Effective Teaching Research Articles

Identification of Relationship between Meta Cognition and Misconceptions

This study investigates the complex interplay between meta cognition and misconceptions within the educational context, focusing on implications for effective teaching and learning strategies. Aligning with India's National Education Policy (NEP) 2020, which advocates for a transition from rote memorization to in- depth understanding, this research explores the concurrent presence of misconceptions and meta cognition in elementary science education. Meta cognition, the process of reflecting on one's cognitive processes, and misconceptions, or predefined notions that impede authentic learning, are analyzed through influential frameworks, including those developed by Flavell and Nelson and Narens. The MASRL model by Efklides is also incorporated to understand the interplay of meta cognitive knowledge, control strategies, experiences, task characteristics, and learning outcomes. The study highlights the impact of misconceptions as cognitive barriers and their influence on meta cognition, emphasizing the need for effective educational strategies. The literature review explores existing research on meta cognition and misconceptions, showcasing how meta cognition acts as a cognitive mirror, enabling learners to navigate and rectify misconceptions. This research has significant educational implications, highlighting the importance of cultivating self-directed learning, critical thinking, and evidence- based study strategies to enhance academic outcomes. The study concludes by emphasizing the dynamic interplay between meta cognition and misconceptions, offering insights for educators and researchers to design interventions fostering accurate conceptual understanding in learners.

Components in Lesson Planning for Secondary School Teachers in Tanzania: Implications for Supervision and Teachers’ Training

Purpose. The purpose of the study was to identify specific components of a lesson plan that teachers struggle to design. Methodology. The study used a qualitative research approach and an exploratory case study design. The criterion-purposeful sampling technique was employed to select eighteen (18) participants from six public secondary schools in the Kilimanjaro region of Tanzania. The study participants comprised six heads of secondary schools, six internal school quality assurance officers, and six teachers. Through semi-structured interviews and document reviews, data on specific components of the lesson plan that teachers find challenging to design was collected. The reviewed documents included school performance evaluation reports (SPERs) and lesson plans. The researchers employed thematic analysis methods. The study also followed all necessary principles of research ethics, including obtaining participants’ consent and employing pseudonyms. Results. The study found that teachers were struggling in formulating a coherent statement of specific lesson objectives, teaching and learning materials, and teaching and learning activities. The study also demonstrated that teachers faced difficulties in selecting effective teaching and learning approach, establishing assessment criteria, and conducting proper lesson evaluation. Conclusion. We conclude that inadequate design of one component of the lesson plan negatively affects the overall quality of the lesson plan, the delivery of lessons in the classroom, and the quality of education. Therefore, instructional supervisors and teacher trainers must take immediate action to assist teachers in developing lesson planning skills. This endeavour will not only result in improved lesson planning and delivery by teachers, but it will also contribute to an overall improvement in student learning and educational quality.

Issues and Countermeasures in Chinese FLTRP Primary School Textbooks under the New Curriculum Standard

The New Curriculum Standard (NCS) is the norm and quality requirement of the Chinese national educational curriculum as well as the basis of teaching management, curriculum evaluation, and textbook compilation. In textbook design, the selection of textbook materials should meet the objectives and requirements of the NCS. Since appropriate teaching materials are essential to curriculum standards and effective teaching, we must follow the consistency between textbook materials and curriculum standards to achieve an ideal degree of conformity with the textbook system and teaching objectives and promote the sustainable development of the English curriculum reform. However, the current primary school English textbooks fall short of the NCS, which leads to difficulties in implementing teaching tasks and achieving teaching goals. Given these difficulties, we should analyze the causes from three dimensions: linguistic knowledge, cultural awareness, and learning strategies. In addition, a high recurrence of phonetic knowledge, systematic grammar presentation, diversified learning styles, level grading, and in-depth involvement of cultural factors are keys to the perfect conformity of the NCS and English textbooks.

