Conventional Teaching Strategy Research Articles

Augmented reality and teaching strategies in the study of volcanism in elementary and secondary schools

This study investigated the impact of two teaching strategies, conventional and drawing principle, associated with the use of Augmented Reality (AR), on the school performance of pupils in the 7th-year of primary school and the 10th-year of secondary school on volcanism learning. Compared to previous research, the novelty of this study lies in the comparative analysis of these two teaching strategies and their association with AR applications. Four classes from the 7th-year and two from the 10th-year were studied, following a quasi-experimental design, with two control classes and two experimental classes in the 7th-year, and one control class and one experimental class in the 10th-year. The Classical Theory of Tests was applied to analyse the evidence of knowledge evaluation on volcanism, used in all groups in post-test and follow-up. Descriptive and inferential statistics, including Student’s t-test, were conducted for paired and unpaired groups after determining the normality and homogeneity of variance of the samples. In the 7th-year, students who used the drawing principle as a learning strategy performed better compared to those who used conventional teaching. When the drawing principle was associated with the use of AR, students achieved better results in the follow-up test. In 10th-year students, the results consistently showed better performance when the conventional teaching strategy was associated with the use of AR.

THE ROLE OF DIGITIZATION OF THE EDUCATIONAL PROCESS IN THE CREATION AND FUNCTIONING OF ARTIFICIAL INTELLIGENCE

The authors assert that by improving instruction methods and reinventing learning experiences, artificial intelligence is already changing the educational environment for both instructors and students. It has been demonstrated that artificial intelligence disrupts conventional teaching and learning strategies, having a significant influence on contemporary education. Moreover, it is mentioned that gaining an understanding of AI-powered technologies’ potential of will make it easier to integrate them into the teaching process, improve instructional strategies, and automate administrative duties.

Optimized ensemble deep learning for predictive analysis of student achievement.

Education is essential for individuals to lead fulfilling lives and attain greatness by enhancing their value. It improves self-assurance and enables individuals to navigate the complexities of modern society effectively. Despite the obstacles it faces, education continues to develop. The objective of numerous pedagogical approaches is to enhance academic performance. The development of technology, especially artificial intelligence, has caused a significant change in learning. This has made instructional materials available anytime and wherever easily accessible. Higher education institutions are adding technology to conventional teaching strategies to improve learning. This work presents an innovative approach to student performance prediction in educational settings. The strategy combines the DistilBERT with LSTM (DBTM) hybrid approach with the Spotted Hyena Optimizer (SHO) to change parameters. Regarding accuracy, log loss, and execution time, the model significantly improved over earlier models. The challenges presented by the increasing volume of data in graduate and postgraduate programs are effectively addressed by the proposed method. It produces exceptional performance metrics, including a 15-25% decrease in processing time through optimization, 98.7% accuracy, and 0.03% log loss. This work additionally demonstrates the effectiveness of DBTM-SHO in administering extensive datasets and makes an important improvement to educational data mining. It provides a robust foundation for organizations facing the challenges of evaluating student achievement in the era of vast data.

DIGITAL GAME-BASED LANGUAGE LEARNING IN PRIMARY EDUCATION: EXPLORING MOTIVATIONAL FACTORS AND EDUCATIONAL OUTCOMES

The objective of this study was to assess the efficacy of Digital Game-Based Language Learning (DGBLL) in promoting greater pupil involvement in language acquisition at the primary school level. Three groups of grade four students were examined in this study: a control group that received conventional teaching strategies, an experimental group that utilized Kahoot and Quizizz, and a second experimental group that played the digital games competitively. The researchers evaluated students' motivation and attitudes towards the use of gamification in language learning via pre-tests, post-tests, and questionnaires. The experimental groups showed superior performance and increased motivation, with the strongest performance experienced in the second experimental group that added competition to the learning process. The findings suggest that the integration of DGBLL and peer competition with gamified formative assessment tools significantly enhances language learning by introducing a captivating, efficient, and flexible method for language instruction. This study offers useful insights into the possibilities of gamification in language learning and evaluation, emphasizing its importance in modern educational practices.

