighting the case of Amity School of Fashion Design and Technology in Gwalior, the study provides a template for educational institutions worldwide to infuse innovation, relevance, and efficacy into their curriculum through the strategic integration of workshops.

Microsoft Excel powered virtual electron diffraction tube experiment as an enhanced educational tool

This paper presents a novel Microsoft Excel based virtual electron diffraction experiment, which replicates all functionality of an electron diffraction tube which is an important tool for the verification of the concept of matter waves. Unlike most of virtual labs where accessibility is mostly online; presented simulator is simply a downloadable excel file and can be used offline as a learning resource. Impact of the presented simulator on the learning was analysed by the test conducted for the control and the experimental group of students. Results of the test show the enhanced performance by the experimental group of students, indicating the positive impact of using the simulator along with conventional classroom teaching. This simulator intends to simplify the abstract quantum mechanical concept of matter waves by bringing the laboratory sort of experience in classroom.

Blended Learning: A Necessity for Indian Education System

Blended learning is an innovative concept that merges the advantages of conventional classroom teaching with technology-assisted learning, encompassing both online and offline modalities. It creates prospects for cooperative learning, hands-on learning, and computer-aided learning (CAL). For blended learning to be successfully implemented, there must be careful efforts, a good attitude, and substantial inexpensive, as well as highly motivated teachers and learners. It is complex and difficult to organize because it connects multiple approaches. The idea of blended learning, its major components, and the prerequisites for its successful implementation are explored in the present research. Furthermore, a cover-up is the implementation of blended learning in the Indian educational system. The current study is also designed to highlight how blended learning is a crucial method.

The Challenges and Prospects of E-learning in Higher Education in Bangladesh- A Review

Aims: The main objectives of the research were to identify the significant challenges that Bangladesh's higher education sector needs to improve before implementing e-learning, assess the possibilities for implementation of e-learning in Bangladesh, and the benefits e-learning might offer Bangladesh and how it might help the country's advancement.&#x0D; The Challenges of E-Learning in Bangladesh: E-learning is a potential replacement for conventional classroom instruction, but there are several obstacles to its adoption, such as a lack of technology and infrastructure, a digital gap, a lack of trained teachers and educators, and a lack of high-quality E-learning resources. These issues have been exacerbated by the COVID-19 pandemic and the lack of internet connectivity and digital gadgets among some pupils, making it difficult for them to participate in e-learning programs. In addition, the shortage of qualified instructors and resources is also a significant issue.&#x0D; The Prospect of E-Learning in Bangladesh: E-Learning has the potential to close the digital gap, expand educational opportunities, and raise academic standards in Bangladesh. It can provide pupils with high-quality instruction and bridge the gap between rural and remote regions. E-learning can also broaden pupil access to education and equip them with the competencies they need to thrive in the real world. Additionally, it can offer pupils attractive, collaborative learning opportunities and allow instructors to track student development and spot areas where students might need extra help. E-learning can revolutionize Bangladesh's educational system by providing students with high-quality instruction, flexible learning, personalized instruction, global learning, and women's empowerment.&#x0D; Conclusion: The future of e-learning in Bangladesh looks promising, with the potential to close the digital divide, expand educational opportunities, raise academic standards, advance technology, encourage inclusivity, offer flexible and personalized learning, give access to resources for global education, and empower women. To ensure this, the government should create and carry out programs and policies that support ease and equality, facilitate diversity and accessibility, and keep track of and assess electronic-learning projects.

One year into online classes, a comparison with conventional classroom teaching – A survey in North Kerala

Background: In the early 2020, COVID was declared as a pandemic and then on all the educational institutions were forced to close down for regular classes. Almost all the previous studies were done comparing different groups of students or different academic year. However, our study was done on the same set of students and in the same academic year itself with the same teaching faculty, where students underwent 8 months of online classes followed by 2 months of classroom teaching. Aims and Objectives: This study was done to know the effectiveness of e-classes in comparison to conventional classroom teaching among professional students in north Kerala in terms of gaining knowledge, balance between the practical and theoretical experiences, and availability of e-resources. Materials and Methods: One thousand medical college students from three different medical colleges in north Kerala voluntarily participated in the study which was on an online questionnaire-based survey. The questionnaire was self-made and based on Likert five point scale. Results: The study included both boys and girls. In most of the fields such as effective communication, interaction, effective teaching methodology, and understanding the topic and providing feedback, students found classroom learning much better than online learning only advantage of online learning that they found was the convenience as it could be taken from home without having to travel and without facing the hostel-related adjustment issues. Conclusion: To make online methods more acceptable, we will have to bring in various changes and modifications in our way of teaching. More animations and smaller groups may be needed. Individual attention will be possible with smaller groups per class and feedbacks can be taken with ease. With these changes in teaching methods, online mode can be made more effective in reaching to students and making it acceptable by them.

Adoption of Experiential Learning Approach for Validation of Perpetual Motion Machine of First Kind Concept in Engineering Thermodynamics

Educationalists among the globe are innovating and experimenting innovative teaching practices to the students to trigger students involvement, grasp of the concepts and performance. Engaging students in practical and challenging activities is one of the way to engage students in the learning process. The learning through inference drawn from these activities and experience is referred as an experiential learning. Experiential learning has evolved as a superior teaching-learning methodology over conventional classroom teaching. Autonomy in learning to the students and triggering creative thinking in students are the key aspects of experiential learning methodology. Educationalists have adopted experiential learning to science and technology, medical, management and engineering disciplines and is being more popular day by day. This article presents experiential learning model applied to engineering thermodynamics course (subject) for validation of basic thermodynamic concepts. Student validated working of a machine without any work input by reproducing the machine claimed in the videos uploaded on video sharing platforms. Flexible learning system helped students to have proper understanding of basic concepts, laws of thermodynamics and understanding and to improve academic performance. The activity conducted resulted in the improvement in the overall CO attainment by 14.12% along with improvement in the average marks of the students for UT1, UT2 and ESE assessment collectively by more than 55%. Keywords— Experiential learning; learning by doing; engineering thermodynamics; flexible learning framework.