Supporting elementary preservice teachers' content knowledge for teaching about matter and its interactions

AbstractKnowledge of science content and the ability to translate knowledge into effective teaching is known as teachers' content knowledge for teaching (CKT). Teachers with developed CKT are able to more effectively determine instructional and assessment activities that will deepen K‐12 students' scientific literacy. However, preservice teachers (PSTs) can have limited opportunities to develop CKT, and little is known about how to support PST CKT development in elementary science teacher preparation. In our work, we developed instructional materials (i.e., “CKT Packets”) intended to support teacher educators (TEs) in developing elementary PSTs' CKT for one content area—matter and its interactions. We facilitated a professional learning community for TEs to support their learning how to implement the materials in their courses. We report on results from a mixed‐methods study using a quasi‐experimental cohort control design with a pretest and posttest to understand differences in PSTs' CKT (N = 250) in eight TEs' science classrooms. Nesting PSTs within their TEs' courses, and controlling for PSTs' prior CKT, engagement time on the assessments, prior coursework, and TE time‐invariant effects, we found preliminary evidence that PSTs achieved greater CKT when TEs implemented more CKT Packets. Salient factors that we hypothesize influenced TEs' productive uses of CKT Packets included disruptions to courses/contexts, TEs' sources of motivation for implementing Packets, TEs' entry points for the alignment of curricular materials with existing topics and pedagogical course emphases, TEs' approaches for first‐time use of curricular materials, and TEs' experiences with the instructional routines of the Packets. We bound our interpretation of results within limitations (e.g., small sample size, quasi‐experimental design) and suggest avenues for new research. Throughout this article, we include implications for TEs, PSTs, educative curricula developers, and researchers working to improve science teaching and learning for students.

The Benefits of Effective Teaching Style for HUMSS Students at Liceo De Pulilan Colleges: A Quantitative Study

The present study investigates the benefits of different teaching styles to HUMSS students of Liceo De Pulilan Colleges. Teaching style is important because teachers play a big role in shaping the students' learning and behavior. That is why it needs to be suited to students especially because HUMSS students are facing professionals in the future. This research used quantitative research design in which the data was collected using survey questionnaires and analyzed using descriptive statistics. The results revealed that teaching style influences the student’s comfort, enjoyment, motivation, and inspiration. Most of the stakeholders say that teaching style has an overall impact on their engagement, confidence, and performance to study hard. It also affects how the student interacts with the teacher and classmates because when the teaching style is effective in the class, students are more active and have the willingness to participate which is why they can form a good bond and connection.

Crossing boundaries: developing preservice teachers' professional identity through hybrid school–university partnerships

PurposeSchool–university partnerships are the core of effective teacher preparation programs, and central to this model are the classroom teachers who mentor preservice teachers into the profession. This article describes an innovative collaboration that transcends institutional boundaries, operating in a hybrid space, aimed at supporting preservice teachers' development as educators, expanding their professional networks and fostering their sense of belonging and professional identity within a broader community of teacher leaders.Design/methodology/approachThis article describes a hybrid partnership model that provides preservice teachers with innovative mentoring experiences. Research on hybrid partnership models and boundary-spanning frames the discussion. The article provides a brief overview of two iterations of a collaboration between elementary preservice teachers and a cohort of teacher leaders in a fellowship program. The paper concludes by discussing lessons learned and directions for future research on the topic.FindingsPreservice teachers benefit from opportunities to engage with a variety of mentors throughout their program. While the classroom teacher serving as a mentor is central to teacher preparation, there is a space for hybrid partnership models that provide preservice teachers additional mentors to support their development and connections to a professional learning community of teacher leaders. Through innovative hybrid collaborations, preservice teachers engage with diverse mentors, expanding their professional networks and preparing them to navigate the complexities of the educational landscape with a sense of belonging and identity.Originality/valueThis article contributes to the literature on hybrid partnership models, aimed at empowering preservice teachers by integrating them into a professional community of teacher leaders, fostering their sense of belonging, identity and preparedness to navigate the complexities of the profession.