Fostering empathy through critical literacy in early childhood education in Colombia

ABSTRACT In Colombia, some educational settings, particularly territories with high levels of educational inequality, uphold conventional teaching strategies where emotional education and critical thinking receive little attention. This study is rooted in our intention to contribute to peace education in early childhood educational environments by fostering critical thinking and empathy, a predictor of prosocial behavior in children. The aim of this study is, first, that young children develop empathy by recognizing situations of oppression and injustice in children’s literature using critical literacy practices; and second, to contribute to young children’s development of critical thinking. Utilizing Critical Discourse Analysis, we suggest that critical literacy practices enhance empathy and critical thinking in young children through three strategies: reading selected children’s literature aloud, responding through multimodal texts, and having an open dialogue about critical issues that affect children in local communities. This article contributes to the literature about literacy, empathy development, and peace education with young children.

Unlocking Critical Thinking: The LCI Learning Model for Pre-Service Elementary School Teacher

This study explores the effectiveness of the Learning Cycle-Inquiry (LCI) model in enhancing critical thinking skills among pre-service elementary school teachers in remote areas of Malang, Indonesia. The development of critical thinking skills is fundamental for educational success and effective problem-solving in real-world scenarios. Despite its recognized importance, the cultivation of these skills remains insufficiently addressed in Indonesia's educational practices, especially among pre-service teachers destined for elementary education in remote locales. To address this deficiency, a quasi-experimental research design was implemented, involving 82 pre-service teacher students distributed across four classes. These classes were systematically assigned to either the LCI model, the learning cycle, inquiry-based methods, or conventional teaching strategies. The effectiveness of these methods was measured using ANCOVA and LSD statistical analyses. The findings revealed that the LCI model significantly improved critical thinking skills (p 0.001), outperforming other educational approaches, with a corrected mean value of 84.39. These results underscore the potential of the LCI model to substantially boost critical thinking capabilities and suggest its wider adoption could enhance educational outcomes in similar settings.

Exploring the Potential of ICT Tools in Replacing Vernacular Education for ELT Out-of-Classroom Students

This study looks at the possibility for information and communication technology (ICT) tools to take the role of native language instruction for English language teaching (ELT) outside of the classroom. The use of ICT tools in education is becoming more and more common as digital technologies develop. The question of whether these resources can completely replace conventional vernacular teaching strategies in the context of ELT for students learning outside of the classroom still needs to be answered. To offer a thorough understanding of the subject, this essay examines the benefits and drawbacks of ICT tools, the importance of human connection in language learning, and the cultural setting of language acquisition

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.

The Implementation of Interactive PowerPoint Media in Thematic Learning at an Elementary School

The rapid development of technology is inseparable from human life, significantly impacting educational systems. Technological advancements, particularly in information technology, indirectly alter conventional teaching strategies. Current educational strategies emphasize student-centered approaches, wherein students play a more active role than teachers, while still recognizing the teacher's role as a source of learning. The implementation of Curriculum 2013 provides a reference in the education sector. Creating an enjoyable learning process involves considering various factors, such as student engagement and the use of effective teaching strategies and methods. This qualitative descriptive research explores the application of the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) design model in the context of interactive PowerPoint media for thematic learning in Grade V at Madrasah Ibtidaiyah Bustanul Ulum 02 Tegalwangi Umbulsari Jember. Data collection methods include observation, interviews, and documentation. The analysis involves data reduction techniques. The research findings reveal that a teacher at Madrasah Ibtidaiyah 02 Tegalwangi Umbulsari Jember utilizes interactive PowerPoint media in thematic learning, resulting in improved student understanding. The use of interactive PowerPoint has positively impacted student achievement, as evidenced by increased end-of-year assessment scores. The observation also highlights the significant role of instructional media in the learning process, stimulating student interest and creating a more relaxed and engaging learning atmosphere.

ChatGpt impact on Student Educational Performance: a conceptual analysis

This research examines ChatGPT, a sophisticated AI language model created by OpenAI, and its effect on learning outcomes. The research explores the impact of implementing ChatGPT into different learning contexts with a mixed methods approach, combining quantitative data from educational performance measures with qualitative findings gathered from student surveys. Based on these early results, it seems that ChatGPT helps students learn more because it simplifies down challenging subject matter, provides immediate feedback, and encourages collaborative learning. The technology also looks to play a major role in boosting educational accessibility, closing the knowledge gap for student in underserved areas or with restricted access to teachers. The study also highlights the significance of using ChatGPT to supplement more conventional teaching strategies rather than as a replacement for them.

