Teaching Program Research Articles

Effects of Compensation Benefits on Employee Engagement for Private Family Business Schools

The effects of compensation and benefits on employees’ engagement levels in selected private family business schools (PFBSs) in the Eastern Cape, South Africa are investigated in the study. Several pieces of literature affirmed that employee engagement levels in South African schools are low despite the crucial role played by employees in implementing the teaching and learning programs of the schools. The study is to determine the extent to which employee engagement in PFBSs is predicted by remuneration and benefits. The study employed a quantitative positivist research paradigm and a case study technique to examine the impact of pay and benefits on employee engagement levels in PFBSs. A six-step sampling model was adopted, and a probability sampling technique was utilized. Nonparametric statistical analyses were done, and the results revealed that increasing employees’ compensation and benefits is key to improving employees’ engagement levels in PFBSs. All ethical requirements, such as respondents’ anonymity, informed consent, and confidentiality, were adhered to throughout the study. The study recommended that PFBSs are encouraged to have a compensation and benefits portfolio that competes favorably well with other educational institutions locally and abroad to retain a well-engaged set of employees. The study concluded that a large-scale survey be carried out to investigate the impact of compensation and benefits to PFBSs in another country rather than South Africa to compare findings.

Adaptive Bi-Encoder Model Selection and Ensemble for Text Classification

Can bi-encoders, without additional fine-tuning, achieve a performance comparable to fine-tuned BERT models in classification tasks? To answer this question, we present a simple yet effective approach to text classification using bi-encoders without the need for fine-tuning. Our main observation is that state-of-the-art bi-encoders exhibit varying performance across different datasets. Therefore, our proposed approaches involve preparing multiple bi-encoders and, when a new dataset is provided, selecting and ensembling the most appropriate ones based on the dataset. Experimental results show that, for text classification tasks on subsets of the AG News, SMS Spam Collection, Stanford Sentiment Treebank v2, and TREC Question Classification datasets, the proposed approaches achieve performance comparable to fine-tuned BERT-Base, DistilBERT-Base, ALBERT-Base, and RoBERTa-Base. For instance, using the well-known bi-encoder model all-MiniLM-L12-v2 without additional optimization resulted in an average accuracy of 77.84%. This improved to 89.49% through the application of the proposed adaptive selection and ensemble techniques, and further increased to 91.96% when combined with the RoBERTa-Base model. We believe that this approach will be particularly useful in fields such as K-12 AI programming education, where pre-trained models are applied to small datasets without fine-tuning.

The Impact of Children’s Programming Education on the Development of Children’s Cognitive Abilities

This paper delves into the impact of children’s programming education on the development of children’s cognitive abilities. It begins by discussing the rise and development of children’s programming education and the importance of cognitive abilities in the growth of children. It then analyzes in detail the characteristics and advantages of children’s programming education, including teaching methods, teaching tools, and specific ways of cultivating children’s cognitive abilities. Through empirical research, experiments were designed, and data were collected and analyzed to verify the positive impact of children’s programming education on the development of children’s cognitive abilities. At the same time, in response to the challenges faced by children’s programming education, such as the shortage of teachers and the irrationality of curriculum settings, corresponding strategies have been proposed. Finally, the paper summarizes the significance of children’s programming education in the development of children’s cognitive abilities, emphasizes the necessity of further promoting and improving children’s programming education, and looks forward to its future development trends.

The Effects of an Evidence-Based Instructional Program on Science Teaching to Students with Special Needs in Inclusive Classrooms

Abstract: The current study aimed to investigate the impact of an evidence-based instructional program consisting of: Explicit Instruction (EI) along with Numbered Heads Together (NHT) in comparison to the traditional, hand raising (HR) technique on fourth-grade students with and without special needs’ daily science quiz scores. Additionally, the researchers sought to explore the impact of the interventional program on the cumulative, pre and post-test performances of participants. Using mixed methods—single-subject, alternating treatment (comparing the interventional program [EI & NHT] to HR), and quasi-experimental designs—data were collected. Data were analyzed using a measure of central tendency (mean scores) of daily science quiz scores, and t-tests to derive results from the pre and post-test cumulative scores. The findings revealed all students in the experimental group, including those with special needs, improved their mean scores on daily science quizzes, along with cumulative, post-test performances. This improvement was achieved after the delivery of the interventional program. Social validity interview with the classroom teacher demonstrated that the instructional program provided a motivational, engaging learning atmosphere for all students including those with special needs. Recommendations for future research and practices were provided.

