Conventional Teaching Methods Research Articles

Enhancing Student Learning Outcomes in The Qur'an Interpretation Course Through The Implementation of The Start From Reading (SFR) Cooperative Learning Model

Conventional teaching methods have been noted to stifle student creativity potentially. In contrast, Cooperative learning, characterized by group-based activities, fosters an interactive and communicative learning atmosphere. Embracing the principles of Cooperative learning, the Start from Reading (SfR) model can be applied to Quranic studies in Islamic higher education institutions. This study assessed the efficacy of the SfR learning model in improving student learning outcomes in the Qur'an interpretation course at the Arabic Language Education Studi Program (ALESP), UIN Sunan Gunung Djati Bandung. Employing a quasi-experimental design, the research analyzed pre-test and post-test scores from experimental and control groups. Findings revealed a significant increase in post-test scores, rising from an average of 70.00 in pre-tests to 77.15, highlighting the effectiveness of the SfR model in enhancing student learning. These outcomes emphasize the importance of incorporating the SfR model into Quranic education, potentially enriching student learning experiences and achievements in this academic domain.

PHYSICS EDUCATION TECHNOLOGY (PhET) INTERACTIVE SIMULATIONS AS TEACHING AID IN ENHANCING STUDENTS’ PERFORMANCE IN PHYSICS

This study aimed to determine the effectiveness of Physics Education Technology (PhET) interactive simulations in enhancing students performance in Physics. It is a quantitative study involving pretest-posttest quasi-experimental research. The respondents for this study were 60 Grade 11 senior high school students, specifically from two sections in a public secondary school in the Division of Davao de Oro. They were categorized into two groups: the experimental group and the control group. The pretest and posttest questionnaire, derived from the Grade 11 Physical Science module, underwent pilot testing to ensure its validity and reliability and was utilized as the instrument. The mean, mean gain score, T-test for correlated mean, and T-test for uncorrelated mean were employed as the statistical treatments for this study. The results revealed that before the intervention, the students performance in both groups was at the same level. However, during the post-test, the control and experimental groups improved their Physics performance, albeit at different levels. A significant difference was observed between the mean gain scores of the two groups. This suggests that the intervention, Physics Education Technology (PhET) interactive simulation, is more effective compared to the conventional method of teaching. The researcher recommends that students play an active role in the learning process. Teachers should incorporate PhET interactive simulations into their classes, and administrators should provide relevant training and workshops on the proper use of PhET interactive simulations. Future researchers are encouraged to conduct studies on other areas related to PhET interactive simulations. KEYWORDS: Education, students performance, Physics Education Technology (PhET), quasi-experimental, Pretest-Posttest design, Grade 11 students

Assessing the Role of Mobile Applications in Improving Stoichiometry Understanding among Matriculation College Students: An Investigation

Mobile learning is anticipated to enrich learning experiences, enabling students to access educational content regardless of time or place. In light of the widespread use of smartphones for daily activities and ubiquitous mobile access to the internet, the mobile learning approach becomes feasible. The digital era has initiated significant transformations across various facets of contemporary life, with education being no exception. However, a persistent challenge lies in identifying suitable digital learning platforms and tools to effectively engage students in learning at their own pace, particularly in disciplines such as chemistry at Matriculation College. Chemistry, being a highly complex subject, demands abstract thinking and diverse problem-solving approaches. Computational Thinking (CT) emerges as a potential problem-solving technique in 21st-century learning that is applicable in teaching and learning chemistry. These skills are considered essential for enhancing the digital technology innovation capacity and should be nurtured among students. Therefore, the purpose of this study is to assess the current teaching and learning methods in chemistry and determine the necessity for a mobile learning application that introduces CT as a problem-solving technique among matriculation college students studying chemistry. Findings reveal that lecturers mainly use conventional teaching methods, incorporating blended learning through platforms such as YouTube for video lectures and the distribution of notes through messaging apps like WhatsApp and Telegram platforms. Notably, there is no standardized technique employed by lecturers in teaching chemistry problem-solving. However, all of them acknowledge the potential of mobile learning applications that integrate CT to effectively engage students in developing problem-solving skills, particularly in the context of solving stoichiometric problems.

