Effective Teaching Approach Research Articles

Methodology and Experimental Protocol for Fatigue Analysis in Suggestopedia Teachers

Background: Among all professions, teaching is significantly affected by psycho-social risks with approximately 33.33% of educators reporting work-related fatigue. Suggestopedia, an effective pedagogical approach developed in Bulgaria, claims to induce positive psychological and cognitive benefits in both teachers and students. In order to gather scientific evidence, given the above statement, we designed a methodology to detect fatigue in Suggestopedia teachers based on neurocognitive analysis and psychological assessment. Methods: An increase in the EEG theta and alpha band powers is considered among the most reliable markers of fatigue. The proposed methodology introduces a robust framework for fatigue analysis. Initially, the changes in EEG band powers using the resting state EEG activity before and after teaching are measured. Subsequently, validated psychological questionnaires are used to gain subjective feedback on fatigue. The study participants include a control group (traditional teachers) and the test group (suggestopedia teachers) to assess whether suggestopedia practice mitigates fatigue among teachers. Observations: In a pilot study, the EEG data was analyzed by evaluating the interrelations between EEG bands and the alpha–beta ratio. The results of the proposed study are expected to provide comprehensive analysis for the fatigue levels of teachers. In future research, our goal is to position the described methodology as a robust approach for evaluating cognitive and emotional states.

The impact of project-based learning on 21st century skill development of vocational engineering students: A systematic literature review

This study conducts a systematic literature review to evaluate the impact of Project-based Learning (PjBL) to vocational education and its effects on developing 21st-century skills. Utilizing the PRISMA framework, the study analyzes 21 articles from an initial pool of 1,036 papers from Scopus and Google Scholar databases. The included literature consists of articles published within the last five years (2019-2024) and systematically examines the findings from relevant studies. The analysis results demonstrate that PjBL is crucial in preparing students for a dynamic, technology-driven workforce by enhancing skills such as learning and innovation, information, media, technology, and life and career skills. Despite challenges in implementing PjBL, such as insufficient technological proficiency, inadequate resources, and misaligned curricula, PjBL offers opportunities to develop more effective pedagogical approaches aligned with industry needs. The study emphasizes the importance of collaboration between educators, policymakers, and industry stakeholders to address these challenges and improve vocational education quality. Additionally, the study identifies the need for further research to bridge existing gaps, particularly in developing information, media, and technology skills. Therefore, PjBL is a potential method for equipping students with essential skills for the ever-evolving job market.

Delaying treatment for peritonitis could be related to longer hospitalization in patients on peritoneal dialysis

Abstract Background When peritoneal dialysis (PD)-related peritonitis occurs in PD patients, diagnostic and therapeutic approaches should be started as soon as possible. However, medical attention may be delayed in patients experiencing minimal symptoms with cloudy PD fluid (PDF). This study investigated differences between the first and later episodes of peritonitis and relationships between interval from peritonitis onset to attending hospital and both duration of hospitalization and medical expenses. Methods We retrospectively investigated 36 patients with multiple episodes of PD-related peritonitis among 125 patients receiving PD therapy from January 2016 during a 6-year period at a single center. Results In 50 episodes of PD-related peritonitis among outpatients, median interval from recognition of cloudy PDF to hospital visit was 4.0 h (interquartile range [IQR] 2.0–12.0 h). With the first episode of peritonitis, the median interval was 8.5 h (IQR 3.6–18.0 h), improving to 2.0 h (IQR2.0–3.3 h) with second and subsequent episodes of peritonitis after patients were provided with education in PD-related issues. Median duration of hospitalization associated with PD-related peritonitis was 16.0 days (IQR 14–22 days) when the interval to hospital visit was < 6 h, significantly shorter than the 20 days (IQR 16–39 days) when the interval from the patient recognizing peritonitis to hospital visit was ≥ 6 h. Conclusions Our results suggest that delaying the hospital visit might lead to longer duration of hospitalization, suggesting that effective educational approaches might be warranted to change behaviors during initial peritonitis.

Empowering Computer Vision in Higher Education: A Novel Tool for Enhancing Video Coding Comprehension

ABSTRACTThe growing demand for skilled computer vision professionals requires effective educational approaches. This study explores a novel tool based on Virtual Programming Language principles designed to enhance computer vision education, specifically in video coding. The tool leverages a user‐friendly interface and a custom widget library for video exploration, enabling students to engage with video data manipulation, motion estimation simulations, and visualization of coding effects. A controlled experiment with computer vision students from a university master's program demonstrates that the tool significantly improves student motivation, knowledge acquisition, and overall learning outcomes. This study highlights the potential of such tools to revolutionize computer vision education, leading to better engagement, deeper understanding, and enhanced practical skills. Therefore, it paves the way for further exploration of similar tools in computer vision and other science, technology, engineering, and mathematics disciplines.

