Conventional Teaching Techniques Research Articles

The Influence of Role Plays and Learning Motivation Towards The First Year Room Division Students Speaking Ability at Tourism Polytechnic of Palembang

Speaking ability is an important skill that must be possessed by students, especially in the field of tourism. This study aims to explore the effect of role play and learning motivation on the speaking ability of first-year students of the Rooms Division at Palembang Tourism Polytechnic. This research method used a factorial design with a population of first-year students of the Hospitality Department. The research sample consisted of 32 participants, consisting of 16 people in the Experiment Group and 16 people in the Control Group. Data were collected through questionnaires and two measurement instruments, then analyzed using Two-Way Analysis of Variance. The results showed that there was a significant effect of role play on students' speaking ability, both those with high and low learning motivation. In addition, conventional teaching techniques also had a significant effect on students' speaking ability, depending on their level of learning motivation. The use of role play proved to be more effective than the conventional teaching technique in improving students' speaking ability. This finding shows that there is an interaction between role play and learning motivation that affects students' speaking ability. Therefore, this finding emphasizes the importance of applying innovative methods and high motivation in the learning process to improve students' speaking ability. The implications of this study suggest that educators prioritize interactive and motivational teaching strategies to improve speaking skills, which are crucial for career readiness in the tourism industry. In addition, role play can be a key component in the curriculum that aims to improve communication skills at various levels of student motivation.

Teaching and Learning Process Transformation using New and Emerging IT Trends in the Nigerian Educational System

This study investigates how IT trends affect teaching and learning in the Nigerian educational system. It starts off with a summary of the current IT trends being used, such as the usage of technology in classrooms, accessibility to the internet, use of mobile devices and educational apps, and incorporation of virtual and augmented reality. The report then looks at how these IT trends have improved teaching and learning, including increased motivation and engagement, personalized learning experiences, easy access to a variety of learning resources, and chances for collaborative learning. However, there are obstacles to integrating IT trends into the Nigerian educational system, such as a lack of equipment and resources, a lack of digital literacy among teachers and students, reluctance to abandon the use of conventional teaching techniques, and privacy and security worries. The provision of professional development for teachers, the development of infrastructure and internet connectivity, the promotion of digital literacy, and addressing privacy and security issues are some of the strategies for successfully integrating IT trends in education. The study also provides examples of how IT trends have been successfully implemented in Nigerian schools, including the use of online tests, virtual and augmented reality in science instruction, and educational apps for individualized learning. Future directions and suggestions are then given, highlighting the necessity of increasing access to technology and internet connectivity, incorporating cutting-edge IT trends like artificial intelligence and machine learning, offering teachers ongoing professional development opportunities, and fostering collaboration between the government, educational institutions, and technology providers.

Student perspectives on optimising AI tools to enhance personalised learning in higher education

This explanatory qualitative paper discusses students’ recommendations on how AI tools can be optimised to enhance personalised learning in higher education. There are several obstacles to the successful adoption and application of AI technology, two of which are user acceptance and striking a balance between AI-assisted and conventional teaching techniques. The Technology Acceptance Model is used in this research as a theoretical framework to analyse how users accept and use technology. It makes the case that users’ acceptance of technology is mostly influenced by their perceptions of its usefulness and ease of use, which can direct the creation of strategies to enhance the application and efficacy of AI technologies in individualised learning. Open-ended questionnaires were given to 40 University of the Free State students from different faculties as part of a qualitative explanatory case study methodology. The findings reveal that both students and lecturers need to be trained in using AI tools and that there should be a balance between using AI tools and traditional teaching methods to enhance personalised learning in higher education. Considering the findings, the study suggests that institutions and lecturers need to address the challenges posed by AI tools immediately and leverage AI to its full potential in creating an effective and personalised learning environment by establishing clear ethical guidelines and policies for AI usage in higher education and implementing comprehensive AI literacy programs for lecturers and students to ensure they understand the capabilities, limitations, and ethical considerations of AI tools.