Comparison of conventional- versus technology-aided histology teaching for medical students – A meta-analysis

Reduction in histology teaching hours, limited attention span of students, provoked medical educator to adopt to tools where teaching and learning outcome is effective. Availability of such research work kindled the authors to compare the effectiveness of learning outcome of technology aided microanatomy (TAM) teaching with conventional teaching (CT). The objective was to compare the learning outcome of TAM with CT amongst medical students. Data sources: PubMed, MEDLINE, ScienceDirect, SCOPUS, Cochrane, Web of knowledge, and Google Scholar. Study selection: The meta-analysis included all published studies indulged in trailing various methods of histology teaching and focussed on assessing its learning outcome. The learning outcome was assessed by the learner’s score. Data extraction was guided by a predetermined checklist. Analytical approach: Using RevMan 5 software, the mean difference of learning outcome among medical students with TAM and CT of histology were compared. Main outcomes and measures: The learning outcome of CT group was significantly high on comparing with the TAM learning group. Meta-analysis involved 837 subjects who had TAM methods and 1047 subjects who received CT method (Control group) showed an overall significant effect in favor of control group (MD = 0.08, 95% CI 0.05–0.12, P < 0.001). A significant Q statistic (P < 0.001) indicated the presence of considerable heterogeneity (I2 = 100%) which could be due to varied demography and more recent studies. This systematic review and meta-analysis demonstrated no positive effect in the enhancement of learning outcome of medical students with TAM teaching and the conventional teaching still upholds its esteem.

Knowledge, perception and usage of E-learning among medical undergraduates in Andhra Pradesh, India.

Electronic gadgets help to get study material outside classroom and it is used for self-directed learning which helps user to overcome limitations of Conventional teaching methods. Medical education is constantly growing and evolving with rapid speed. So, it is necessary to keep the upcoming medical graduates and established medical practitioners updated in this competitive world. For this, E-learning is the important tool in the medical field. This cross-sectional study was conducted in the medical college of Andhra Pradesh. Total 285 medical students were included in this study and data is obtained from semi structured self-administrative questionnaire. Among 285 students 99.6% students had smartphone and 89.5% were aware of E-learning. Most of the students 96.1% were Conversant with use of internet and 75.4% participants were aware of academic websites. Majority of students 73% agreed that E-learning helps in writing exams and 87.4% students recommended provision of free internet by institute for e-learning. All students were aware about e-learning and using it in the medical field. So, it is necessary to provide essential facility at institutional level for e-learning.

Effect of Art Integrated Learning on Knowledge Retention Ability of Students at Upper Primary Level

The presented research study is related to the study of the effect of art-integrated learning strategies on the knowledge retention ability of students. The main objective was to examine the effect of art-integrated learning strategies on the knowledge retention ability of students. The researcher used an experimental research method to achieve the objectives. The researcher selected RS Public School, Sikandra, Agra governed by CBSE Board, India by Convenience sampling method, and the Random sampling method was used for the selection of class 7, 2 groups (Experimental and Control group). The number of students in both groups (experimental and control group) was equal 35-35. After conducting a pre-test using the Self-constructed Knowledge Retention Inventory to evaluate the knowledge retention ability of students in both experimental and control groups, the researcher taught social science using 20 lesson plans based on Art Integrated learning strategies to the experimental group. Meanwhile, in the control group, the same subject matter was taught by using conventional teaching methods. Afterward, a post-test of the knowledge retention ability of students was conducted by the researcher. In the context of students' knowledge retention ability, statistical analysis was performed on the obtained pre-test and post-test scores. Using the pre-test and post-test scores obtained in the context of students' knowledge retention ability, statistical tests such as mean, standard deviation, and critical ratio were used to examine the significance of Art Integrated learning strategies. Based on the results of the present research study, it was found that the use of Art Integrated learning strategies in teaching has a significant impact on students' knowledge retention ability. Therefore, the hypothesis made in the context of ‘There is no significant effect of Art Integrated Learning Strategies on the Knowledge Retention Ability of students at upper primary level in experimental after treatment.’ has been rejected. Based on the results of this research, it can be said that teachers should use Art Integrated learning strategies in their teaching-learning activities, so that students' knowledge retention ability can be raised to a higher level regarding social sciences, and they can also express their proficiencies in the context of various aspects of education.