The Efficacy of High-Fidelity Telesimulation in Preparing Nursing Students for Emergency and Critical Patient Care: A Prospective Study.

High-fidelity telesimulation can address the gap in nursing education caused by the pandemic by providing a simulated environment for students to practice skills that closely mimic real-life scenarios. This study was designed to determine the effect of a high-fidelity telesimulation teaching program on emergency and critical patient care-related knowledge, self-confidence, and critical thinking skills in nursing students. This randomized, single-blind controlled study was conducted on a sample of 84 nursing students who were evaluated using pretest and posttest measurements. The participants were randomized into a control group ( n = 43) and an experimental group ( n = 41). The control group received an in-person traditional teaching program, and the experimental group was taught using a high-fidelity telesimulation program. During the high-fidelity telesimulation, synchronous online tutorial learning and telesimulation were conducted every 100 and 300 minutes. The experimental group program included a lecture, simulation teaching videos, and demonstrations related to endotracheal intubation, 12-lead electrocardiography, protective clothing, and hybrid telesimulation learning. In each subgroup, the students executed a single high-fidelity telesimulation scenario in which they were assigned individual roles. The students in the other subgroups served as observers and engaged in the synchronous online debriefing. Teaching efficacy was evaluated using an objective structured clinical examination and a questionnaire designed for emergency and critical patient care. In the experimental group, levels of knowledge and self-confidence as well as critical thinking skills related to emergency and critical patient care were significantly higher than in the control group ( p < .05). High-fidelity telesimulation teaching is a feasible and reliable alternative to conventional in-person simulation for nursing students, particularly in situations where traditional clinical experiences are not possible.

Rapid foresight: Information technologies in Physics lessons

Abstract This research, conducted as part of the curriculum in the discipline of Modern Learning Technologies, explores strategies for improving the training of future teachers in response to the dynamic educational landscape. The discipline is an integral component of the educational program designed for students aspiring to become educators. A total of 12 students participated in the study, engaging in a collaborative and iterative process to identify key areas for enhancement in teacher training. The rapid evolution of learning technologies necessitates a proactive approach in preparing future teachers for the challenges and opportunities in the educational landscape. In this study, students enrolled in the educational program for prospective teachers played an active role in the research process. The objective was to leverage the insights and perspectives of these students to identify areas for improvement in teacher training. Twelve students participating in the study were enrolled in the Modern Learning Technologies course. This cohort engaged in a rapid foresight approach, involving activities such as focus group discussions, brainstorming sessions, and collaborative workshops. The methodology aimed to gather diverse opinions on emerging trends in education and technology and to envision potential future scenarios. The findings of the study highlighted key trends in modern learning technologies, including advancements in educational technology, shifts in learning preferences, and evolving classroom dynamics. Students actively contributed to scenario-building exercises, providing valuable input into the skills and competencies they deemed essential for future teachers. The assessment of current teacher training programs revealed areas where adjustments and enhancements were deemed necessary. The active involvement of students in the research process proved to be instrumental in gaining firsthand insights into the needs and expectations of future educators. Collaborative workshops facilitated a co-creation of strategies for improving teacher training programs, ensuring that the enhancements were aligned with the dynamic nature of the educational environment. This research, conducted within the framework of the Modern Learning Technologies course, emphasizes the significance of involving students in the foresight process for enhancing teacher training. The collaborative and iterative nature of the approach ensures that the strategies developed are responsive to the evolving trends and needs in education. As the educational landscape continues to evolve, incorporating student perspectives into teacher training becomes imperative for fostering effective and adaptive educators.