RETENTION-BASED LEARNING: AN APPROACH TO MAXIMIZING STUDENT LEARNING OUTCOMES IN HIGH SCHOOL PLANT ANATOMY LESSON

Purpose – Many students perceive plant anatomy as difficult due to the complexity of the material. Additionally, conventional teaching techniques often neglect the importance of information retention in the learning process. Therefore, this study examines the effects of Retention-Based Learning on students’ learning outcomes compared to conventional learning without Retention-Based Learning. Methodology – A multiple-group time series research design was used to measure the effectiveness of Retention-Based Learning on students’ learning outcomes including information retention, cognitive load, and learning achievement. Retention interventions in the Retention- Based Learning class included watching videos, identifying images and answering questions. The participants in this study were seventyeight 10th-grade public high school students in Bandung, West Java, Indonesia, divided into two research groups. Findings – This study found that students in the experimental group had better information retention in each lesson and a significantly higher ability to process information with less mental effort and lower cognitive load than the control group. Additionally, the experimental group showed significantly higher learning achievement than the control group. These findings demonstrate the importance of maintaining information retention to maximize learning outcomes in plant anatomy lessons. Significance – This study indicates that maintaining retention can be a simple and powerful learning approach to help high school teachers teach complex material. The study highlights the significance of maintaining student retention to improve learning performance.

Investigation on the effect of social problem-solving instruction on nursing students' thinking and decision-making capacity

Registered nurses require individuals with outstanding mental skills like problem-solving, decision-making, and analytical abilities due to the complicated healthcare system and demanding patient care setting. Examining the impacts of a societal troubleshooting course on a group of college registered nurses was the goal of this quasialmost scientific inquiry. Prior to and following the treatment, the study attempted to compare changes in numerical poll results, corporate interviews, updates to the Social Handling Issues Stock, scores on the Critical Analysis Test, and answers to private questionnaires. 50 college registered nurses were randomly selected and assigned to two groups: the experimental group (n = 25) and the uncontrolled group (n = 25). The data obtained from the study were analyzed using the SPSS (Statistical Package for the Social Sciences) program. Resolving societal issues sure has a beneficial impact on pupils. Ability to solve societal challenges, make decisions, and suspect critically after the training session in the experimental group (P =0.05), but in the custody group (P >0.05), that result was not seen. The findings indicated that formal societal instruction could enhance intellectual critical thinking, problem solving, and decision-making abilities. In light of this finding, nursing education should be delivered in novel, inventive, and unconventional ways compared to conventional teaching techniques. Instruction in mental abilities has to be included in the nursing curriculum. Therefore, it is advised that nursing pupils receive mental formation, including problem-solving.

THE EFFECT OF FLY SWATTER GAME ON STUDENTS VOCABULARY MASTERY FOR ELEVENTH GRADE

In learning English, vocabulary is one of the language aspects and is the most important component as a communication tool that students must master as a basis for mastering English. Vocabulary means basic knowledge and useful material in the form of words that are always used by students in learning a particular language. The aim of this research is to examine the effect of using the fly swatter game on the learning and vocabulary mastery of class XI students at SMA Negeri 2 Metro. This study used a quantitative method with a quasi-experimental design. The researcher used the fly swatter game as a teaching technique in the experimental class, while the conventional teaching technique will used in the controlled class. The results of the study using hypothesis testing show that the first test uses a significance level of 5% or a significance level of 0.05. sig. (2-tailed). The t-count (1.420) is lower than the t-table (2,000) with a significance of (0.165) > 0.05. Therefore, it can be said that teaching English vocabulary mastery using the Fly Swatter Game is effective but not significant.