The Effect of Self-Questioning Strategy on EFL Tenth-Grade Students' Reading Comprehension

This study investigated the effect of the self-questioning strategy on English as a Foreign Language (EFL) for tenth-grade students' reading comprehension. A quasi-experimental design with two groups was employed. The researcher randomly assigned two whole sections of grade 10 from Al Samtt Secondary school for Boys, a public school, Directorate of Education in Irbid (AL Kora Directorate of Education). First, the experimental group of 25 students selected and second the control group of 25 students was selected. To achieve the purpose of the study, a pre-/post reading comprehension test was designed. In addition, self-questioning strategywas used to teach the experimental group, whereas a control group was taught by the conventional teaching strategies, as suggested in the Teacher's Book. Results showed that there were significant statistically differences between the control and the experimental groups in favor of the experimental group. Considering the research results, the researcher recommended to use self-questioning strategy on different EFL skills and different levels of students.Teachers also should enroll in in-service training courses that provide more information about the curriculum revisions and programs that focus on improving their questioning abilities.

A Rural-Urban Comparison of the Effectiveness of Think-Pair-Share (TPS) Strategy of Instruction on Senior Secondary School Students’ Academic Achievement in Geography

The study compared the effect of Think-Pair-Share (TPS) strategy on academic achievement of urban and rural Senior Secondary School students in geography in Lagos State, Nigeria. A quasi-experimental design with four research questions and hypotheses was adopted for the study. Mean and standard deviation were employed to analyze and respond to the research questions, and an independent t-test with a significance value of 5% was used to analyze and test the hypotheses that were obtained from the research questions. Data were collected using Think-Pair-Share Geography Achievement Test (TPSGAT) with 50 Multiple Choice Objective Questions. A multistage sampling technique was adopted in selecting the schools and students involved in the study. In all, four senior secondary schools were selected based on location (2 schools from urban and 2 schools from rural areas). In each region, one school served as an experimental group and one as a control group. The experimental groups from both regions (urban and rural areas) were taught through Think-Pair-Share (TPS) while control groups were taught using Conventional Teaching strategy. Findings revealed that schools taught with Think-Pair-Share (TPS) strategy got better academic performance than those taught with conventional teaching strategy in both locations. Also, it was discovered that the performance of rural school students was better compared to that of urban school students with much statistically significant difference when exposed to TPS. The study therefore recommended among others, that: curriculum planners should ensure the inclusion of TPS among recommended strategy for teaching secondary school students of Geography irrespective of school location; curriculum planners should restructure Geography curriculum in such a way that it will accommodate the use of TPS on the school timetable, and that schools should ensure teachers are trained in the application of TPS strategy for teaching-learning processes.

Innovation Pedagogy of 21st Century: Challenges and Opportunities

Since its coinage, the term pedagogy has been defined variedly by a number of educationists. With passing time and expanding knowledge, our understanding about pedagogy has become more comprehensive and inclusive. In the 21st century, the educational practices are undergoing massive changes to meet the needs and expectations of an ever-changing society. Innovations and improvements are becoming constant practices to adapt with the transformative societal requirements and expectations. Therefore, Constant research is necessary in the educational sector to improve the conventional teaching methods, strategies, learning-teaching materials and overall classroom management. Innovation pedagogy is that continuous research process. Innovation pedagogy makes the students future-ready by providing them the ideal environment for developing innovation competence.

The Effect of “Think-Talk-Write” Strategy on EFL Tenth-Grade Students' Writing Performance

This study investigated the effect of “Think-Talk-Write strategy” on English as a Foreign Language (EFL) tenth-grade students' writing performance. A quasi-experimental design with two groups was employed. The researcher randomly assigned two whole sections of grade 10 from Al-Kharaj Secondary School for Boys. The first section was chosen as the experimental group with (20) students, and the second as the control group with (20). To achieve the purpose of the study, a pre/post writing performance test was designed. In addition, Think-Talk-Write (TTW) strategy was used to teach the experimental group, whereas a control group was taught by the conventional teaching strategies, as suggested in the teacher's book. Results revealed that TTW strategy enhanced students’ writing performance. In light of the research results, the researcher recommends to use TTW strategy on other genres of writing.