Teachers’ Knowledge, Attitude, and Practice on Schoolchildren’s Visual and Eye Health: A Scoping Review

Abstract Studies on knowledge, attitude, and practice (KAP) of teachers regarding schoolchildren’s visual and eye health is an important step before implementing further collaboration between education and healthcare system. The input in this field is limited as many countries are at the early stage of involving teachers in school health screening programmes. This review aims to understand the level of KAP among teachers on schoolchildren’s visual and eye health and the methodology used to conduct these studies. This scoping review was conducted based on Arksey and O’Malley’s framework for scoping studies. A systematic search using electronic databases (Scopus, Web of Science, PubMed and Ebscohost) was conducted to identify relevant articles, imported into the Rayyan web application for review management. Mendeley desktop was utilised for citation management. A total of 463 articles were identified during the selection process, and 17 articles were included in this scoping review after eligibility screening. These studies were grouped into three designs: cross-sectional, intervention, and qualitative. This scoping review revealed that the level of knowledge and practice among teachers on schoolchildren’s visual and eye health was low to moderate, while the level of attitude was good. Some misconceptions exist among teachers regarding children’s visual and eye health. Training programmes for teachers are crucial to significantly improve their KAP levels. Most of the teachers lacked the knowledge and practice concerning children’s visual and eye health. However, with a good attitude, their awareness level can be upgraded with proper training, eye screening facilities, and access to information.

The Effectiveness of the Directed Reading Thinking Activity (DRTA) Strategy in Jordanian EFL Tenth-Grade Students’ Reading Comprehension

Objectives: This study aimed to investigate to what extent the Directed Reading Thinking Activity (DRTA) strategy affects Jordanian EFL tenth grade students' reading comprehension. Methods: The study followed the quasi-experimental design, which is based on a one-group pre- and post-test design (repeated measures) to measure the dependent variable before the treatment was implemented and once it was implemented. The treatment lasted for eight weeks during the first semester of the academic year 2021–2022. The sample of the study consisted of 30 male students in the tenth grade who were purposefully selected from Turra Secondary School in Al-Ramtha Directorate of Education. To achieve its objectives, a DRTA-based instructional program and a pre- and post-reading comprehension test were developed. The results were statistically analyzed using SPSS. Results: The study results showed that using DRTA made a statistically significant difference (at α = 0.05) between the mean scores on the pre-test and the post-test. They also showed improvement in the sample’s reading comprehension resulting from the reading activities in which the participants were involved in the program. Conclusions: The study recommended using DRTA to improve students’ reading comprehension. The study concluded that using DRTA is an effective learning strategy for improving students' comprehension. DRTA combines four techniques: predicting, reading, confirming or refuting, and justifying. These techniques are used to enhance reading comprehension.

Evaluation of a Classroom Support System for Programming Education Using Tangible Materials

Evaluation of a Classroom Support System for Programming Education Using Tangible Materials

Insight into the postgraduate certificate in teaching and learning in higher education, challenges, and opportunities

The main objective of this paper is to evaluate the postgraduate program in learning and teaching in higher education. The program was designed to introduce the essential knowledge, skills, and abilities to enhance the teaching quality to the higher education academic staff. The research methodology was qualitative, with content analysis, structured observation, and storytelling techniques. The research findings reveal that the program has been designed for the junior staff to engage with the undergraduate students. The program does not consider the senior staff who supervises master’s and PhD students, and they need knowledge about research methodology, thesis and dissertation supervision, and the support system. In conclusion, the program needs to be flexible with more optional or elective courses to specialize or personalize the content and structure for the individual participants.