Enhancing Technical English Proficiency: A Video-Based Approach for Female Students at Industrial Colleges in Saudi Arabia

This research used constructivist theory and socio-cultural perspectives to investigate how video-based learning affected the technical English ability of female students at Yanbu Industrial College. The study involved 60 Saudi female ESL students at the intermediate English level, who were chosen through convenience sampling to participate. The study promoted tailored strategies to enhance language acquisition by highlighting the need for focused interventions to close the gap between acknowledged advantages and the real use of video resources. Utilizing a mixed-method approach, the study assessed students' perceptions of and experiences with video materials. Only 15% of respondents actually used instructional videos, despite the fact that a considerable 92% of respondents acknowledged the need for help in Technical English. This indicates a major disconnect between perceived requirements and actual use. During the intervention, observations revealed a changed classroom setting that featured dynamic, multimedia-driven learning in place of conventional teaching techniques. In order to improve language competency, this research highlighted the need to align identified demands with useful resource utilization. It also offers critical insights into effective instructional methodologies.

The Influence of Utilizing Inquiry-Based Learning Strategy on Science Accomplishment of Primary Students’ Stage

This study examines the impact of inquiry-based learning (IBL) on the academic performance of third-grade students in the science unit “Materials” from the third-grade science textbook in schools under the Directorate of Education in Irbid, Jordan. A sample of 71 students was selected and separated into two groups: an experimental group of 36 students and a control group of 35 students. The empirical group used IBL, while the reference group was taught using conventional teaching techniques. An achievement test of multiple-choice questions was prepared for the study, comprising 24 items. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. Data were collected and processed using SPSS software. The findings showed statistically significant differences in the average scores of the study participants on the post-test based on the teaching technique variable, indicating a preference for survey-based learning. Based on these findings, the investigation recommends providing in-service and pre-service training on IBL for science supervisors and teachers at the primary education level.

LEARNING OUTCOMES IN MATHEMATICS EDUCATION

The research investigates the effective integration of Digital Educational Resources (DERs) into mathematics instruction by utilizing constructivism, socio-cultural theory, multiple intelligences, and the TPACK framework. This approach aligns with pedagogical best practices and promotes active learning, collaboration, and differentiated instruction. It also analyzes the advantages and drawbacks of digital and conventional teaching techniques in the field of mathematics education.

A comparative study of outcome of teaching related to suicide risk assessment using mobile app versus conventional teaching for undergraduate medical students

Background: In India, the leading cause of mortality for those aged 15–39 in 2016 was reported to be suicide. Despite these alarming statistics, efforts to prevent suicide are nevertheless thwarted by a number of obstacles to getting help. Timely identification is essential to ensuring that people at risk of suicide receive the right care and assistance. The World Health Organization’s mental health action plan advocates employing self-help treatments through electronic and mobile technologies in addition to other steps to promote accessibility to and availability of evidence-based mental health services with encouraging results. With encouraging results, technology has been utilized to give self-help and guided psychological therapies, and it may be employed as a low-intensity and low-cost tactic to reach a bigger population in need of care. Aims and Objectives: The objectives of this study were to study the comparison of mobile application versus conventional teaching techniques for implementation of suicide risk assessment among medical students. Materials and Methods: Study comprises MBBS students. Sample size was calculated to be 138, with 67 in Group A (conventional teaching) and 67 in Group B (mobile teaching). Week 1 and 2 – students were randomly allocated into Group A and B. Both the groups were taught about suicide risk assessment. Results: We found that 87.61% found the mobile application easier to comprehend than the conventional teaching methods. Conclusion: Mobile application learning for implementation of suicide risk assessment in MBBS students is non-inferior to conventional teaching methods.

Effects of Digital Resources in Science Teaching and Learning in Secondary Schools: A Study in Siraha District

The availability of digital resources has increased dramatically in school setting. The main objective of the study is to find out the use of digital resources in the science classrooms and its pedagogical impact on school-level science teaching and learning. The study followed descriptive design. For the study, 12 secondary (community-6, institutional-6) among 17 secondary schools that run Class 11 and 12 in science stream were randomly selected. All science teacher including lab instructors were the participants of the study. Observation forms and questionnaires were used as research tool. Percentage and Spearman’s correlation test were performed by using SPSS version 20. The results showed that digital resources were generally available in the classrooms but were not widely used. Furthermore, the science teachers who had excellent knowledge regarding digital resources and abilities had better performance than those with less knowledge and skill regarding digital resources as they work less aware of pedagogical implications of digital resources. Science teaching impacts were found to be significantly influenced by teachers’ age, experience, information communication and technology certifications, and teaching strategies. In the end, it was discovered that competencies of digital resources directly improved science teaching and learning results, enabling a paradigm shift away from conventional teaching techniques.