Construction of an Evaluation Index System for Enhancing College Students' Innovation and Entrepreneurship Abilities Based on Academic Competitions

With the rapid development of the global economy, innovation and entrepreneurship have become vital components of national competitiveness. Academic competitions, as an effective educational approach, can foster college students' innovation and entrepreneurship abilities. This paper aims to provide a reference and practical tool for innovation and entrepreneurship education in higher education by constructing an evaluation index system for enhancing college students' innovation and entrepreneurship abilities based on academic competitions.

Into the Buzzing World: Integrating Artwork with Fieldwork to Learn About Bees

This article describes a pedagogical approach that integrated artistic expression with experiential fieldwork to enhance pupils’ learning of bees. Initially, pupils were tasked with creating an artwork of a bee or bees based on their preconceived notions, allowing teachers to identify their prior ideas of bees. Afterward, an immersive field activity was conducted to provide pupils with an opportunity to close-up observe live honey and native bees in canola fields and their pollination processes. Through teacher-guided explorations, pupils systematically inspected the morphology of various bee species, relating their external structures to associated functions. The fieldwork allowed for detailed observations of bees’ features, such as the proboscis, antennae, and legs, and their roles in nectar collection and pollen distribution. In addition, exposure to honey and native bees informed pupils of the differences in their stinging, nesting and sociality. Pupils’ summative reflections post-fieldwork suggest that the immersive fieldwork enabled multi-sensory modes of learning barely available in a traditional classroom setting. By juxtaposing the new insights from field observations with the prior ideas of bees embodied in their initial artworks, pupils achieved gains in both their conceptual understandings and perceptual knowledge about bees. Pupils acknowledged deeper understandings of bee anatomy, pollination processes and the diversity within bee species. This approach to learning about bees epitomizes the value of empirical investigation for advancing pupils’ scientific practices and understanding life science core ideas of how animals' external structures fulfill various functions and of how plants and pollinators are interdependent, as highlighted in <i>the Next Generation Science Standards</i>. The integration of artwork creation and experiential fieldwork exemplifies an effective pedagogical approach for enhancing pupils' engagement and learning of biological ideas.

Heutagogical-based mobile social media space

This concise paper aims to propose a framework for enhancing intercultural communication competencies among Chinese as foreign language (CFL) learners using Heutagogical-based Mobile Social Media spaces. Integrating qualitative and quantitative data analysis with Activity Theory (AT) and the Design for Transformative Mobile Learning (DTML) framework, this study seeks to develop a potentially effective educational approach. By leveraging mobile social media, the envisioned framework intends to support autonomous learning and foster intercultural competencies among CFL learners.

Commentary on the Applications of Blended Learning in the Teaching and Learning Process – A Review

Blended learning, an innovative approach that combines traditional face-to-face (FTF) instruction with online elements, has gained prominence in education. This article provides a comprehensive overview of blended learning, including its definition, advantages, disadvantages, and various factors that affect the effectiveness of this teaching and learning approach. It also explores students’ and teachers’ perceptions of blended learning and the challenges and issues that may arise in its implementation. Blended learning has been found to provide several benefits such as personalized learning, flexibility, improved engagement, cost-effectiveness, accessibility, and real-world skill development. However, it also presents challenges related to technological dependence, digital inequality, reduced face-to-face interaction, and assessment difficulties. Instructors may face challenges in terms of preparation, time management, and scheduling. Factors affecting learning in a blended environment include pedagogical approaches, technology infrastructure, teacher skills and training, student engagement, assessment methods, cultural and social context, and time management. Students and teachers generally perceive blended learning positively, citing improvements in learning outcomes and teaching practices. While blended learning offers a sound pedagogical approach, successful implementation requires addressing technical barriers, ensuring engagement, effective assessment and evaluation methods, effective time management, and providing instructor training and support. Data privacy and security, social isolation, and course redesign are also important considerations in implementing blended learning. In conclusion, blended learning is a versatile and effective educational approach with many advantages and challenges. To ensure its success, careful planning, continuous evaluation, and support for educators and learners are essential to create rich learning environments in a rapidly evolving educational environment.

