Conventional Way Of Teaching Research Articles

E-module in Real-Time Rendering and Virtual Reality: Impact to Student’s Cognitive and Skill Performance

An e-module in real-time rendering and virtual reality using sketchup and enscape is created using the software kotobee. It aims to assess the acceptability and its impact to student’s cognitive and skill performance. The use of e-module as a teaching tool aligns with Education 4.0's flexible learning approach. The study is participated by 38 students. They were divided into two groups. The control group who will undergo conventional way of teaching in learning rendering and the experimental group who will utilize the e-module in learning real-time rendering and virtual reality. Results of this study shows that there is a significant difference between pre-test and post-test scores in both groups. It also shows that the mean difference between test scores in the experimental group is higher than the control group by 0.79 points. This implies that the scores of the respondents in the experimental group have improved more than in the control group making the e-module to have a positive impact to student’s cognitive abilities. To assess the skill performance of the students in the control and experimental group, the rendered output submitted by the students are evaluated by experts in rendering using enscape. Results shows that the evaluation output mean score of students in the experimental group, which is 15.61, is higher than that in the conventional group with 13.40. This shows that those students in the E-module group have better output than those in the conventional group. This implies that the E-module has a positive impact on student skill performance.

Recreational Activities as an Integral Part of Innovative Mathematical Pedagogy

As mathematics teachers we know this fact that students of all the levels feel anxiety while learning mathematics. This may me because of our conventional way of teaching and following traditional pedagogy of teaching mathematics. That’s why, when student does not understand any topic, step, formula, he starts cramming or memorizing facts. We need such innovative pedagogy which will focus on students’ centred strategies, interesting activities of teaching mathematics. Innovative pedagogical approach indicates towards imbibing recreational activities which will help in enhancing student participation while learning mathematical facts, such mathematical activities which will motivate students in learning collaboratively and in enjoyable way .This paper is an attempt to introduce such recreational activities in mathematics which are an integral part of innovative pedagogy through years and which can give U turn of conventional mathematical teaching to innovative activity based enjoyable mathematics learning.

What-If Analysis in various operations in an Educational chemical laboratory.

Students and lab workers at the technological educational institution in India, responded to a what if analysis questionnaire regarding the hazardous labelling of a number of chemicals present in various laboratories within the particular chemical laboratory. Only one in four students, on average, correctly matched all of the chemicals in the questionnaire with their corresponding hazard labels; the percentage of incorrect responses for chemicals that were part of the curriculum was comparable to the percentage of incorrect responses for chemicals that weren't taught. The analysis of the responses reveals that the conventional ways of teaching about danger labelling and safe handling are insufficient, and better teaching strategies are required to raise students' knowledge of these topics.

Study of academic performance in medical students at the time of COVID-19 pandemic

Introduction: The world has faced a disastrous period at the time of the pandemic of corona virus- 19. The education system was hampered along with all the sectors of life and therefore, it was realized that a switch from the conventional way of teaching to online teaching is needed. The current study was done to analyze the impact of the COVID-19 lockdown on the academic performance of medical students at Gandaki medical college of Pokhara, Nepal. Methods: It was a descriptive study of the first and second-year medical students of Gandaki Medical College. The Likert scale was used to measure the effect of the COVID-19 lockdown on academic performance and to evaluate online education. A census sampling technique was used to collect the data. Results: A total of 171 participants answered the questionnaire with a response rate of 87%. The data showed that covid-19 lockdown affected the academic performance of most participants of 98.2% with varying degrees. The mean evaluation score for online theory education was 4.7±2.06 while for the practical lessons was 2.06±1.4. Conclusions: COVID-19 pandemic lockdown affected the academic performance of most participants to varying degrees. The academic performance of medical students with the online teaching method is effective during COVID-19 lockdown.

Questionnaires based evaluation of teaching and learning methods among MBBS, BDS and Nursing students.