Comparison of Video-Based Learning versus Presentations in Lectures Amongst Medical Students in Pharmacology

Innovative teaching methods are constantly being explored to keep students engaged and challenge them academically. This study was done to compare the benefit of video-based learning methods compared to conventional power-point presentations. A total of 150 second-year medical undergraduate students were divided into two groups. Both groups were given a pre-test to test their baseline knowledge of the topic. One group was taught the mechanisms of action of the drugs by using lectures during presentations and the other group was taught with the help of videos. A post-test was conducted and scores from the two groups were compared. Feedback questionnaires were also administered to understand the students’ perception of the two teaching methods. The mean score in the video-based group was 15.59+2.46 and, in the presentation, group was 11.43+1.53, out of a total score of 20. A majority of 77.33% preferred video-based learning techniques. This study shows that conventional teaching techniques no longer suffice in keeping students engaged and novel approaches yield higher scores with a better learning experience. Similar studies exploring newer approaches in education are scarce. The findings of this study can be a jumping-off point for inculcating more creative teaching methods in the classroom.

Three-Dimensional Multimodality Image Reconstruction as Teaching Tool for Case-based learning among medical postgraduates: a focus on primary pelvic bone Tumour Education

BackgroundPostgraduate medical education in oncology orthopedics confronts obstacles when instructing on pelvic tumors, primarily due to their intricate anatomy and the limitations of conventional teaching techniques. The employment of Three-dimensional multimodality imaging (3DMMI) can be considered a valuable teaching tool, as it gracefully elucidates the intricacies of pelvic anatomical structures and the interactions between tumors and surrounding tissues through three-dimensional imaging, thereby providing a comprehensive and nuanced perspective. This study aimed to assess the feasibility and effectiveness of incorporating 3DMMI in combination with a Case-Based Learning (CBL) approach for postgraduate education.MethodsThe study encompassed a 10-week course involving 90 surgical postgraduates, focusing on common pelvic tumor diseases. Students were assigned representative clinical cases, and each group created a PowerPoint presentation based on these cases. The core educational content included fundamental knowledge of pelvic anatomy, as well as clinical presentations, radiological features, and treatment principles of common pelvic tumor diseases. The research compared two groups: a traditional CBL group (n = 45) and a 3DMMI-CBL group (n = 45). The 3DMMI-CBL group had access to advanced imaging technology for better visualization. Various evaluations, including image interpretation, theoretical knowledge, and questionnaires, were used to assess the learning outcomes.ResultsThe 3DMMI-CBL group outperformed the CBL group not only in the imaging diagnosis of common pelvic diseases but also in their mastery of the related theoretical knowledge. Student questionnaires indicated higher scores for the 3DMMI-CBL group in basic pelvic anatomy knowledge (8.08 vs. 6.62, p < 0.01), image interpretation (8.15 vs. 6.69, p < 0.01), learning efficiency (8.07 vs. 7.00, p < 0.01), clinical reasoning (7.57 vs. 6.77, p < 0.01), and learning interest (8.46 vs. 7.00, p < 0.01). Teacher questionnaires revealed that 3DMMI technology enhanced teachers’ clinical knowledge, facilitated instruction, and increased overall satisfaction and interest in teaching.ConclusionOur study introduced an enhancement to the conventional Case-Based Learning (CBL) model by incorporating 3DMMI technology for visualizing pelvic anatomy. In contrast to pure CBL, this adaptation improved teacher instruction, substantially heightened student engagement, ignited greater interest in learning, and boosted overall efficiency, ultimately leading to positive learning outcomes. Consequently, our study demonstrated the potential feasibility and acceptability of the 3DMMI-CBL teaching method for postgraduates in pelvic bone tumor education.