Enhancing Student’s Academic Performance in Social Studies Using Conventional and Blended Teaching Strategy in Rivers State

The study was designed to find out the effect of conventional and blended learning strategy on academic performance of social studies students in Gokana Local Government Area of Rivers State. A nonequivalent control group quisi-experimental design was adopted. Stage sampling technique was used in selecting four hundred and eighty (480) students from eight (8) public junior secondary schools for the study. Three research questions and three hypotheses were formulated to guide the study. The researchers developed instrument termed “social studies performance test (SOSPT) to test the students after three weeks of treatment. Mean and standard deviation was used for the research questions while an independent t-test was used to test the hypothesis at 0.05 level of significance. Results of the findings revealed that students in the blended learning class performed better than those in the conventional class. Also, the male students in the blended learning class performed better than their female counterparts. Although, there was no significant differences among the male and female students in the conventional class. On the bases of these findings, it was recommended- among others that social studies teachers be encouraged to used blended learning strategy while blended learning facilities be provided in schools to enhance higher academic performance.

A constructivist approach to music education with DAWs

Increased interest in music technology education in recent years has prompted music teachers, technology educators and theorists to reconsider both the human and technical processes rendered by creative work in digital sound media. Music technology learning environments range from more structured classroom learning to informal, autodidactic practices, where student identity and creative agency are paramount. However, there is a need to develop more specific teaching and learning strategies that move beyond basic instructional or blended learning environments for digitally literate students (Darlis &amp; Sari, 2021). This chapter discusses common learning practices of Digital Audio Workstation (DAW) users, and the dangers of superimposing conventional music teaching strategies to music technology when the learning style, participatory culture and multimodal affordances are inherently different. This article draws on a recent study involving a constructivist approach with secondary school students in Aoteaora New Zealand via creatively navigating “blocks” in students’ autodidactic processes. Some findings are reported before some initial ideas of how teachers can incorporate aspects of individual identity (e.g., cultural, social, and political contexts) into DAW learning are offered.

EFFECTS OF SOCIO-SCIENTIFIC ISSUES BASED ON THINKING MAPS APPROACH ON FUTURE THINKING OF SECONDARY SCHOOL STUDENTS

This study was conducted to examine the effects of the socio-scientific issue (SSI) approach assisted by the future thinking map (FTM) on five constructs of future thinking, namely i) understanding the current situation, ii) identifying the trends, iii) analyzing the relevant drivers, iv) synthesizing the possibilities or needs of the future and v) choosing with the justification of the desired future. The future-thinking test instrument was developed to measure the level of future thinking. A quasi-experimental pre-test and post-test control group design was employed. A total of 255 form four students (age 16) from three randomly selected rural secondary schools in Tawau District, Malaysia were assigned to i) SSI-FTM (n = 85), ii) SSI (n = 85), and iii) conventional (CV, n = 85) teaching and learning (TL) strategies. The results of the MANCOVA analysis showed that there was a statistically significant effect across all three groups of TL strategies. The ANCOVA analysis showed that there was a statistically significant effect of the SSI-FTM TL strategies compared to the SSI and CV TL strategies on the five future thinking constructs. The quasi-experimental study proves that the SSI-FTM TL strategy is effective in nurturing future thinking among form four students in science lessons. Keywords: future thinking, future thinking map, secondary schools, socio-scientific issue

The effect of a multidimensional teaching strategy on the self-efficacy and critical thinking dispositions of nursing students: A quasi-experimental study