Motivational and Practical Frameworks for Teaching English to Weak Learners: An Empirical Study

Teaching English to weak learners poses significant challenges, as traditional methods often fail to engage and motivate these students. This study explores the effectiveness of integrating motivational and practical teaching frameworks to enhance language acquisition and confidence among struggling learners. Using a mixed-methods approach, the research involved 150 high school students, with pre- and post-tests measuring proficiency in reading, writing, listening, and speaking. The intervention combined goal-setting, positive reinforcement, and real-world contextual learning, resulting in substantial improvements, particularly in speaking and listening skills. Qualitative feedback from students and teachers emphasized increased engagement and self-assurance, validating the impact of these strategies. The findings suggest that implementing such frameworks can significantly transform language education for weak learners, offering valuable insights for educators seeking more effective teaching approaches.

The Utilization Of Homework Videotaping To Enhance The Students’ English Speaking Skills

Enhancing students' oral proficiency is a key objective of English courses, and one effective pedagogical approach is assigning video-based homework that features English conversations aligned with the curriculum. English language students encounter numerous challenges when attempting to enhance their speaking abilities. One limitation is the restricted amount of time available for in-class practice. One possible homework assignment is to create video recordings. This offers a chance for students to enhance their creativity and boost their self-assurance as the homework encompasses various elements of oral assignments, such as productivity, intention, challenge and authenticity. Hence, this webinar aims to disseminate knowledge on the specific teaching methods and procedures that teachers can implement when utilising this instructional approach. The purpose of this webinar was to provide the teachers, instructors and practitioners in the field of English education with an interactive forum for discussion. Participants will have the chance to share their experiences and ask questions, which will lead to a fruitful exchange of knowledge. Engaging in activities can yield fresh perspectives and impart useful skills that are immediately applicable to the classroom or other educational setting.

Lecturer Beliefs and Pedagogy: A Correlational Study of Poetry Instruction in Malaysian TESL Programs

The Malaysian English Language Curriculum emphasizes the acquisition of essential language skills, including effective communication, critical thinking, and literary appreciation, particularly in the domain of poetry. Despite these objectives, poetry is frequently perceived as a challenging genre for second language learners, a perception further exacerbated by an exam-driven education system and teacher-centered instructional approaches that inhibit independent interpretation and creativity. This study explores the intersection of teaching strategies and lecturer beliefs within a Bachelor of Education in Teaching English as a Second Language (B.Ed TESL) program, particularly in relation to poetry instruction. The research aims to identify effective pedagogical approaches that engage students with poetry in a meaningful manner, fostering not only examination success but also a deeper, more personal connection with the texts. Through a comprehensive literature review and quantitative analysis involving 361 TESL students, the study uncovers significant barriers to poetry comprehension, including complex language, unfamiliar vocabulary, and cultural distance. The findings underscore the necessity for student-centered teaching methods that align with 21st-century learning objectives, offering new insights into how poetry can be taught to enhance creativity, critical thinking, and emotional engagement. The results hold broader implications for TESL education in Malaysia, suggesting that a transition towards more inclusive, diverse, and learner-centered practices can improve students' receptiveness to poetry and overall language acquisition.

Students’ Perspectives and Experiences in Project-Based Learning: A Qualitative Study

Project-based learning (PBL) has gained traction in higher education as an effective pedagogical approach that promotes active learning, critical thinking, and the practical application of knowledge. Unlike traditional lecture-based methods, PBL engages students in collaborative projects that simulate real-world challenges, thereby enhancing their problem-solving skills. However, a notable gap exists in understanding how these theoretical benefits translate into actual student experiences. Therefore, this study aims to investigate undergraduate students’ perspectives and experiences in project-based learning. By understanding students’ perspectives and experiences, this research highlights the benefits, challenges, and overall effectiveness of PBL. A qualitative research design was employed, involving in-depth, semi-structured interviews with 30 undergraduate students. The students were exposed to project-based learning in research methodology and software development courses. The interviews were conducted in person and via video conferencing, ensuring a comfortable environment for participants to share their insights. The data collected from the interviews were transcribed verbatim and analyzed using thematic analysis to identify recurring themes and patterns. The thematic analysis revealed several key themes: the importance of consistent attendance due to the tailored and sequential nature of PBL; the facilitation of deeper understanding and the practical application of theoretical concepts; difficulties in adapting to PBL, especially when transitioning from traditional teaching methods; benefits and logistical challenges of collaboration; the crucial role of the iterative process of assessment and feedback in mastering concepts; and the fostering of autonomy and the development of essential skills such as time management and problem-solving.

