Effectiveness Of Different Teaching Methods Research Articles

Student adaptation to distance learning: An analysis of the effectiveness, benefits and risks of distance education from the perspective of university students

The research study provides an analysis of the effectiveness of distance education from the perspective of university students and contributes to the reflection of the current trend of introducing combined studies in higher education. The research was carried out during the Covid-19 pandemic, when most of the higher education was primarily shifted to distance learning. The aim was to identify factors influencing students' adaptation to this “new” learning model. The findings of the mixed (qualitative and quantitative) investigation, in which students commented on two open-ended questions focusing on the positive and negative effects of distance learning via an online survey form, were processed using content categorical analysis. The frequencies of responses by category were then evaluated using binary logistic regression based on odds ratios. Ordinal and cardinal data were assessed using both descriptive and inductive statistical analysis.The results showed that, in addition to teaching methods and content, the adaptation of the students themselves to distance education plays an important role and that there are significant differences in this adaptation among students depending on gender, type of study programme and their learning preferences. We also found that contact with teachers remains a key element of student success, and that maintaining communication with teachers is essential for setting an adequate pace of learning and for minimizing student frustration. We identified key factors of adaptation that influence student success in distance education, such as personality profile, motivation, study skills, and self-study competences. An important outcome of this study was the finding that it is necessary to specify educational contents that can be taught at a distance and those that require only face-to-face instruction. This appears to be a key prerequisite for the effective implementation of distance education in universities. The study also points to the need to evaluate the effectiveness of different teaching methods for learning in terms of their impact on student success in distance education mode. Based on the results obtained, we consider it necessary for universities to invest sufficiently not only in technical equipment and in training teachers in the use of available technologies, but also in strengthening the pedagogical and psychological competences of all teachers.

Effect of different teaching methods (reciprocal and shelf-check TS) on learning and performance of traditional Greek dance

ABSTRACT This study investigated the effect of reciprocal, self-check, and command TS on the learning and dance performance of Greek traditional dances. A total of 128 university students, were divided into three groups and taught six dances. The reciprocal experimental group, the self-check experimental group and the command control group. A two-way MANOVA indicated that in the Zonaradiko, Tsamiko and Pentozali dances, reciprocal and self-check TS scored higher (p < 0.05) than the command TS on individual criteria and overall performance. In the Xassapia and Tik-Double dances, only the criteria ‘dance recognition’, ‘qualitative movement elements’ and ‘expressiveness’ were superior. In the Enteka dance no differences (p > 0.05) were observed. Similarly, reciprocal, and self-check TS did not differ from each other, except of ‘qualitative movement elements’ and ‘expressiveness’ in the Pentozali dance, where reciprocal showed higher values (p < 0.05). The females’ dance performance was better than that of male students, regardless of the TS. The use of reciprocal, and self-check TS effectively contributes to the learning of Greek dance. A quality learning environment is promoted, where decision-making initiatives are delegated to students, enhancing the skills of collaboration, observation, heteroevaluation, self-assessment, and self-regulation, necessary in their lives, in general.

A Model for the Selection of Active Learning While Taking into Account Modern Student Behavior Styles

This paper solves the complex scientific and practical problem of developing the critical thinking skills of the modern student. The solution of the indicated problem was accomplished by generalizing contemporary scientific works and conducting an empirical study (survey) of university students. The conducted research made it possible to distinguish students’ behavior styles according to seven criteria: the student’s level of trust in the higher education system; the student’s tendency to cheat the education system; the student’s degree of self-reliance and self-confidence; the student’s degree of disappointment with the education system; the student’s degree of involvement in the education process; the student’s degree of social inclusion; and the student’s degree of dependence on formal learning results. In this research, we determined the effectiveness of different teaching methods and proved that the student’s preference of teaching methods depends on their behavior styles. This means that in order to increase the effectiveness of the educational process, the academic teacher must select teaching methods while taking into account the behavior styles of the students. To this end, the article develops a model for the selection of active learning methods, taking into account the behavior styles of modern students, and conducts an approval of this model.