Developing Students’ Conceptual Understanding Using Interactive Notebook: A Quasi-Experimental Study

In the midst of the revolutionary era of science education, the battle cry for science literacy and conceptual knowledge is imperative. Hence, this Interactive Notebook introduces an engaging and creative strategy highlighting higher-order thinking skills and conceptual understanding. This quasi-experimental research design investigated the influence of interactive notebook in developing students' conceptual understanding in biology. There are 25 purposively match-paired Grade 10 students who participated in the study. The interactive notebook intervention format involved artistic and creative strategies including student- designed construct and connect pages. The Conceptual Test in Biology with a reliability of 0.955 was used as a data collection instrument. The study was conducted in a public secondary school and lasted for four weeks. One group of students was taught using the interactive notebook and the other was through conventional teaching methods. It was found that students in both groups have low conceptual understanding as indicated in the pre-test, but was improved as noted in the post-test. When the pre-test and post-test were compared, the students exposed to interactive notebook teaching showed improvement from low to high. At the same time, those in conventional teaching also showed improvement from low to average. A significant difference was observed in the post-test scores of the two groups, supporting the interactive notebook teaching group. A significant difference was also noted between the pre- and post-test conceptual understanding of each group, however, the interactive notebook teaching group yielded better mean gain.

Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education

The present discussion examines the transformative impact of Artificial Intelligence (AI) in educational settings, focusing on the necessity for AI literacy, prompt engineering proficiency, and enhanced critical thinking skills. The introduction of AI into education marks a significant departure from conventional teaching methods, offering personalized learning and support for diverse educational requirements, including students with special needs. However, this integration presents challenges, including the need for comprehensive educator training and curriculum adaptation to align with societal structures. AI literacy is identified as crucial, encompassing an understanding of AI technologies and their broader societal impacts. Prompt engineering is highlighted as a key skill for eliciting specific responses from AI systems, thereby enriching educational experiences and promoting critical thinking. There is detailed analysis of strategies for embedding these skills within educational curricula and pedagogical practices. This is discussed through a case-study based on a Swiss university and a narrative literature review, followed by practical suggestions of how to implement AI in the classroom.

Transformative Horizons in Education: Navigating Challenges, Embracing Innovations, and Shaping Global Landscapes

The global education landscape stands at a crossroads, grappling with multifaceted challenges that demand transformative solutions. The inertia within traditional educational systems, financial constraints, stakeholder resistance, reliance on standardized testing, digital inequalities, and a gap between education and needs of the workforce collectively hinder the necessary evolution. Bringing change in education requires a concerted, collaborative effort to embrace disruptive innovations. Reshaping curricular frameworks, bridging digital divides, and fostering a culture that values adaptability and inclusivity are priority. As we navigate this transformative journey, the solutions to educational challenges can be achieved by recognizing the interconnected nature of these challenges and addressing them collectively. That will also ensure that the pursuit of innovation in education becomes a global priority. Through sustained commitment, collaboration, and strategic planning we can equip learners to be ready to face the complexities of the 21st century. In closing, we welcome the readers of the 'International Journal of Change in Education.' The journal envisions itself as a catalyst for positive change, providing a space for cutting-edge research and innovative ideas that address the critical issues facing education globally. By fostering a community of scholars, educators, and policymakers, this journal aspires to generate insights and solutions that will shape the future of education. As contributors and readers, your support is pivotal. We encourage you to share your expertise, experiences, and groundbreaking studies that delve into the heart of educational transformation. Thank you for joining us on this transformative journey.