Objective: To compare the conventional ways of teaching to new teaching methodologies thus finding their efficacy. It also highlights the significance of incorporating technology into teaching thereby creating a rich learning experience for students. Study Design: Cross-sectional Survey. Setting: Different Medical and Nursing Colleges and Universities of Punjab, Pakistan; Faisalabad Medical University Faisalabad, University Medical and Dental College Faisalabad, Ameer-ud-din Medical College Lahore, Nishtar Medical and Dental College Multan, Shareef Medical and Dental College, Continental Medical College Lahore. Period: June 2020 to August 2020. Material & Methods: Was conducted amongst 1600 medical, dental and nursing students from various medical and dental colleges across Pakistan. A questionnaire was circulated among students after briefing them about the objective of the study. Result: Out of 1600, 816 were MBBS students, 715 were BDS and 69 were nursing students. About various teaching methods, 53% in MBBS, 56.78% in BDS and 30.43% of nursing students were aware about new teaching methodologies. Tutorials were least known by MBBS students, online classes for BDS students whereas both methods of teaching were least popular amongst nursing students. A significant percentage of students were more in favor of group discussion as an effective method of teaching. Conclusion: This study concluded that student-centered learning should be focused on and new technologies should be incorporated in order to make medical education more interactive and interesting.

Designing an Educational Program Supported by Augmented Reality Technology in Obtaining the Social Concepts and Developing Creative Thinking in Kindergarten – Level II

The aim of the study is to develop an educational program supported by augmented reality technology, and to determine its effectiveness in the acquisition of social concepts and the development of creative thinking among kindergarten – level II. In accordance with the nature of the subject and the objectives of the study, the experimental method was adopted. The sample of the study is Lank kindergarten in which (30) children were selected by drawing and divided into experimental group (who were taught using the prepared program based on augmented reality technology) and consisted of five boys and ten girls, and control group (who were taught using the standard kindergarten program and style) and consisted of six boys and nine girls. Then, the researcher has developed her own educational program, according to the appropriate principles and guidelines for developing educational programs, by using augmented reality technology, which was an application that was named (Sazan AR) that was dedicated to the content of the program of the subject of the research, as well as the content of the official kindergarten booklet. In it, the chosen images from the aforementioned booklet are shown as 3D figures and educational videos. Further, the researcher has developed a measurement for the social concepts to evaluate the sample of the research before and after the application of the program. She simultaneously used Torrance’s criteria (TTCT, 1966) to evaluate the research sample’s creative thinking before and after the application of the program. After implementing the program on the research sample, it was found that the (teaching - learning) program based on augmented reality technology is effective in acquiring social concepts, when comparing the pre-test and post-test of the experimental group. There was also a statistically significant difference in the post-test between experimental and control group at the level of evidence (0.05) in favor of the experimental group. Further, while the program was effective in developing creative thinking among the children of the experimental group when comparing pre-test and post-test, there was no significant difference between the post-test of experimental and control groups at the level of evidence (0.05). Finally, the study concluded that the use of augmented reality technology in the teaching process is an effective and better way than the conventional way of teaching. Augmented reality technology is also appropriate for the kindergarten stage and is an enjoyable experience for them in the learning process. Despite the advantages of augmented reality technology, development and application of the technology is not an easy task at the individual level and by teachers alone, therefore the ministry of education should help with its preparation and application.

The Ability in Writing Narrative Text by Using English Poetry at The Students of Al Asyariah Mandar

The students’ skill in writing narrative text is really needed to be improved. The implementation of English Poetry in the current research was aimed to improve the students’ writing narrative text of the students in the 2nd semester of the Islamic Economic Law study program, the faculty of Islamic Religion. The study applied quantitative method in light of pre and post-test of writing narrative text to both of control and experimental groups and distributing questionnaire to the experimental group to gain their perception upon the English poetry. A total of 34 students from control and experimental group were involved. Analytical scoring profile was used to measure the students’ writing narrative text.The result shows that students under the guidance of English poetry performed significantly better than students in control group with conventional way of teaching in which, the experimental group shows score of post-test was greater than control group by gaining mean score 78.25 and control group gained mean score 61.62. The analysis of questionnaire results reveals that the implementation of English poetry helped the students to be easier in writing narrative text. Most of the participants gave positive response to the use of English poetry in teaching writing narrative text.

Technological Proficiency Level of English Faculty Members of a Philippine State University: Application of Cognition Learning Approaches

In today’s digital society, the role of teachers in the classroom has technologically challenged them over the past so many years. New technological tools including interactive videos, digital light processing projectors, and other significant appurtenances of digital learning have become more prevalent amidst its essential impulse to the millennial learners. In conjunction with this, teachers must delve into innovative teaching strategies and how to effectively integrate them into the classroom and adapt these methods with the new digital learning devices. The study notes that teacher technological performance can affect the meaningful change in the pedagogical setup and that learning with the aid of technology is a more interactive and effective process of learning acquisition. The effective use of modern equipment in teaching relies mainly on the exposure of a certain teacher in seminars, training, and other related professional skills of advanced technologies. Under this circumstance, many teachers are still using the conventional way of teaching and perhaps some of them will never intend to use technology as a supplement or rather as a core component of instruction. This study provided a modest understanding of the technological proficiency of the target respondents and the opportunity to know their proficiency level in the utilization of advanced technologies. Henceforth, the study revealed the technological proficiency level of the respondents through the use of digital devices and the integration of these available instructional tools in their classes.
 Keywords: Technological Proficiency, Situated Cognition, Distributed Cognition, Socially Shared Cognition, Cognition Learning Theory