Investigation of Prospective Science Teachers’ Answers to Multiple Choice Questions about Star: Analysis Wrong Answers as well as Corrects

The aim of the research is to obtain information about the modeling status of the related science subject by making a concentration analysis of the answers given by the prospective science teachers to the multiple choice questions about the star. The quantitative research method was used in this study. The study group of the research consists of 73 prospective teachers studying at the senior year of the Science Education department of a university in the Western Black Sea Region. Data collection tool "Star Subject Concept Test (SSCT)" was used. The data were analyzed by concentration analysis. In this sense, concentration score, concentration factor and concentration deviation formulas are used. In line with the findings obtained, it was determined that there was LL type modeling in the pretest in prospective teachers, and posttest showed that HH modeling was common in the questions. In the light of the results obtained, suggestions were made to evaluate this situation before teaching and to analyze the effectiveness of different teaching methods.

Effects of Different Teaching Methods on Nursing Students’ Motivations and Critical Thinking Disposition: A quasi-experimental Study

It is important to replace the traditional teacher-centered teaching approach with other different teaching methods. The present study aimed to determine the influence of different teaching methods used in the course of infertility nursing on students’ motivation and on their critical thinking disposition. The study was conducted as a quasi-experimental study using the one-group pretest-posttest design. The optional course of infertility nursing was taken by a total of 113 students. The results demonstrated that the different teaching methods applied in the study led to a statistically significant difference in the students’ their critical thinking dispositions and in their levels of motivation. It was also found that watching movies, technical visits and doing research were more influential on increasing the students’ motivations than other teaching methods. The results revealed the importance of using different active teaching methods for the development of students’ motivations and critical thinking skills in nursing education.

Ethnomathematics in Sundanese Culture from Scopus Database: Systematic Literature Review

Ethnomathematics has also been shown to have a positive impact on students' academic development, including improved creative thinking, understanding of geometry, and algebraic skills. However, there are challenges in implementing ethnomathematics in Sundanese culture, and more research is needed to understand these difficulties and potential solutions. This literature review aims to examine the current state of research on Sundanese ethnomathematics, including definitions and characteristics of ethnomathematics used in previous studies, as well as methodological challenges and potential applications. The review is based on a systematic search of leading mathematics education journals. This research explores the use of Sundanese ethnomathematics in education and cultural understanding, utilizing a variety of research objectives and methods, including didactic design analysis, instructional design research, and ethnographic field study. The results indicate that incorporating cultural context and traditional practices, such as the use of religious symbols and specialized teaching materials, can improve students' understanding and learning of mathematics. It is suggested that educators consider incorporating elements of Sundanese ethnomathematics into their teaching practices and that further research be conducted on the impact of ethnomathematics on students' academic, social, and physical development, as well as the effectiveness of different teaching methods in various cultural settings.

ATTITUDES OF FUTURE DENTISTS TOWARDS DIFFERENT TEACHING METHODS IN PAEDIATRIC THERAPEUTIC DENTISTRY

Academic process in Ukraine have dramatically changed due to pandemic Covid 19 and martial law. Practical online classes have been adapted to the need for interruptions during air raids and training of students with an individual schedule. Practical online were organized offline and online, and adapted to the need for interruptions during air raids. Therefore, teachers should to change an approach to academic process, improving in students listening, communication, soft, and practical skills.&#x0D; The aim of the study was assessment the students` attitudes towards different teaching methods, which they evaluated maximally useful. Questioning was conducted among 401 international students of the thirdfive years of study, language of learning of which was Ukrainian or English. Survey included questions about social-demographic factors and students` attitudes towards different teaching methods in pediatric therapeutic dentistry. Teaching methods included Power Point presentation (PP), conventional lecture, case study method, work with whole group, usual and control questioning, discussion in small group, videomaterials, problem basic learning (PBL) and role playing. Answers evaluated based on 4-scores scale and united into 2 groups of favorable and unfavorable answers. Obtained results were processed with Excel.&#x0D; 75,7% males chose сase study method, 73,78% selected work in small groups, and 71,2% preferred PBL that was higher compared to females, but the difference was statistically significant only for сase study (р&lt;0,01). 70,65% females prefer PP, 68,48% conventional lecture, 70,65% questioning, 55,43 % work at whole group and 51,09% role playing, but the difference was statistically significant only for PP (р&lt;0,01). The most effective teaching methods were lecture (69,82%), case study (69,08%), usual questioning (70,07%), videomaterials (76,05%) and PBL (71,07%), however, the lowest estimation had role playing, on our opinion, due no familiarization with this method.&#x0D; Students learnt on Ukrainian language better evaluated PBL, videomaterials, usual and control questioning. On our opinion, these students better accepted overmentioned methods, because they studied at preparatory department before PSMU or familiarized with these methods at another department. PBL, case study and role playing used significantly more during practical classes of students of the 4-5 years of study, but were enough effective for students of the third year of study.&#x0D; Students studied in English better evaluated role playing, work in small groups, conventional lecture and PP. Perhaps, these methods were usual for them in home countries. It would be grateful, if students could study in small subgroups at dental departments.&#x0D; Therefore, students should to move from passive obtaining of knowledge to active participation in learning process with aid of teacher. Implementation of alternative education technologies complemented conventional ones, may improve professional competences, stimulate development of communication skills, thinking, and improve motivation to study. It is important to take into consideration exist attitudes of the second year students towards different teaching methods in clinical departments and involve students in effective teaching methods actively.&#x0D; The relationship between gender and student preferences, language of studying and evaluation of the effectiveness of different teaching methods have been identified. Understanding how to involve students in different teaching methods will help researchers to find a way to encourage every international student to active learning. Future research should assess how students' attitudes toward different teaching methods change from the 2nd to the 5th year.