The Application of Extended Reality Technology in Architectural Design Education: A Review

With the emergence of Architecture 4.0 and the occurrence of the COVID-19 pandemic, extended reality (XR) technology has been increasingly applied in architectural education. This study aims to systematically organize and analyze the applications and outcomes of XR technology in construction education over the past five years, provide a theoretical framework for its future widespread use, and highlight its drawbacks as well as future research directions. The paper employs content analysis to summarize and analyze the findings. The report reveals that more institutions are integrating XR technology into their architectural education programs and that it has a significant impact on teacher effectiveness, student motivation, reflection and improvement, and teacher–student communication. The study suggests that XR technology will increasingly replace conventional teaching techniques in classrooms.

Implementing Animated Videos to Enhance Vocabulary Comprehension among Early Childhood EFL Learners

The purpose of this study is to examine the effectiveness of implementing animated videos to enhance vocabulary comprehension among English as a foreign language (EFL) learners. A total of sixty primary students in the fourth Grade at a public primary school in the Kingdom of Saudi Arabia (KSA) participated in this study. They were taking EFL classes and ranged in age from nine to eleven. The data were collected using a pre- and post-test quasi-experimental research design. Statistical analysis indicated a significant difference in the students between the two groups. The use of animated videos resulted in higher achievement for the experimental group which outperformed the control group. Furthermore, the substantially large effect size demonstrated that using animated video instruction was more effective than the conventional teaching techniques for assessing EFL learners in learning English vocabulary. These findings suggest that teaching using multimedia can have a major impact on vocabulary enhancement. The present instructional treatment was also beneficial to teachers in general since it allowed them to explore vocabulary comprehension using a new strategy that could be effective in English classes. As a result of these findings, some instructional and pedagogical implications for future research were presented.

Assessing the effectiveness of massive open online courses on improving clinical skills in medical education in China: A meta-analysis

Massive Open Online Courses (MOOCs) are a new phenomenon in education worldwide. In China, MOOCs have been widely used in medical courses. However, the effects of MOOCs on improving clinical skills are controversial. Therefore, we conducted the study to verify whether the application of MOOCs in medical courses can improve participants' clinical skills in China. A systematic literature search was carried out using the PubMed, Embase, Web of Science, CNKI and Wanfang databases according to the predetermined criteria. The Hedges' g and its corresponding 95% confidence interval were selected to assess the effects of MOOCs on participants' clinical skills. Subgroup analyses, sensitivity analysis and publication bias test were performed in the study. A total of thirty-two records (thirty-two studies) with 3422 participants were identified in our study. There was a significant improvement in clinical skill scores of participants in the MOOC group compared with the control group. Subgroup analyses showed similar results in different student groups. Our study supported the notion that the MOOC-based teaching method appeared to be a more effective method than the conventional teaching technique for the improvement of participants’ clinical skills in China.

Effects of the 5E Learning Model on Physics Students’ Academic Achievements

This study aims to determine the effects of the 5E learning cycle model at the bachelor level physics students’ academic achievement. Null hypotheses were examined to accomplish this study. The population included all students studying science education at the bachelor’s level on Tribhuvan University’s constitutional campuses. The sample of the study consisted of sixty (60) physics students from two constitutional education campuses in Kathmandu and Bhaktapur districts, who were in their second year of bachelor’s degree. A quasi-experimental research method was adopted for this investigation. There were 30 students in each of the control and experimental groups. The instrument was validated by university professors and lecturers, and the Kuder Richardson -21 formula was used to determine the reliability coefficient which was found to be 0.78. The experimental and control groups were taught for fifteen hours on the topic “Electrostatic Force, Field, and Potential” using a learning cycle model and conventional teaching methods. The results of this investigation demonstrated that students taught using the learning cycle model were shown to be more successful learners in physics than those taught using the conventional teaching technique.

Mind Mapping as a Novel Method in Teaching the Morphology of Skin Lesions: A Quasi-Experimental Study.