PlantGIFT: An Effective Teacher Workshop Model for Translating Experimental STEM Research into Hands-on Classroom Activities for Middle and High School Students

PlantGIFT: An Effective Teacher Workshop Model for Translating Experimental STEM Research into Hands-on Classroom Activities for Middle and High School Students

Perceived effectiveness of the person–environment–occupation innovative teaching model in rehabilitation therapy students

BackgroundGiven the characteristics of the rehabilitation therapy specialty and the drawback of the traditional didactic teaching approach, we developed the innovative teaching approach from the students’ perspective using the person–environment–occupation (PEO) model. The new model was developed from the original PEO model to be applied in pedagogical contexts and tailored to the characteristics of an application-oriented specialty, such as rehabilitation therapy. The present study aimed to examine the perceived effectiveness of the PEO innovative teaching model applied to rehabilitation therapy students.MethodsA pre–post descriptive study was conducted to compare the perceived effectiveness of the PEO innovative teaching model for two consecutive student cohorts. A purposive sampling method was used to recruit students from two cohorts of junior medical students majoring in rehabilitation therapy in the spring semesters of 2020 and 2021. A questionnaire was developed to evaluate the perceived effectiveness of the PEO innovative teaching model. SPSS version 26.0 was used to perform data analysis.ResultsA total of 112 students were included in the study and completed both pre- and post-tests. Of 112 received questionnaires, 101 were considered as valid questionnaires after the quality check (effective rate 90.18%). In the 2020 and 2021 cohorts, students rated the PEO innovative teaching model significantly higher than the didactic teaching approach in the following aspects: the teaching content is highly professional and valuable; the course is extensively expounded; the clinical reasoning is strengthened; problem-solving ability is developed; communication skills are improved; and teamwork skills are developed.ConclusionThe PEO innovative teaching model was perceived to be an effective teaching strategy to enhance students’ academic performance. In addition, three core skills including clinical reasoning, problem-solving ability, and communication skills were improved by the PEO innovative teaching model.

Design Thinking: A Creative Teaching Practice

Design Thinking is an ideology and a process; it’s all about solving complex problems in a user-centric way. It was created as a way of taking the processes and approaches that designers use and applying them to problems that designers don’t typically encounter. This approach is been widely used in the food and healthcare industry even in the design field or any field where the consumers and their needs are at the core. Various studies showed design thinking as an effective instructional methodology to develop students' creativity, innovation, collaboration, and non-linear problem-solving skills, among the 21st-century skills. In a typical classroom scenario, the teacher asks students questions accepting a ‘right answer’ from them without giving any importance to the creative and holistic development of the students. NEP 2020 primarily focuses on the conceptual understanding of the students. It is a teacher’s responsibility to provide students with an interactive classroom environment for developing 21st-century skills and competencies among them. The author’s ubiquitous goal is to present Design Thinking as an effective and creative teaching practice.

Dosen Otoritatif: Analisis Persepsi Mahasiswa STIE Balikpapan

This research aims to investigate student’s perceptions of authoritative teachers, commonly referred to as "killer" lecturers, in the context of the teaching and learning process, communication, and the lecturer’s assessment standards. The research employs a qualitative descriptive approach. The study was conducted at the STIE Balikpapan campus, with subjects being fifth-semester students from the Faculty of Business Economics. Data collection was carried out using semi-structured questionnaires containing open-ended questions to explore students views in depth. The results indicate that students perceive "killer" lecturers as strict, difficult to joke with, having high assessment standards, and engaging in minimal interaction. The study also highlights how effective collaborative and interactive teaching styles can create a conducive learning environment to achieve established educational goals

Effectiveness and Equity in Primary Science and Mathematics Education in the Nordic Countries: A Review of the Book by Teig et al. (2024)