An Examination of Student Preferences and Learning Outcomes in Flipped Classroom with Online Videos

Flipping classrooms is a popular teaching method in universities to increase active learning and retention as the popularity of traditional lectures decline. Although many studies discuss the process for flipping courses and the student reaction to such courses, much fewer studies examine the effect on student performance. This study conducts a within-case and between-case analysis of student perceptions and performance in an international relations theory course treating students in one course with a flipped classroom style versus the same course taught using traditional lecture style. A survey measures the student perceptions and reactions to the flipped class style compared to the traditional classroom, and a statistical analysis examines the effects of different teaching methods on student exam performance. The results show that students have high favorability ratings for the technique of flipped classrooms, while the statistical analysis shows no positive correlation to student performance indicators.

The effect of teaching methods in palliative care education for undergraduate nursing and medical students: a systematic review.

Background: Palliative care should be seen as a human right and integrated into the healthcare system. Adequate palliative care education is seen as a facilitator to develop the integration of palliative care. Aims: To synthesise evidence of the effect of different teaching methods used in palliative care education to students' competences, knowledge, attitude or skills. Methods: Systematic review. A total of four databases (CINAHL, Eric, PubMed and Scopus) were searched, after which, 16 articles were identified. Findings: Simulations, lectures, films and a humanistic approach all had a positive effect on students' attitudes to care for a dying person. Problem-based learning, simulations and elective courses increased students' knowledge of palliative care. Game interventions in education decreased students' fear of death, while communication with dying patients and relatives became easier. Conclusions: Education interventions had positive effects on students' attitudes and knowledge. However, there is a need for future research into effective palliative care interventions using randomised designs and research about the effects of blended learning.

Application of network teaching in nursing undergraduate education during the coronavirus disease 2019 epidemic

Background and objectivesCoronavirus disease 2019 (COVID-19) is currently raging all over the world. COVID-19 can be transmitted among humans. To control the spread of the epidemic and meet the learning needs of students, Chinese universities have used a variety of multimedia forms to conduct online teaching. However, the influence of different teaching methods on the learning effects of nursing students has not been conclusive, and few studies have directly compared the differences in the effects of different teaching methods. Therefore, it is necessary to evaluate the impact of different teaching methods on students’ learning effects.MethodsA total of 119 participants from the graduating class of 2022 performed 4 validated classes (fundamental nursing, medical nursing, surgical nursing, and paediatric nursing) through network teaching. A total of 126 participants from the graduating class of 2021 used the traditional teaching method and were enrolled as a control group. All participants completed a questionnaire, which was designed by the school for teaching evaluation, and took a test after the courses.ResultsA total of 245 nursing undergraduates were ultimately enrolled. The analysis of the academic performance and the student evaluations from the four courses showed no significant difference between the network teaching group and the traditional teaching group for nursing undergraduates (all P > 0.05).ConclusionThrough the convenience of network teaching, teachers and students can choose the time and place of both their teaching and learning independently. Moreover, such use effectively prevents the spread of the epidemic. After the epidemic concludes, the continued use of the network teaching method can help improve teaching efficiency by being combined with the traditional teaching method.