The Dark Side of Artificial Intelligence in Education: A Critical Analysis of its Impact on Learners Aged 12-14 Years

This research explores the connections between Teacher-Led Instruction (TLI), Peer Collaboration (PC), and Artificial Intelligence Assistance (AIA) in influencing Student Cognitive and Social-Emotional Development (SCED). Through exploratory and confirmatory factor analyses, the study found that TLI and PC are important positive predictors of SCED, highlighting the crucial role of collaborative and teacher-led approaches in promoting overall student development. Contrastingly, there is a negative association between AIA and SCED, underscoring the potential disadvantages of excessive dependence on technology at the cost of meaningful human connections. The results indicate that educational settings should give precedence to incorporating effective teaching approaches while utilizing technology as an auxiliary instrument rather than a replacement for conventional teaching methods. By embracing a multifaceted approach to instruction, this study contributes to the ongoing discourse on enhancing educational practices in an increasingly digital landscape, ultimately advocating for a future where students thrive both academically and emotionally while studying with Artificial Intelligence cautiously.

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.

Exploring the experience of participants in a pilot scheme to recognise teaching excellence in healthcare: A mixed methods approach

BackgroundWithin healthcare settings, practice-based healthcare professionals are expected to teach, supervise, assess and/or support learners in their respective disciplines. Ongoing development opportunities focusing specifically on teaching skills and support of students are varied and there are no mandatory requirements for practice-based healthcare professionals to develop formal teaching qualifications, despite their direct involvement with learners. ObjectiveTo explore the experience of participants in a pilot scheme to recognise teaching excellence in healthcare. DesignA mixed methods approach was used. Setting(s)One inner-city integrated health care system in the UK. ParticipantsThis study involved eleven participants in total: seven applicants who successfully completed the award and four mentors who supported them throughout the application process. Mentors were all Advance HE Fellowship holders employed within one National Health Service (NHS) organisation and one Higher Education Institution situated within the Northwest of England. MethodsData collection methods included an online anonymised survey followed by individual semi- structured interviews. Quantitative data were analysed descriptively, and qualitative data were analysed using framework analysis principles. ResultsThe findings indicated that participants (applicants and mentors) found the overall experience positive and rewarding. The main positive aspects of taking part were:I. Increased confidence and sharing of teaching experience.II. Increased reflection and use of pedagogy.III. Formation of a teaching community of practice.IV. Perceived teaching career progression opportunities.The application process appeared to act as a catalyst towards re-engagement with underpinning pedagogy when considering the suitability and utility of effective teaching approaches for learners in practice. It also helped to promote a teaching community of practice where mentors were able to ‘pay forward’ and support practice colleagues to be recognised for their teaching roles.The main challenges were the competing demands on applicants’ time and the self-directed approach required to complete the award application. ConclusionGaining recognition of teaching excellence through an award scheme such as Advance HE Fellowship can foster a sense of empowerment, recognition and reward for educators who work with learners undertaking Higher Education Programmes, irrespective of the setting where teaching and learning takes place. However, without wider organisation support and resources, the benefits of such schemes can be diminished. RegistrationN/A Tweetable abstractWith institutional support, Advance HE Fellowships offer accessible recognition for healthcare educator's commitment to teaching excellence @AdvanceHE @NHSE_WTE

Perceptions of medical students at Najran University on the effectiveness of problem-based learning and team-based learning

BackgroundTeam-based learning (TBL) and problem-based learning (PBL) are two effective educational approaches used in medical education for increasing knowledge acquisition, learning motivation, and collaborative and communication skills among students. Few studies have been conducted in Saudi Arabia to evaluate medical students’ perceptions of these approaches.Aim of the studyThe present study aimed to evaluate the perceptions of current or previous preclinical students at the College of Medicine, Najran University (NU) about the effectiveness of PBL and TBL and to assess students’ perceptions regarding the strengths and limitations of both educational approaches and their preferences.MethodsA cross-sectional survey was conducted on 106 preclinical students at NU, Saudi Arabia. The survey questionnaire was validated by a pilot study and designed based on Kirkpatrick’s evaluation model. Descriptive statistics was used to analyze the collected data through IBM SPSS Statistics 2.0.Results73.6% of participants enjoyed PBL and found it motivating compared to TBL and classic lectures. PBL was reported as more effective for knowledge acquisition (50%), teamwork (62.3%), and high academic performance (58%).ConclusionIt is concluded that PBL was more favored by the students regarding the learning outcomes. TBL was reported to need more individual preparation and effort and require lecturer involvement, suggesting the need for structured facilitation in this learning approach and potentially indicating the challenges associated with coordinating team-based activities.