Development and Implementation of a Web-Based Management Information System for Enhancing Computer Programming Training in Education

In the current era of information technology, web-based training systems are critical for enhancing the efficiency of training processes. This study focuses on the development of a Management Information System (MIS) tailored for computer programming training, utilizing a web-based training (WBT) platform. The primary objective is to introduce a framework for a web-based MIS that optimizes the management and delivery of computer programming courses. Computer programming education presents unique challenges, such as real-time participant tracking and dynamic content management, which are addressed by this MIS. The system was developed using the waterfall model, with data collected through interviews, observations, and requirements analysis. Key features include training schedule management, participant tracking, material organization, session management, evaluation tools, and reporting capabilities. Real-time feedback enhances participant engagement, while session management improves the overall learning experience. The web-based platform offers flexible access and simplifies the management of training processes, enabling users to track schedules, access materials, and monitor progress. Validation results show a high validity score (V = 0.883), exceeding the required threshold, and the materials received a validity score of 0.864, confirming their suitability for basic programming competency training at Medan State University. These results demonstrate the system’s effectiveness and potential for wider application, making it a valuable tool for improving the management and delivery of programming courses across various educational contexts.

Implications of AutoGPT on Feedback in English Language Pedagogy: A Qualitative Inquiry into Teachers Perspectives

Technological advancements in education offer innovative tools that significantly impact the teaching and learning processes. Among these innovations, artificial intelligence (AI)-supported tools such as AutoGPT promise revolutionary changes in the field of English Language Teaching (ELT). This study aims to investigate the integration of AutoGPT into feedback processes in ELT at a private school in Konya. The research seeks to explore the effects of AutoGPT on feedback mechanisms in ELT and to examine teachers’ perceptions and experiences regarding the use of this AI tool. Conducted from a basic qualitative research design, this study involved semi-structured interviews with English teachers who had at least two years of teaching experience and had used AutoGPT for feedback purposes. The interviews aim to uncover teachers' views on the effectiveness of AutoGPT and the challenges encountered. The data were analyzed using thematic analysis with MAXQDA 24 software, identifying key themes related to the advantages, limitations, and practical applications of AutoGPT in ELT. The findings reveal that teachers consider AutoGPT a valuable tool for providing quick and comprehensive feedback on student writing. It was highlighted that AutoGPT effectively addresses students' difficulties in understanding concepts, alleviates teachers' workload, and offers objective evaluations to save time. However, concerns about the excessive use of technology potentially reducing students' sense of responsibility were also expressed. This study indicates that experienced teachers are necessary for the effective use of AutoGPT in ELT, and in this context, the development of comprehensive AI training programs for teachers is proposed.

A study to find effectiveness of structured teaching programme on knowledge regarding menstrual blood banking among nursing students in a selected nursing college at Mangalore

A study to find the effectiveness of structured teaching program on knowledge regarding menstrual blood banking among nursing student in a selected nursing college at Mangalore. The study surveyed 60 nursing students at New Mangala College of Nursing Mangalore, using a structured teaching program. The data was collected using a structured questionnaire and post-test. The results showed that 70% of students had no prior knowledge about menstrual blood banking, while 85% had average knowledge. The post-test knowledge score was higher than the pretest score, indicating that the structured teaching program effectively increased nursing students' knowledge on menstrual blood banking. The study found that the Structured Teaching Program significantly improved nursing students' knowledge about menstrual blood banking, despite their initial low structured scores.

Enhancing Elementary School Students' Soft Skills Through the Parent Teaching Program: Leveraging Local Resources for Optimization

This study employed an explanatory sequential design to investigate the implementation of the parent teaching program and its impact at an elementary school in Yogyakarta, Indonesia. It was conducted in two stages: distributing and analyzing questionnaires to 76 students in the first stage and interviewing teachers and parents in the second stage. Data analysis employed basic statistics for quantitative analysis and thematic analysis for qualitative aspects. The results indicate that the parent teaching program at this school commences with the program's planning stage, during which teachers directly involve parents in meetings. The program is implemented after final exams or a week before the school holidays. It has a positive impact on the development of students' soft skills. Following the program's implementation, students demonstrated increased teamwork, communication, and creativity activities. Additionally, the program boosted students' self-confidence and critical thinking skills, which could benefit them in the future. It can be concluded that this program represents an innovative approach to enhancing students' soft skills by making use of local resources.