Artificial intelligence learning approach through total physical response embodiment teaching on French vocabulary learning retention

TPR (Total Physical Response) is a methodology for teaching foreign languages. In traditional TPR, teachers need to spend a considerable amount of time confirming the accuracy of students’ movements, which results in a low-efficiency teaching process and affects the fairness of student learning. A motion sensing system can assess the accuracy of body movements and guide students’ movements immediately after detecting them. Hence, in this study, an artificial intelligence (AI) motion sensing teaching system that combines gesture detection and French learning was written in Python. The system was then used to understand the effectiveness of different teaching methods among kinesthetic or non-kinesthetic students in French learning. Further, a delay test was conducted to assess learning retention. There were significant differences in the effects of the interaction between instructional methodologies and learning style tendency on learning retention. By connecting gestures, words, and sounds, students in the group that used the French TPRAI motion sensing teaching system were able to recall what they had learned through body movements on the delay test 14 days after the post-test to retain learning.

Dental Students and Faculty Perceptions of Teaching Methods: Traditional Classes, Online Virtual Classes, and Recorded Lectures

Background: Rapid advancement in technology has provided alternatives to traditional classroom teaching. Such instructional methods have gained increasing importance during the COVID-19 pandemic when physical classroom attendance was not possible. The study evaluated faculty’s and students’ perceptions concerning the online virtual classes and recorded lectures as compared to traditional classes delivered at the College of Dentistry, King Saud bin Abdulaziz University for Health Sciences. Materials and Methods: Surveys were developed and distributed to 34 faculty members and 186 students. Perceptions about virtual classes, recorded lectures, physical attendance, the effectiveness of different teaching methods, and overall experience were evaluated. Descriptive statistics were presented using frequencies and percentages. The Chi-square test compared the students’ and the faculty members’ responses. The level of significance was set at α =0.05. Results: Thirty-one faculty members and 149 dental students participated, and the overall response rates were 91.2% and 80.1%, respectively. While there was a general agreement on the usefulness of making recorded lectures available, a statistically significant difference (p&lt;0.001) was found between students’ and faculty members’ views on making classroom-lecture attendance optional (67.1% of students and 12.9% of the faculty agreed/strongly agreed). Statistically significant differences (p&lt;0.001) were found between the students and faculty members concerning the effectiveness of recorded lectures and attending online virtual classes as an alternative to classroom attendance. Conclusion: Overall, students were more accepting of technology than faculty members as a substitute for traditional classroom teaching. For a more efficient and satisfactory learning experience, both teaching methods should be considered in a blended-learning module.

Undergraduate nursing students' education and training in aseptic technique: A mixed methods systematic review.

To appraise and synthesize empirical studies exploring undergraduate nursing students' education and training in aseptic technique. Mixed methods, systematic literature review adopting Joanna Briggs Institute methodology. Thirteen electronic databases were searched 1996-2020, followed by searches with a general browser, hand-searching key journals and reviewing reference lists of retrieved papers. Potentially eligible papers were scrutinised by two reviewers. Those eligible were critically appraised and quality assessed using the Critical Appraisal Skills Programme and Specialist Unit for Review Evidence checklists. Of 538 potentially eligible studies, 27 met the inclusion criteria. There was limited evidence of the effectiveness of different teaching methods. Students' knowledge, understanding and competency varied and were often poor, although they reported confidence in their ability to perform aseptic technique. Students and qualified nurses perceived that education and training in aseptic techniques might be improved. Education and training in aseptic technique might be improved but the review findings should be viewed cautiously because the studies lacked methodological rigour. This appears to be the first systematic review to explore undergraduate nursing students' education and training in relation to aseptic technique. There was limited evidence to support the effectiveness of different teaching methods and scope for improving nursing students' knowledge, understanding and competency in aseptic technique. Students and qualified nurses suggested that education and training might be enhanced. More robust studies are required to support education, practice and policy.