English Teaching Assistance Employing the Multiple Intelligences Theory to Kasih Bangsa Elementary School Students

Considering that English is not the main language in Indonesia, an effective teaching method at school is crucial to students' ability to speak English fluently. However, in reality, many teachers still depend on conventional teaching methods. Therefore, this teaching assistance aims to facilitate Kasih Bangsa Elementary School students with a method that considers students' overall intelligence adapted from the Multiple Intelligences theory proposed by Howard Gardner, who argues that a person can have more than one intelligence. Furthermore, this teaching assistance is based on the Community-Based Participatory Research (CBPR) method, which focuses on the collaboration between researchers and communities. The program consists of three main processes: an interview with teachers of Kasih Bangsa Elementary School, a workshop on Multiple Intelligences Theory for the teachers, and a teaching demonstration by some of the students of the English Department, Maranatha Christian University. From this teaching assistance, the Multiple Intelligences theory is proven to improve the learning quality and boost students' motivation effectively.

Perceptions of Open Educational Resources by Teaching Staff in Higher Education in Ireland

The aim of this study was to evaluate the impact of Emergency Remote Learning on the perceptions of Open Educational Resources. This was achieved by comparing the perspectives of academic teaching staff in this research with those documented in pre-COVID-19 studies. A total of 105 participants from 16 institutions in Ireland were surveyed using a combination of quantitative and qualitative questions. The findings indicate that the shift to Emergency Remote Learning has not significantly diminished the perceived barriers to Open Educational Resources. Instead, it has brought forward fresh concerns about the implications of Open Education on conventional teaching methods. Although a national policy would grant individual institutions the autonomy to devise courses in line with their mission and strategy, the outcomes of this study highlight the need for practical assistance, training, and guidance at an institutional level.

Enhancing Critical Thinking through Ethnoscience-Integrated Problem-Based Learning: A Comparative Study in Secondary Education

This study investigates the impact of integrating ethnoscience with problem-based learning (PBL) on the enhancement of critical thinking skills among secondary school students. Employing a nonequivalent control group design with purposive sampling, the research involved 66 students from a Nigerian secondary school, divided into experimental (n=31) and control (n=35) groups. The experimental group engaged in a PBL curriculum enriched with ethnoscience, while the control group received traditional expository teaching. The study aimed to bridge the gap in current educational practices by incorporating cultural relevance into science education, thus making learning more meaningful and directly applicable to students' lives. Results indicated a significant improvement in the critical thinking abilities of the experimental group, as evidenced by their pretest and posttest scores, compared to the control group. The findings underscore the effectiveness of the ethnoscience-integrated PBL approach in fostering higher-order thinking skills, suggesting a notable advancement over conventional teaching methods. This research contributes to the educational literature by demonstrating the benefits of combining ethnoscience and PBL, advocating for a shift towards more dynamic, student-centered, and culturally relevant teaching strategies. The study highlights the importance of contextual learning experiences and suggests further exploration across various disciplines and educational levels to validate the approach's effectiveness and applicability.

E-Gyan Portal

- The "E-Gyan Portal" project aims to revolutionize distance learning through the design and development of an automated system tailored for managing the distance learning process. It includes modules for student registration, access to library resources, and self-assessment tools. This project addresses the shortcomings of conventional distance education methods by introducing a digital platform focused on easy access to learning materials and seamless communication between students and faculty. The system eliminates geographical and time constraints, allowing students to pursue courses at their convenience. By leveraging modern technology, the E-Gyan Portal enhances the educational experience by providing centralized course management, interactive learning modules, real-time communication, and progress tracking. The project utilizes a robust hardware and software infrastructure, including Python with Django Framework for programming, SQLite for the database, and a suite of web development tools for user interface design. Drawing from extensive literature review, the project envisions future prospects for e-learning, emphasizing trends such as artificial intelligence integration and virtual reality. The E-Gyan Portal represents a significant advancement in distance education, promising a more accessible, interactive, and personalized learning experience for students worldwide.