How effective is science and mathematics teaching in the Nordic countries? And how equitable is it? These are central questions of the book Effective and equitable teacher practice in mathematics and science education: A Nordic perspective across time and groups of students by Nani Teig, Trude Nilsen, and Kajsa Yang Hansen. In a collection of articles, the TIMSS data from 2011 to 2019 from the Nordic countries except Iceland are analysed using a quasi-longitudinal approach. The analyses show that equity in science and mathematics education is increasingly challenged, thereby endangering the Nordic model in education. It is a must read for policy makers and researchers who seek to make the education systems of the Nordic countries resilient in face of present and future challenges, to ensure equity and quality education.

Patients’ & students’ perspectives on bedside teaching: A descriptive study

Objective: To assess the student’s and patients’ perspectives about bedside teaching and to identify possible barriers that delay effective bedside teaching. Methods: This cross-sectional study was conducted at two teaching hospitals in Peshawar with 153 participants through non-probability serial sampling from December 2017 to March 2018. Interview-based validated questionnaires were used and pilot tested as well. Ethical approval was taken with the participant’s consent. Data were analyzed using SPSS version 19.0 using descriptive statistics. Results: Among the total 79 students, all of them completed the questionnaires with a 100% response rate. However, from the 76 patients only 74 responded with a response rate of 97%. The majority of the patients (n=58; 78%) were satisfied with bedside teaching with no problems faced. During the bedside teaching only (n= 13; 18.2%) felt anxious while others, enjoyed (n= 59; 80.5%) with satisfaction and only 13% (n= 10) thought their privacy was breached. The satisfied students with the time spent on bedside teaching were (n= 52; 65.5%) while (n= 30; 38.7%) thought thirty minutes time was not enough. The hurdles faced were lack of practice (37.3%), fear of embarrassment in front of peers (21.3%), and lack of confidence to approach the patient (16%). Conclusion: The patients showed positive attitude and enjoyed bedside teaching. The students preferred it as a valuable tool for clinical experience. However, time constraints, lack of practice, lack of confidence, confidentiality, and anxiety must be overcome to make bedside teaching a useful method. Effective teaching still requires good teaching methodologies with confidence and competency. doi: https://doi.org/10.12669/pjms.40.10.8743 How to cite this: Malik FR, Khan F. Patients’ & students’ perspectives on bedside teaching: A descriptive study. Pak J Med Sci. 2024;40(10):2384-2389. doi: https://doi.org/10.12669/pjms.40.10.8743 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Enduring impacts of collaborative workplace music mentoring for early childhood generalist teachers, music mentors and students

ABSTRACT This study documents the enduring impacts of a workplace music mentoring programme for generalist classroom teachers in early childhood school settings in Australia. The study draws on follow-up interviews with mentors, teachers and principals from five of 11 participating schools one year after the programme. This study identifies participant perceptions of enduring outcomes, enduring effective mentoring, and effective mentor qualities. Two researchers undertook thematic analysis independently and conducted iterative discussions to refine the emerging themes. Enduring outcomes for mentors, teachers and students included: (1) music mentoring as collaborative self-development; (2) identification and realisation of individual and collective goals for music teaching; (3) reflection, feedback and joint planning informing learning; (4) integration of music into daily activities, lesson transitions, school culture; (5) creating a community of music practice in and across schools; and (6) improved classroom climate and enhanced student engagement and positive behaviours. Enduring qualities of effective music teaching included: (7) building teacher confidence and competence for music leadership; (8) observation of expert practice as a learning tool; (9) focused feedback informing lesson planning and implementation; and (10) specialised, collaborative workplace mentoring. Enduring qualities of effective music mentors included sensitivity, responsiveness, situational awareness, flexibility, and subject and pedagogic expertise.