Investigation of the Effect of Different Teaching Methods on Students' Engagement and Scientific Process Skills

The aim of this study is to compare the effects of using different teaching methods in "Cell and Division" and "Force and Energy" units on students' engagement in the lesson and scientific process skills. In each of the five randomly selected groups, the lessons were taught with Multiple Intelligence, Problem Based Learning, Peer Instruction, Combined and the method proposed by MONE (2017). In the research, quasi-experimental method, one of the quantitative research approaches, was used. The sample of the study consists of 185 seventh grade students studying in two secondary schools in Yakutiye district of Erzurum province. As a data collection tool in the research; Student Engagement Scale and Scientific Process Skills Test were used. As a result of the analysis, statistical difference was determined in the engagement levels and scientific process skills of students studying in different groups. In terms of the variable of engagement to the lesson, a significant difference was statistically determined in favor of the groups in which Peer Instruction and Combined Method were used. Also in this study in terms of scientific process skills, a statistically significant difference was found in favor of Problem Based Learning and Combined Method groups.

How to Develop Entrepreneurial Talent More Effectively? A Comparison of Different Entrepreneurship Educational Methods.

Recently, scholars have begun to shift focus toward the effectiveness of different teaching methods for entrepreneurship education. However, the establishment of a unified and clear standard for the division of entrepreneurship educational methods remains unfulfilled, affecting the accuracy of research conclusions. In the present study, for the first time, the aim was to divide the entrepreneurship educational method into the classroom teaching method (CTM) and the extracurricular activity method (EAM) from the perspective of competency level training. On the basis of the modified planning behavior theory, the influence of entrepreneurship education on entrepreneurial intention (EI) was explored. In the present study, 514 college students of 14 universities in China were surveyed. The results reveal that the CTM and EAM had a direct positive bearing on EI, with indirect impact exerted by attitude toward entrepreneurship (ATE) and perceived behavioral control (PBC). Although the direct effects of the two teaching methods were similar, EAM could effectively improve ATE and PBC, thereby resulting in a positive effect on EI to a greater extent. Further observations were made that the participation of research University students in CTM was significantly lower than that of applied University students, leading to lower EI. Additionally, higher EI could be attributed to the more active participation in EAM of male students than female students, while no significant difference was indicated between different majors in EI. The results are of significant reference value for promoting the reform of entrepreneurship education and improving the quality of entrepreneurship education in colleges and universities.

Perception of students on the teaching methodologies utilized at Khesar Gyalpo University of Medical Sciences of Bhutan

Introduction: Recently, there have been numerous innovations in the field of medical education. Teaching methodology is one of the areas that have received the most attention. The aim of this study was to assess the students’ perceptions of the effectiveness of different teaching methods, teaching aids and forms of evaluation at two faculties under Khesar Gyalpo University of Medical Sciences of Bhutan.&#x0D; Methods: This analytical cross-sectional study was conducted between 1st June and 31st July 2015 using a self-administered questionnaire in 150 first year and 148 final year students from the Faculty of Nursing and Public Health and Faculty of Traditional Medicine. Each participant completed a questionnaire containing items soliciting their opinions on teaching methods, teaching tools, and assessment methods.&#x0D; Results: Modern teaching methods are being practiced at the two faculties studied under KGUMSB. PowerPoint presentation and overhead projector were most preferred by both the groups. Also there was lack of exposure to computer-assisted learning in both the groups.&#x0D; Conclusions: We conclude that the teaching methodologies at KGUMSB are in line with current trends. However, this study also reveals that there is a need to institute robust strategies to encourage more computer-assisted learning.

The effectiveness of different teaching methods on medical or nursing students: Protocol for a systematic review and network meta-analysis.

Background:One of the major challenges in nursing and medical education is to foster the critical thinking ability and autonomous learning ability for students. But the effect of different teaching methods on these abilities of nursing or medical students has not been conclusive, and few studies have directly compared the differences in the effects of different teaching methods. As a result, it is necessary for students to evaluate the impact of different teaching methods on critical thinking ability and autonomous learning ability.Methods:A systematic search will be performed using Chinese National Knowledge Infrastructure, Wanfang Data (Chinese database), VIP Information (Chinese database), Chinese Biomedical Literature, and English language databases, including PubMed and Embase, Web of Science, CINAHL Complete (EBSCO0, Cochrane library to identify relevant studies from inception to July 10, 2020. We will include random controlled trials that evaluated the different teaching methods. The Quality Assessment of Diagnostic Accuracy Studies 2 quality assessment tool will be used to assess the risk of bias in each study. Standard pairwise meta-analysis and network meta-analysis will be performed using STATA V.12.0, MetaDiSc 1.40, and R 3.4.1 software to compare the diagnostic efficacy of different hormonal biomarkers.Results:The results of this study will be published in a peer-reviewed journal.Conclusion:This study will summarize the direct and indirect evidence to determine the effectiveness of different teaching methods for medical or nursing students and attempt to find the most effective teaching method.Ethics and dissemination:Ethics approval and patient consent are not required, because this study is a meta-analysis based on published studies.INPLASY registration number:INPLASY202070017