‘It makes you feel like you’re at home, you’re safe, you’re happy in here’: Enacting culturally responsive and enabling pedagogies with refugee students in a university pathway program

AbstractStudents from refugee backgrounds (thereafter ‘refugee students’) are entering Australian universities in increasing numbers, often via university pathway programs (enabling programs), contributing to the superdiversity in higher education institutions. A growing body of literature acknowledges the academic and socio-cultural challenges faced by these students in higher education. This article draws on the narratives, gained through interviews and focus groups, of 10 refugee students and 15 academic and peer support staff within an enabling program at one Australian university. This study explored the pedagogical approaches used by staff in their teaching and the support offered, and how these approaches were perceived by the refugee students. Academic and peer support staff promoted the use of enabling pedagogies and culturally responsive pedagogies as effective teaching approaches for these students. In line with these pedagogical approaches, we argue that the educational achievements of refugee students can be enhanced when academic and peer support staff are responsive to the educational and socio-cultural experiences of their students in both enabling programs and the wider university.

Metode Langsung dalam Pembelajaran Sekar raré pada Pertunjukan Jangér Sakral Banjar Kedaton Desa Adat Sumerta

The existence of Jangér in Banjar Kedaton remains well-preserved to this day. The Jangér songs in Banjar Kedaton, Desa Adat Sumerta, possess distinctive characteristics, values, and unique qualities in both their melodies and performances. Despite various training methods being employed for Jangér songs, their effectiveness has been found lacking. Consequently, trainers have concluded that the Direct Method is the most effective teaching approach. This study addresses three research questions: (1) the application of the Direct Method in teaching sekar raré for Jangér performances, (2) the challenges encountered when implementing this method, and (3) strategies to overcome these challenges. The aim of this research is to provide insights to dancers, trainers, researchers, and government institutions about the Direct Method. Using a qualitative approach and the theories of Behaviorism and Constructivism, this study finds that the application of the Direct Method faces obstacles such as the availability of trainers, dancers' skills, and training time. Mention the Proposed solutions, among others include encouraging dancers to practice Jangér songs more at home.

Deep learning in high schools: exploring pedagogical approaches for transformative education

In today's ever-changing education landscape, fostering deep learning is paramount for transformative education. Teachers play a pivotal role in this endeavor by implementing effective pedagogies that guide students beyond surface-level understanding toward profound learning experiences. This study aimed to explore the effective pedagogical approaches used in schools to promote deep learning within a transformative educational setting. Adopting a qualitative approach with a case study design, the study focused on a single school to investigate these approaches. The study population comprised teachers and learners, with a purposive sample of eight participants, including four teachers and four learners. Data collection utilized semi-structured interviews with predetermined questions for the participants. Thematic analysis was employed to systematically distill meaningful themes and patterns from the collected data. The findings indicated that pedagogical approaches significantly contribute to both deep learning and transformative education, emphasizing active student participation. As a result, schools should adopt effective pedagogical approaches such as group discussions, presentations, and projects to enhance students’ learning experiences. The study therefore recommends that learner-centred pedagogies, teaching methods and strategies should be used in schools to foster deep learning of learners.

Enhancing reading comprehension skills among Bhutanese English learners through translanguaging

Translanguaging has recently emerged as a prominent field of study. Despite its growing popularity, its impact on students’ reading comprehension skills remains largely unexplored. This study employed a quasi-experimental research design to examine the impact of translanguaging on students’ reading comprehension performance. The study also examined students’ perceptions of translanguaging to gain a deeper understanding of translanguaging’s potential impact. Data were gathered through pre-and post-tests, questionnaires, semi-structured interviews, and observations. A sample of 56 Bhutanese school students (33 males, 23 females) were purposely recruited and divided into two groups: the experimental and control groups. The experimental group was taught using the translanguaging approach, while the control group followed a monolingual approach. The findings, based on the comparison of pre-and post-test scores between the two groups, revealed that the translanguaging group significantly outperformed the monolingual group in their post-test scores despite a negligible difference in pre-test scores. This suggests that translanguaging could be an effective teaching approach to enhancing students’ reading comprehension skills. Furthermore, despite the dominant position of English as a Medium of Instruction (EMI) in the context, most students perceived translanguaging as an effective pedagogical practice. They reported that it allowed them to freely use their language repertoire to discuss and learn new vocabulary and difficult content, improved their confidence to participate in classroom discussions, and enhanced lesson comprehension. This study concludes with practical implications and suggestions for future research.