Development of Effective Instructional Teaching Module in Tvet: A Comparative Review of Addie and Nedham’s 5phases Instructional Design Model

Development of Effective Instructional Teaching Module in Tvet: A Comparative Review of Addie and Nedham’s 5phases Instructional Design Model

Trade-off Analysis in Strengthening the Criteria for Master Teacher Promotion

Effective master teachers constitute a valuable human resource playing a significant role not only as instructional leaders but also as educational researchers. However, the pressing demands of quality education alongside changing policies call for the need to ensure that these leaders meet competitive standards. Using the developmental-evaluative design, this study which is anchored on Criterion Theory, aims to enhance the existing criteria of the Department of Education (DepEd) in screening, selecting, and hiring Master Teacher applicants. Delphi technique and trade-offs analysis with ten expert respondents derived nine new and consensually evaluated measures (research training, research conference, publication, INSET/LAC, completed researches, best practices/innovations, qualifying examination, master's degree & awards) comprising the "Enhanced Criteria for Master Teacher Promotion" at 70-point cut-off qualification. The discriminant function model constituted data from 60 Master Teachers in the Maasin City Division and confirmed discriminatory success at 91.78% variability during model validation of 15 Master Teachers. Thus, the new criteria demonstrate the potential to assure the DepEd of competent and quality instructional leaders that the country needs today. This study recommends the adoption of the enhanced criteria as a policy. However, further evaluation is necessary to strengthen its validity before its full implementation.

Makna Pendidikan dalam tradisi pembacaan Al-Qur’an tujuh surah pilihan di Pondok Pesantren Al-Munawwir Komplek Al-Fatimiyah Putri Krapyak Yogyakarta

This study aims to explore the meaning of education in the tradition of reading seven selected surahs of the Al-Qur'an at the Al-Munawwir Islamic Boarding School, Al-Fatimiyah Putri Krapyak Complex, Yogyakarta, which serves as a medium for learning to read and memorize the Al-Qur'an. This tradition functions not only as a spiritual avenue but also as an effective teaching method for students to master reading and memorizing the Al-Qur'an correctly. The research employs a qualitative descriptive method with an ethnographic approach. Data collection was conducted using three techniques: observation, interviews, and documentation. Data analysis utilized a descriptive-explanatory approach, where the researcher provides an in-depth description of an object, phenomenon, or concept while explaining how it works and the reasons behind it. The findings indicate that this activity significantly enhances students' abilities to read and memorize the Al-Qur'an, particularly the seven selected surahs, while teaching the correct reading rules, including makharijul huruf and tajwid. Additionally, this tradition plays a role in shaping the character and discipline of the students, despite challenges in understanding the meaning and purpose of the activities. Based on the research findings, it can be concluded that the tradition of reading the seven selected surahs of the Al-Qur'an at the Al-Munawwir Islamic Boarding School, Al-Fatimiyah Krapyak Yogyakarta, is a highly effective educational medium, supporting the spiritual and academic development of the students and imparting beneficial moral values in their daily lives.

Methods and Strategies for Effective Teaching of Mathematics in Secondary Schools in Nigeria

If the mathematics is to be interesting rather than a dull experience for the students, the first steps must be to make it a positive rather than negative emotional experience for the teachers. The importance placed on the subject is derived from the fact that it would help the nation meet its quest for science and technological advancement. A lot required from the mathematics teacher in terms of methods and strategies for effective teaching and learning of mathematics in secondary schools to meet the learning expectation of the students and other stake-holders. You need satisfied, competent and confident teacher to produce satisfied and confident students. The teacher is a major learning resource in mathematics at any level. If he is effective, he is catalyst, a stimulator, an inspirer and facilitator. He has to be able to facilitate learning by creating opportunities which enable learner to investigate situations. He has to have internalized techniques which enable him to go beyond ordinary routine questions ending at the knowledge level, comprehension, application, analysis, synthesis and evaluation which may together be called higher intellectual skills and abilities have to be viewed by the mathematics teacher as important attributes to be acquired by his students. Teaching process cannot be said to be complete if assessment of the students, teachers and the, methods and strategies employed are not thoroughly carried out, The teacher must know the best techniques and methods of presenting his ideas to the students putting into consideration students interest, needs, individual differences, difficulties and abilities. Thus, for effective teaching and learning of mathematics, a teacher must embrace active learning as against the traditional method of teaching mathematics.