Challenges and Opportunities of the Covid-19 Pandemic: A Lesson Learnt

COVID‐19 has immensely disrupted tertiary education ecosystem. The crisis has compelled numerous unprecedented and accelerated changes. The traditional and conventional way of teaching and learning has completely shifted to fully online. Nonetheless, the trend of integrating technology in the classrooms is not new. This has led to numerous questions and arguments of the existing concepts and theories of traditional education. This phenomenon also provides new opportunities for educational institutions to explore and leverage on the prospects of online modalities, fashioning unique inquiries. Thus, the key purpose of this research paper is to identify the challenges and opportunities encountered by lecturers during the Covid-19 pandemic. The results of the interviews showed that there are some challenges that the lecturers faced; for example, unpreparedness to tackle the new norm of online teaching and learning process, internet connection, and online engagement. The findings from the interview showed that there are opportunities which have emerged from the Covid-19 pandemic such as experimenting with numerous digital tools and platforms, employing different online teaching and learning modalities, and commissioning online assessments to support the students’ needs and engagement. It is postulated that the findings of the research although may be preliminary, are able to facilitate vital discussions on fashioning best practice guidelines for asynchronous or synchronous modalities post the COVID-19 pandemic.

Pengembangan Media Pembelajaran dan Game Interaktif Bagi Anak Berkebutuhan Khusus

Learning media is a communication intermediary between teachers and students that is tailored to the needs, meaning that the teaching and learning process in Special Schools (SLB) must be like what learning materials will provide. The use of media is very important for the success of learning for Children with Special Needs (ABK), for example in the SLB school located in the duo koto agung river, Dharmasraya district, where until now the teaching staff is still using the conventional way of teaching in front of the class for children who have disabilities. different special needs. Methods In designing this interactive media, researchers conducted an initial investigation into the object's school to determine the needs and adjustments of the media to be designed. After conducting interviews with the principal and educators and discussing between the chairperson and members, then at this stage the results of the problems determined are then analyzed again to obtain goals or results that are in accordance with the needs of interactive media for children with special needs in this learning activity. It is hoped that the results of the design of interactive media for children with special needs can help teachers deliver learning materials, and for children with special needs to be able to understand the material presented and increase the enthusiasm for learning for students who understand their shortcomings.

Remote Chemistry Teacher Professional Development Delivery: Enduring Lessons for Programmatic Redesign

COVID-19 has thrust educators into a period of uncertainty, complicating conventional ways of teaching and learning. We suspect that the pandemic has magnified the challenges that some high school teachers already experience, particularly when they are the sole chemistry teacher at their school. The pandemic has likely inhibited collegial interactions and access to professional development (PD). Our reflections from redesigning a face-to-face PD program to one that is remotely delivered provide recommendations that advance PD accessibility and interactivity to mitigate isolation and other longstanding challenges teachers may face. In this article, we discuss how the cognitive learning model informed emergent teaching practices that guided the transformation of the PD’s implementation for 20 high school chemistry teachers. Our reflections on the PD’s strengths, areas for improvement, and insights alongside participant feedback provide enduring guidelines for fellow teacher educators. Specifically, we forward the importance of conceptualizing theory-informed design principles first, and then modifying the delivery with appropriate tools and technologies. As PD facilitators, we also draw attention to the necessity for flexibility. Remaining open to adaptation during implementation is crucial to advance teacher learning and engagement. We hope our process for how and why our PD program was redesigned will inspire future teacher educators to explore new, postpandemic ways of maximizing high-quality PD experiences.

Good and not so good of learning using digital platforms: Experience sharing from PG students

Gone are the days when learning was confined inside four walls. With advent of technology, education sector has also advanced and a lot of educational platforms have been introduced for online learning also known as digital or e-learning. Though this concept is more famous in West, but during these times of Covid these platforms have reached and covered the gaps which conventional way of teaching couldn’t and people have come to know about the bright side of digital learning as well. Digital learning has replaced the classroom learning. It was in the trends but due to Covid 19 it has completely disrupted the learning pedagogy and also has been savior for the learners across the globe. The present discussion is about the digital learning and issues faced by learners. The feedback was conducted by the learners of post graduate courses and content analysis has been performed. © 2021 Karadeniz Technical University. All rights reserved.