New technological developments in medical education

Introduction: Medical education is a rapidly evolving field, necessitating adaptation to shifts in student demographics and societal needs. Balancing the demand for more healthcare providers must be accompanied by a focus on maintaining the quality of education. As certain conventional teaching methods lose favour, there is a continuous influx of new technologies that can be harnessed for the education of future doctors.
 Purpose of the study: The objective of this study was to gather and analyse literature on the utilization of new technologies in medical education and their influence on students, educators, and the overall quality of medical instruction.
 Material and methods: A review of the literature available on PubMed and a grey literature search was performed. We used such keywords like: “medical education”, “physician training”, “medical students”, “technology”, “elearning”, “new learning methods”. We also applied Bolean logical operators such as “AND”, “OR”. 
 Results: Examining the gathered publications leads to the conclusion that a variety of new technologies are being employed in medical education, such as e-learning, telehealth, and virtual or augmented reality. While some function as alternatives to existing methods, others introduce entirely novel approaches. In general, these new technologies positively impact education by enhancing outcomes, increasing accessibility to education, and reducing the costs associated with the teaching process.
 Conclusions: The integration of emerging technologies has become essential in the preparation of future medical professionals. Despite the overall positive impact, there are apprehensions regarding potential long-term consequences for healthcare delivery. Subsequent studies are crucial to assess lasting effects, delving into how the integration of technology may shape the skills of healthcare professionals over time.

Relational Arts-Based Teaching and Learning in Higher Education: Engaging the Mind, Body, and Soul of Child and Youth Care Students

This article has been written as a bridge for instructors who want to move away from conventional teaching methods but are unsure of how to do so. It profiles a relational ontological approach to teaching and learning and an arts-based theoretical framework learning assessment that child and youth care (CYC) complete for an advanced undergraduate third year CYC practice methods course. The advance methods practice course has as its focus the integration of theory, self, and ethical practice. It argues that creative experiential arts-based methods tap directly into the human experience by inviting students to attend to alternative ways of knowing and sense-making, thereby facilitating richer and deeper learning experiences by bringing to consciousness the spiritual, emotional, and mythological aspects of the self, which offers students new landscapes of reflection on themselves, their studies, and their views of the world.

Effect of Flipped Classroom Strategy Versus Conventional Teaching Methods on Academic Achievement, Self-confidence, and Perception of Nursing Students

Effect of Flipped Classroom Strategy Versus Conventional Teaching Methods on Academic Achievement, Self-confidence, and Perception of Nursing Students

Hybrid Learning In English Subject

Learning models develop as technology develops. Nowadays teachers can no longer teach using conventional teaching methods only but they also have to use technology for teaching. The use of technology in teaching does not mean that you have to abandon old methods. However, combining the two could be a good alternative. One of the learning models is the hybrid learning or blended learning model. What is its application in teaching English courses at the Catholic University of Widya Karya Malang? This research explores the process of using hybrid learning in learning English at Widya Karya Catholic University Malang, especially in English subject . The method used in this research is a qualitative descriptive method, which provides an overview of the implementation of this learning method. It turns out that using this method provides many positive benefits both from the teacher's side and from the student's side.