Value for Value: Social Entrepreneurship Education Through Value Creation Extracurricular Activity

Social entrepreneurship education is instrumental in developing future change agents to help tackle major social challenges. However, there is limited research on the effective teaching methods and theoretical bases that guide social entrepreneurship educators and students. This study extends this discourse by integrating value creation and experiential learning through extracurricular activities. Using a longitudinal quasi-experimental design in a natural setting, we examined the impact of participation and active engagement of students in social value creation extracurricular activity on their social entrepreneurial intention and self-efficacy. Our findings indicate that value-creation extracurricular activity positively impacts social entrepreneurial intention and self-efficacy. Our research establishes a theoretical basis that guides educators and students in social entrepreneurship education and demonstrates the effectiveness of the value-creation approach through extracurricular activity in teaching social entrepreneurship.

School Performance in Araling Panlipunan Among Grade 7 Students in San Miguel 1 District, Surigao Del Sur, Philippines

This study investigated the factors influencing school performance in Araling Panlipunan (Social Studies) among Grade 7 students in San Miguel 1 District, Surigao Del Sur, Philippines. A quantitative correlational design was employed, utilizing questionnaires and summative tests to gather data from 442 respondents. The findings revealed a significant positive correlation between the extent of carrying out teaching components, school administration support, and student performance. Effective teaching, which includes strong focus on content, appropriate strategies, and quality instructional materials, was found to be a key factor in improving student outcomes. Additionally, the study highlighted the importance of addressing student challenges like distractions and hunger to improve performance. Based on these, the study recommends several strategies to enhance student outcomes. Prioritizing teacher training can equip educators with the necessary skills to implement effective teaching practices. Implementing strategies to address distractions and providing regular feedback can create a more conducive learning environment. Encouraging student participation and addressing social issues like hunger can further support students' academic growth. By implementing these recommendations, schools can foster a supportive learning environment and significantly improve student performance in Araling Panlipunan. However, further research is needed to explore the generalizability of these findings in different contexts, ensuring that the strategies are applicable and effective in various educational settings.

‘It’s like being there, but not in the way'. Exploring the use of virtual reality tools to stimulate reflection in Norwegian physical education teacher education

ABSTRACT The ongoing discussion surrounding the incorporation of technology in education has persisted over time. While technology offers significant advantages, such as improved collaboration and access to quality educational materials, it also introduces complexities such as the digital divide and concerns about data privacy, awareness and appropriate use. VR presents opportunities for future teachers to practice decision-making skills in controlled environments, although its effectiveness varies depending on the context and user perceptions. Research indicates that 360° videos enhance reflexivity, support practice and improve observation skills and content knowledge. However, the impact of viewing these videos individually versus in groups remains inconclusive. This study aims to explore students’ perspectives on the use of primary school physical education (PE) 360° video recordings and VR technology to enhance reflexivity. To this end, the theory of practice architectures was reviewed to provide a framework for analysing how educational practices interact with wider contexts, while another theory, reflection, helps to examine students’ critical thinking and introspection. The study intervention involved fourth-year students at a Norwegian university, who observed 360° recordings of physical education lessons using VR technology. Data were generated through these observations, which included the 360° recordings and small group interviews, and were analysed using reflective thematic analysis. The results highlight the importance of group dynamics, and that the authenticity of VR experiences can foster motivation and reflection. These insights can inform the design of future educational approaches in physical education teacher education (PETE), emphasising the need for careful consideration of technological and pedagogical practices to support effective and innovative teaching and learning to enhance experience and teaching.