The Role of Auditory Input Enhancement through Whats App in EFL Learners’ Vocabulary Learning and Retention

The present study investigated the effect of teaching vocabulary using auditory input enhancement via whats app on EFL learners’ vocabulary learning and retention. For this purpose, 85 students were participated and those 56 students whose scores were one standard deviation above or below the mean on Preliminary English Test (PET) were selected and they were assigned into one experimental and a control group. Then they were given a 40 multiple choice vocabulary test as their pretest. The 10-session treatment followed by teaching vocabulary using auditory input via Whats app in one experimental group and the control group had their conventional way of teaching. After the treatment, a vocabulary posttest was administered to groups in order to compare the participants' performance and to examine if or not the given instruction had any meaningful effect on their vocabulary achievement. After about 10 days after the posttest, the same vocabulary posttest was administered again to check the learners’ vocabulary retention. The analysis of the test scores through an independent sample t-test and analysis of covariance (ANCOVA) indicated that auditory input enhancement through Whats app had a statistically significant effect on vocabulary learning and retention of Iranian EFL learners.

Introducing a Responsive Multimodal Oral Presentation Pedagogy: Integrating TED Videos with Web 2.0, Collaborative Learning and Teacher Feedback

This article introduces a classroom innovation, which was developed based on the principles of multiliteracies and scaffolding to enhance the mastery of multimodal skills of oral presentations among tertiary English as Second Language (ESL) students. The innovation, named the Responsive Multimodal Oral Presentation Pedagogy (RMO2P), was designed to systematically scaffold learning through the integration of TED (Technology, Education and Design) videos with Web 2.0, collaborative learning and teacher feedback. RMO2P aims to disrupt conventional ways of teaching by transforming the prevailing passiveness among ESL students during classroom learning into active engagement. This article explicates the rationale underpinning the responsive pedagogy and describes the five learning phases, which were developed based on the pedagogical principles and students’ learning needs, and complemented the designated textbook. Classroom data revealed enhanced conceptual knowledge, engaged interests and improved oral presentation skills among the students after one semester of implementation. Hence, the findings affirm the potential of RMO2P as an innovation that can be adopted or adapted for the teaching of oral presentation skills in similar ESL contexts.

E-learning in the Department of Library Science of UIN Alauddin Makassar Based on Claroline

Background of the study: Since established in 1999, the Department of Library Science of Universitas Islam Negeri (UIN) Alauddin Makassar has been teaching its degree students throughout conventional way of teaching, in which whiteboards and classrooms are still mostly used as learning media till current days. The department challenges with the growing education technology, media such as e-learning.Purpose: This paper is aimed to describe the strategic planning to build and implement an e-learning in the department and to configure e-learning software called Claroline.Method: The data were gathered by discussing with all lecturers and several students as the basic sources to plan and build e-learning.Findings: As the research findings, Panrita 4.0 was determined as its e-learning’s name in order to make the engaged users (lecturers and students) be more familiar with.Conclusion: In addition, the study highlighted challenges faced by most lecturers in implementing such learning media although trainings have been conducted. However, most students were more enjoy learning with Panrita 4.0, even though it was their first experience dealing with such media.

Improved fuzzy‐assisted hierarchical neural network system for design of computer‐aided English teaching system

AbstractThe world has enhanced the development of education with the rapid development of information technology in modern society to facilitate the information process. Educational technology has gained experience through the advancement of digital information network technology, from modern teaching technology to computer technology and communication technology. In this paper, an English learning system has been developed based on an improved fuzzy‐assisted hierarchical neural network system (IF‐HNNS). Improving the standard of English education is particularly important in improving intelligent education, especially the efficiency of classroom teaching. The development of an interactive educational system has changed the conventional way of teaching and facilitated individual independent learning. This English teaching system is a network updating computer‐aided learning platform. The computer‐aided system has the following advantages: (i) Easy‐to‐actualize computer‐aided learning media will provide more teaching content and teach satisfaction. (ii) The interaction of computer‐aided learning will raise interest in learning. (iii) Computer helped learners are rich in educational resources and are easy to set teaching goals. (iv) It will improve the monitoring of the education and teaching cycle using a computer‐aided learning with human‐computer interaction method.