TO ASSESS THE EFFECTIVENESS OF VIDEO ASSISTED TEACHING PROGRAMME ON KNOWLEDGE REGARDING IMPORTANCE OF UMBILICAL CORD BLOOD PRESERVATION FOR FUTURE TREATMENT MODALITIES AMONG EXPECTANT COUPLES AT SELECTED HOSPITALS

Health is the general condition of a person in all aspects it is also a level of functional and metabolic efficiency of an organism. Nothing is more important than protecting the health of your family. A healthy future starts with saving - or banking - your newborns cord blood stem cells. Its a one-time opportunity that can change or even save a life. After a baby is delivered, the mothers body releases the placenta, the temporary organ that transferred oxygen and nutrients to the baby while in the mothers uterus. Stem cell research holds enormous promise for easing human suffering. We have a lot to gain through furthering stem cell research, but medical breakthroughs should be fundamentally about saving, not destroying, human life. Therefore, support stem cell research that does not destroy the embryo. The aim of this study is to assess the effectiveness of video assisted teaching programme on knowledge regarding importance of umbilical cord blood preservation for future treatment modalities among expectant couples. The main objective of the study was to assess the knowledge regarding importance of umbilical cord blood preservation for future treatment modalities among expectant couples. Methodology: The sample size was 60 expectant couples and the setting of the study was selected hospitals where the couples come for antenatal checkup. Sampling technique was convenient sampling technique. One group pretest posttest design was used. Result: The study shows that in pre-test 81.67% of couples were having inadequate knowledge and 18.33% of them having moderately adequate knowledge and none of them having adequate knowledge. While in post test 55% of expectant couples were having Moderately Adequate knowledge and 45% of them having adequate knowledge and none of them having inadequate knowledge. The result shows that the video assisted teaching was effective in improving the knowledge. There was significant association between selected demographic variables and post test score. Conclusion: The teaching was effective in increasing the knowledge of expectant couples and similar awareness programmes should be given to the public so that they can understand regarding the newer treatment modalities.

Diskurser om att lära sig läsa och skriva som vuxen

This article investigates discourses about basic literacy learning for adult second language learners in the program Swedish for Immigrants (SFI), study path one, which is for students with little or no prior schooling. The study has its theoretical basis in nexus analysis, which here means that literacy education is studied as a social act through these three discourses: discourses in place, historical bodies, and interaction order. These are investigated through the analysis and study of current policy documents, teacher interviews, and classroom observations. Current documents emphasize that the design of teaching programs should be functional. This corresponds with teachers’ views about how literacy education forms part of general education in Swedish and how it has clear ties with what students perceive they need on an everyday basis. At the same time, the shortcomings pointed out in audits and reports that look at procedures to adapt teaching to individual needs correspond with the findings of the observation and interview data in the present study. There is a clear need for improvement both in this area and in the teaching of the alphabet, which does not have a prominent place in current policy documents and which appears to be taught separately. Currently, knowledge about the early literacy development of adult second language learners is not a formal requirement in teacher education, and only one of the 24 teachers in this study claims to have such knowledge. Usually, the acquisition of knowledge about early literacy development is included in the training of primary school student teachers and is foremostly in the teaching of first language learners. This study, however, shows the need for increased knowledge about initial literacy development for adults as part of the professional development of SFI teachers.

Education For Sustainable Development in Preservice Teacher Program: A Bibliometric Method

Objective: Sustainability education or education for sustainable development is crucial for advancing eco-conscious growth. In this context, the teacher is essential in delivering knowledge and fostering awareness of sustainability among students. As the younger generation, students will contribute to the development of businesses and the country. Consequently, the behavior of the generation should correlate with sustainability principles. Teachers also influence the formation of a young generation equipped with a deep understanding and awareness of sustainability, shaping future behaviors. Based on this discovery, sustainability education for a prospective teacher is essential. Therefore, this study aims to provide a comprehensive analysis of trends related to sustainability education for a preservice teacher. Method: The study adopted a bibliometric method using the VOS viewer and analysis tools available on Scopus. The analyzed articles focused on sustainability education for a preservice teacher, published in the Scopus database between 1998 and 2024. Results: The results showed that several areas within this field required further publication, offering opportunities for scholars to explore. Novelty: The study was the first to explore sustainability education within the context of preservice teacher training.