BackgroundInternships in pediatric nursing often reveal that nursing students lack critical thinking dispositions and self-confidence, which are important and necessary for nursing practice. Therefore, preparing nursing students to engage in critical thinking is an important goal for educators. ObjectivesThe purpose of this study was to explore whether a teaching model combining the 5E learning model and self-efficacy would be effective in enhancing participants' self-efficacy and critical thinking dispositions in a course on child-friendly care. DesignThe quasi-experimental method was single-blind, as the study was conducted with two parallel and unequal groups to address the research questions. SettingTwo campuses of a university located in Northern and Southern Taiwan. ParticipantsFifty-eight participants completed this study. MethodsParticipants completed the pre-test questionnaire in Week 1, after which participants in the experimental group learned via the teaching strategy that combined the 5E learning model and self-efficacy, while participants in the control group were taught the same course via conventional teaching methods. A post-test questionnaire was completed in Week 18. An independent sample t-test was used to determine any mean differences of outcome variables between groups over time. ResultsSignificant improvements were found in self-efficacy, t (56) = 3.93, p < 0.01, but non-significant results for the outcome of critical thinking disposition t (56) = 0.88, p > 0.05. A t-test was also performed on the four subscales of critical thinking disposition for the two groups, showing that the only difference for overall reflective thinking was statistically significant, t (56) = 2.09, p < 0.05). ConclusionsThe multidimensional teaching strategy introduced in this study is more effective than conventional teaching strategies in improving students' self-efficacy and the overall reflective thinking aspect of critical thinking disposition.

Why teaching innovation matters: Evidence from a pre- versus peri-COVID-19 pandemic comparison of student evaluation data.

The COVID-19 pandemic has robustly affected global education environments, so higher education institutions need to emphasize innovation and creativity in educational methods for teachers to improve their teaching performance as well as enhance the engagement and motivation of students in this changing environment. Accordingly, it is essential to discuss the role of teaching innovation in the setting of the COVID-19 pandemic compared to the pre-COVID-19 period. The aim of this study is to empirically validate the importance of teaching innovation in student evaluation of teaching before and during the COVID-19 pandemic. Data were collected from the medical college of a comprehensive university in Taiwan and were subjected to t-tests and multiple linear regression analysis. Findings from a quantitative study with 44 teachers revealed that teaching innovation was positively correlated to student evaluation of teaching. We also found that teachers who implemented teaching innovation strategies performed better than those teachers who used conventional teaching strategies on student evaluation of teaching. In particular, teaching innovative teachers had improvement in student evaluation of teaching during the time of the COVID-19 pandemic, but not non-teaching innovative teachers. The evidence from this study suggests that teaching innovation can not only enhance teachers’ teaching development and performance but also boost students’ motivation for learning, especially in the time of the COVID-19 pandemic. Our findings have important implications for future research on teaching innovation and for higher education institutions and faculty wishing to provide high-quality learning environments to their students.

Quasi-experimental design for using an interactive social media intervention program to improve truck drivers’ health beliefs and eating behaviors

BackgroundTruck drivers have difficulties participating in health education programs delivered at a fixed time and place due to the mobility of their workplace. Interventions conducted via social media can overcome these limitations of time and place. This study aimed to investigate the effect of a nutrition education intervention program delivered via a social media platform on the healthy eating behaviors of truck drivers.MethodsThis study adopted a quasi-experimental design. A 12-week intervention program was conducted for a social-media group (n = 125) and a conventional-teaching group (n = 117) from February to May 2020. The social-media group participated in a social-media-based health intervention on the LINE application. The intervention involved the provision of online messages, online instant responses, a picture-based food log, an audio e-book, and a loyalty e-card. The conventional-teaching group participated in a healthy diet course and a hygiene education manual. The generalized estimation equation (GEE) was applied to evaluate the intervention effects on the outcome measures derived from the Health Belief Model.ResultsThe results of the GEE showed the social-media-based intervention strategies significantly decreased perceived barriers of consuming a healthy diet (p = < 0.001), increased willingness to follow cues of action (p = 0.036), improved the self-efficacy of healthy eating behaviors (p = 0.001), and increased the score of healthy eating behaviors (p < 0.001) compared with the conventional teaching strategies. For the social-media and conventional-teaching groups, no significant changes occurred in self-perceived health status, self-perceived susceptibility, or self-perceived severity after the intervention. More than 90% of the participants in the social-media group believed the social-media-based intervention strategies could help implement and maintain healthy eating behaviors.ConclusionsThe results indicate social-media-based intervention strategies can facilitate approaching a population without a fixed workplace, such as truck drivers. Health promoters and planners focusing on occupational health can consider developing social-media-based intervention strategies for improving truck drivers' health status.