Identifying Factors of Students’ Failure in Blended Courses by Analyzing Students’ Engagement Data

Our modern era has brought about radical changes in the way courses are delivered and various teaching methods are being introduced to answer the purpose of meeting the modern learning challenges. On that account, the conventional way of teaching is giving place to a teaching method which combines conventional instructional strategies with contemporary learning trends. Thereby, a new course type has emerged, the blended course in the context of which online teaching and conventional instruction are efficiently mixed. This paper demonstrates a way to identify factors affecting students’ critical performance in blended courses through a binary logistics regression analysis on students’ engagement data. The binary logistics regression analysis has led to a risk model which identifies and prioritizes these factors in proportion to their contribution to the risk occurrence. The risk model is demonstrated in the context of two specific blended courses sharing the same learning design. Additionally, the outcome of the study has proved that factors related to the e-learning part have critically affected the students’ performance in the respective blended courses.

Pedagogical Implications of Teaching English for Science and Technology

Teaching English for Specific Purposes (ESP) has traditionally been context-driven, focusing on the special field in which the language is expected to be used; needs-responsive, trying to define language learners’ needs and adapt teaching practices to these needs; and finally learner-centred, in a sense that teachingprocesses and learners activities have been highly influenced by the desired learning outcomes. However, due to recent global changes the conventional ways of teaching have been challenged. The paper lists some of the most intriguing pedagogical challenges for ESP practitioners and also recommendspossible solutions to meet them, partly from overviewing related academic literature, partly from successful practical implementations. Pedagogical issues raised by the internationalisation of higher education are also investigated by the author and some preliminary results of empirical research about learning styles are presented.

COMPARATIVE STUDY OF BUZZ GROUP TEACHING WITH CONVENTIONAL METHOD OF TEACHING IN MEDICAL EDUCATION

Objectives: To study the effect of Buzz Group as a teaching method on academic performance of the students in the teaching in clinical postings and to compare it with the academic performance of students’ taught with conventional way of teaching & to further evaluate Buzz group teaching learning methods from students’ perspective. Methods: An interventional crossover of teaching learning method in which one group was taught using Buzz group teaching and another with the conventional way of teaching, the study was conducted between Jan 2019 to March 2019 in 2 batches of 40 students each and the data was analyzed. The crossover was done as per ethical committee suggestions so as to avoid deprivation of the students from any of the teaching methods. Results: The t value in the Buzz group was significant i.e. 4.667 before crossover and 3.196 after crossover in one batch and 4.604 before crossover and 2.887 after crossover. The overall communication, learning, problem solving, communication and score for Buzz group teaching was compared to conventional way of teaching and the results were statistically significant.The problem solving in the Buzz group teaching shown t-value of 14.701 of significance. Conclusions: The results suggest that Buzz group teaching is clearly better than the conventional classroom teaching and is in coherence with the MCI guideline of Competency Based Medical Education (CBME) guidelines. This method of teaching requires minimal additional efforts and its inclusion in few of the Clinical postings could prove equally effective

William Somerset Maugham’s The Ant and the Grasshopper: The Literary Implication of Unmasking George’s True Nature

In his 1938 autobiography, The Summing Up, Maugham makes a direct and lucid interpretation of how he observes life and its values as he says, “For art, if it is to be reckoned as one of the great values of life, must teach men humility, tolerance, wisdom, and magnanimity.” (1945, 303). The conventional way of teaching and adopting ‘value’ is shattered in Somerset Maugham’s short story The Ant and the Grasshopper. An autobiographical undertone clears the mystery of his intention as the story begins in the middle of a conversation between the writer himself and George, one of the characters in the story. Using literary devices like image, irony, and allusion, Maugham exerts his philosophy of defining value in the manner of unmasking the shell. Maugham rails against the labeled truth by alluding to Aesop’s fable. By reversing the story line, he showcases the paradoxes of life. The multifaceted variations of the term ‘Truth’ are denoted in a rather amusing way through the depiction of the character Tom Ramsay. Influenced by Baroch Spinoza’s ethics, Maugham inverted the labeled definition. The implications made through the story endorse the freedom of the individual to be true to his or her nature. By weaving a dramatic and well-knit plot, Maugham intends to exhort lessons regarding human nature and circumstance to their nature and situations. The dramatic twist shown by inverting Aesop’s fable makes it an exemplary tale about individual tolerance, altruism, and understanding, which are, according to Maugham, the values to be nurtured and brought to perfection. This study attempts to show how George’s true nature and feelings are unveiled to expose the hypocrisy prevalent in the cosmopolitan urban world.