Use of wearable devices to study activity of children in classroom; Case study — Learning geometry using movement

Advances in wearable devices enable researchers to study various physical and physiological parameters and even behaviour of children in real-life conditions. This paper describes a study of two groups of 7-years old elementary school children, whose physical and psychological activity during teaching of geometry were compared and analysed — the control group was taught in the classical sedentary fashion while the experimental one was learning using movement-based teaching approach. Multiparameter wearable devices were used to measure children’s energy expenditure, intensity of movements, electrodermal activity, body heat flux and skin temperature. Differences in physiology, combined with reported valence of the activity, showed that the level of mental and cognitive engagement in experimental group was higher. The main finding was a significantly higher physical and psychological arousal and a higher knowledge retention in long-term conditions of the experimental group.Wearables were proven to be a useful tool in real-life research settings (i.e. classrooms) facilitating analysis of physiological responses in learning processes that could provide new insights into the effectiveness of different teaching methods.

The Effect of Different Teaching Methods on the Quality of Tooth Preparation by Preclinical Students

Background: The success of a restoration in fixed prosthodontics is affected by factors related to the dentist’s skills. Objectives: Given the significance of these factors, this study was conducted to explore the effect of traditional and new teaching methods on the quality of tooth preparation by preclinical students. Methods: This study was conducted on 58 preclinical students in year three of their program who were divided into two equal groups and were trained on fixed prosthesis preparation. The first group (n = 29) was trained by a new teaching method and the second group (n = 29) by traditional methods. A total of 58 three-unit restorations, including 29 metal-ceramic crowns on the first premolars and 29 metal-ceramic crowns on the first molars, were prepared under testing conditions on mounted typodonts. The finish line was visually evaluated by a clinician. Results: Most participants in group A were able to make acceptable finish lines. There were significant differences between the groups in terms of the finish line on the buccal and lingual surface of tooth four and six (P < 0.05), as the success rate was higher in group A than group B. No significant differences were found between the males and females in these analyses. Conclusions: It can be concluded that the group receiving the new teaching method was more successful in following the principles of tooth preparation. The use of educational videos can therefore be helpful in learning the principles of tooth preparation.

Delirium: Medical Students’ Knowledge and Effectiveness of Different Teaching Methods

Medical schools are often blamed for inadequately training doctors on delirium. This study assesses the knowledge of medical students regarding delirium and evaluates different teaching methods for comparing learning outcomes. A video, a handout, and a video+handout were used as three different teaching methods. Students were randomly assigned to three groups and pre- and postintervention knowledge gains were compared. Interventions were held between 2015 and 2018 at the University of Heidelberg Medical School in Germany. Seventy-eight (video intervention 33; handout 26; video+handout 19) sixth-year medical students participated. Participants learned about delirium with the help of a video, a handout, and both a video+handout at the start of one-hour lectures dedicated to teaching about delirium. Pre- and postintervention questionnaires, comprising five multiple-choice questions and a self-estimated grade of knowledge about delirium, were used. Variables calculated were objective and subjective knowledge, recall, and accuracy of self-assessment. Microsoft Excel and analysis of covariance were used to analyze data. Knowledge gains for all interventions were large (d>0.8) irrespective of gender. Post hoc comparison showed video and video+handout methods were more effective with high recall for video (92.8%). Students rated their knowledge as satisfactory, although they scored 11.4 out of 20. Preintervention knowledge level was correctly estimated by 31% of students, and postintervention by 40.3% students. Teaching about delirium to medical students with a video resulted in better knowledge transfer and recall. Most medical students, particularly men, overestimated their knowledge about delirium.