Post-Method Perspective in Tertiary Education in Morocco

Kumaravadivelu’s seminal work on post-method pedagogy (1994, 2001, 2003, 2006) has signaled a pressing need to break away from conventional methods of language teaching and, in the meantime, announced the dawning of the post-method era. The latter has suggested pedagogic parameters and macro-strategies to place the ELT profession on a new trajectory. Within this scope, it has become a requisite to investigate this perceptual shift in the Moroccan teaching environment. The present research thus aimed to determine whether English language instructors in tertiary education subscribe to the post-method pedagogy or still rely on established methods. To verify the claim, the practicality and useability of macro-strategies were put to the test. 123 English language instructors from 12 Moroccan public universities willingly accepted to respond to an online survey questionnaire. It has been shown that over half of the participants adhered to the post-method pedagogy. Upon testing the influence of macro-strategies on the pedagogical decisions of instructors, the percentage massively upsurged. That was a key indicator for the transition into the post-method framework in some public universities. This represents ample evidence for the existence of the post-method perspective in tertiary education in Morocco.

Effectiveness of problem-based learning strategies compared to conventional anatomy teaching approaches.

To determine the effectiveness of problem-based learning compared to conventional teaching strategies, and to determine the impact of sub-disciplines of Anatomy on learning outcomes of the subject. The cross-sectional, descriptive study was conducted at Bahria University Health Sciences, Karachi, from August to October 2022, and comprised 1st and 2nd year medical students and 1st year dental students of either gender who were being taught by the hybrid method including both conventional and problem-based learning strategies. Data was collected using a questionnaire circulated through Google Forms. It had close-ended questions that were scored on a Likert scale. Anatomy sub-disciplines explored were gross, embryology and histology. Data was analysed using SPSS 23. Of the 251 subjects, 125(49.8%) were males and 126(50.2%) were females. The overall age ranged aged 18- 23 years. There were 115(45.8%) 1st year medical students, 111(44.2%) 2nd year medical students and 25(10%) 1st year dental students. Among 1st year medical students 60(52.17%), among 2nd year medical students 64(57.6%) and among 1st year dental students 14(56%) respondents favoured problem-based learning compared to conventional methodology. Highly significant results were obtained regarding need of topic revision (p<0.001), whether knowledge of conventional teaching method is enough for understanding the clinical scenarios (p=0.017, whether pictures shown during the problem-based learning sessions were enough for understanding anatomy (p=0.035), relevance of questions in oral structured practical examination (p=0.019) and viva (p=0.002). When the participants were asked regarding the anatomy sub-discipline that required revision for comprehensive learning, 72(28.3%) mentioned gross anatomy. Students considered problem-based learning to be more inducive in enhancing learning compared to conventional teaching.

Comparison of the effectiveness of virtual reality-based education and conventional teaching methods in dental education: a systematic review

Background and objectivesVirtual reality dental simulators as an educational tool may create specific training conditions for dental students, allowing them to practice dental skills in a safe and controlled condition. This study aimed to investigate the effectiveness of virtual reality-based education in dental education compared to traditional education approaches.MethodsIn this systematic review, four databases (PubMed, Scopus, Web of Science, and Science Direct) were searched until 2023 following PRISMA guidelines. The Quality assessment and risk of bias were assessed by the Cochrane Collaboration Tool for RCTs and GRADE, respectively. Inclusion criteria were restricted to randomized or quasi-randomized trials about virtual reality efficacy in dental education. Two authors independently evaluated the data and reviewed the overall risk of bias for all selected studies. Study design, sample size, hardware, onset time of intervention, duration, and number of procedures performed were among the data extracted.ResultsFrom the 703 titles, 48 full texts were chosen for review, yielding 14 articles for final inclusion. The review of these articles indicated the effective role of virtual reality dental simulators in improving students' knowledge and practical skills.ConclusionsBased on our findings, adding haptic technology to virtual reality can improve students' practical skills, hand skills, theoretical knowledge, self-confidence, and learning environment. Although a fair amount of research needs to be done, notably on cost-effectiveness, student satisfaction, and other potentially adverse effects, virtual reality is a growing phenomenon with immense potential.