Mind mapping is a visual mapping technique used in a few disciplines of medical education to represent ideas linked to and arranged around a central core idea or topic through different subtopics/categories. We aimed to utilize this technique to teach the undergraduate medical students the morphology of skin lesions and assess its effectiveness. This pre- and post-test quasi-experimental study was done among 144 undergraduate medical students. A total of 144 students were selected, and odd and even roll numbers were categorized into two groups using simple random sampling. Group 1 (intervention group) students were taught using mind mapping technique and Group 2 (control group) with traditional lecture-based teaching. A Computer-Assisted pre-test and post-test were carried out. A feedback questionnaire was administered to the intervention group to explore the students' perceptions regarding mind mapping as a learning tool. The data were analysed using SPSS software (version 16), and the difference in the mean pre- and post-test scores was found using independent sampled-t-test. Pre and post-test score distribution was 5.04±1.27 and 11.44±2.52 (p-value=<0.001), respectively, in the intervention group. In the control group, the pre and post-test score distributions were 4.83±1.39 and 8.04±1.63, respectively. The mean rank of the mind mapping group was higher (76.43) than the lecture group (67.5). Among the students, 97.2% agreed on the fact that mind mapping enhanced their interest in learning, and 91.7% of the students were satisfied with mind mapping as the learning method. To kindle the interest and develop critical thinking skills in students, faculty members should continue to explore and evaluate the efficacy of various learning and teaching strategies. Mind mapping could be a novel and integral part of conventional teaching techniques in medical education as evidenced by our student's performances.

English Teachers’ Use of Multiple Modalities

Integration of Information, Communication, and Technology helps instructors meet the global need for substituting technology-based teaching and learning tools and services for conventional teaching techniques. English teachers can customise learning for students, and thus it is important to explore new subjects and provide goal-focused training to students. Thus, motivating teachers to use technology and develop their teaching styles to emphasise good teaching is important. Teachers should stop seeing technology as an obstacle to learning. Self-efficacy theory relates to the expectancy-value framework, and motivation is based on the expectation of outcomes through a given course of action. Fundamental psychological needs can also be met with the help of motivation, which eventually increases the desire to undertake competent activities. This study revealed the importance of teachers’ technological skills to connect well with students and help them complete their tasks efficiently. Different theories, such as attribution and self-efficacy, have also been incorporated to understand the effectiveness of different tools and technologies. This method could improve students’ ability to learn new languages and their communication skills. This study recommends using information tools, as they effectively improve teaching methods and strategies. Information tools are considered strong and constructive tools that allow teachers to improve their strategies and communicate with students. Besides, it is also effective to incorporate lesson plans that can enhance the scope of students’ use of technologies to study and gather relevant ideas about various language and linguistic topics.

Impact on English Language Learners’ Listening Comprehension and Acquisition of Vocabulary Through the Use of Subtitled Videos

There has been an increase of appreciation in the understanding of the value and application of technology in the twenty-first century. In the classroom, technology is replacing conventional teaching techniques. Despite the fact that various research studies have been used to demonstrate the advantages of subtitled movies for language learners, there are notably few ones in this area in the context of Pakistan. This study was framed to examine the effects of watching videos with the subtitles on ESL students' vocabulary and listening abilities. Pre-post tests and attitude questionnaires were given as part of a quasi-experimental study that the researchers used, to gather both qualitative and quantitative data of the groups. The group's hearing comprehension scores were pre-tested at .948 and vocabulary scores were pre-tested at .876. Both with p-values at more than 0.05 showed the group's listening and vocabulary skills were on the same level. However, both the listening comprehension and vocabulary learning post-test outcomes had p-values under 0.05 (0.007 and 0.014, respectively). The researcher’s additional use of descriptive statistics and participant surveys showed that the experimental group outperformed the control group in vocabulary learning and listening comprehension, supported the alternative hypothesis. The current study provides insightful qualitative and quantitative data that can aid in the better understanding of modern teaching methodologies and their potential for change by policymakers, syllabus writers, and educators. By allowing for deeper investigation of the topic, this study can aid future academics’ understanding of the value of incorporating technology into education.