Multilingual learners’ literacy identities: ideology and local enactment of a language-restrictive alternative instructional program

This article reports a case study of the local enactment of a supportive mainstream language program in two elementary classrooms in a school district with an increasing number of linguistically and culturally diverse students. The study explores how teachers and multilingual learners (MLs) in this context navigate the school’s supportive mainstream language program, a type of alternative instructional program, that pulls MLs out of their mainstream classrooms for English language development instruction. Most US language education policies currently outline alternative instructional language programs, such as supportive mainstream and sheltered instruction programs, as options for districts and schools. To understand MLs’ literacy development opportunities in such programs, the study examines literacy identity construction through the interaction of participants’ language ideologies and literacy practices as they enact the language program. Drawing on the theory of heteroglossia and works on literacy communities, the article unpacks the nuances of language-restrictive programs that position MLs in deficit light. The findings highlight the dissonance between participants’ ideologies and literacy practices used negotiate their subjectivities, and constructed deficit identities within the school’s dominant hegemonic literacy community. The findings are discussed considering their implications for building authentic literacy communities and incorporating an equity perspective into language policies.

Evaluating the Quality of Training Programs for Pre-Service Music Teachers in Chinese Higher Education Institutions

This research utilized an explanatory sequential design within a mixed-methods framework to assess the effectiveness of three pre-service music teacher programs aimed at Grades 1-12 in China. First, a group of four evaluators was asked to holistically assess the overall quality of these programs on a scale ranging from 1 to 10. Second, the evaluators were invited answer four open-ended questions about the areas for improvement in terms of program goals and objectives, program curricula, instructional methods, and learning assessments, respectively. The generalizability (G-) theory framework was employed to analyze the quantitative data, particularly to examine the variability in ratings and the reliability of the program evaluations. The qualitative data underwent coding, categorization, and organization according to recurring themes. The results indicated that the rating of the quality of these programs by the four program evaluators was extremely consistent and unbelievably reliable. Furthermore, major areas for improvement are identified in program objectives and curricula as well as instructional methods and learning assessments. Implications for pre-service music teacher training program developers in Chinese colleges and universities are discussed.

ECONOMIC ACTIVITY OF THE UKRAINIAN PEOPLE AS A CONTINUOUS PROCESS OF DEVELOPMENT OF ENTREPRENEURIAL COMPETENCE IN THE HISTORICAL AND PEDAGOGICAL CONTEXT

In the scientific research the analysis of the economic activity of Ukrainians and their motivation for entrepreneurial activity in the historical and pedagogical contexts has been conducted. The authors have identified the factors influencing the formation of entrepreneurial initiative of modern Ukrainians, determined the reasons for their demotivation in engaging in entrepreneurship, highlighted the historical factor, which has a significant impact on the economic behavior, motivation, and self-motivation of Ukrainians. The article emphasizes the importance of incorporating an economic component into the training programs of future professional (vocational) education teachers, the necessity of developing their entrepreneurial competence, the need to enhance motivation and self-motivation for entrepreneurship.The study concludes that the entrepreneurial activity of the Ukrainians represents a continuous process of developing entrepreneurial competence. The authors propose considering the historical factor when designing national strategic programs, both during the current wartime period and in the post-war recovery phase for maintaining business activity within small and medium-sized enterprises. They substantiate the need to include an economic component and implement a motivation system in the training programs for future professional education teachers, who initially serve as recipients and later as providers of educational services. The necessity of integrating a motivation system and entrepreneurial practice into these programs has also been demonstrated for fostering the development of entrepreneurial competence, increasing motivation and self-motivation for entrepreneurship, enabling these future teachers to implement entrepreneurial competence in their subsequent work.