Effective Teaching Approach Research Articles

Learning obstacles on fractions: A scoping review

This scoping review aims to consolidate the research that has been conducted on fractional learning challenges, with a particular emphasis on the various student groups, intervention strategies, outcomes, and specific learning problems. The research finds essential research topics and relevant papers and extracts data in order to gain an understanding of the intricate nature of fraction learning. The technique utilized in this study is a five-stage process. The preliminary literature searches produced a total of twenty-three articles, seven of which were chosen for a more in-depth examination. These publications covered a variety of themes, including the effectiveness of manipulatives, strategies for accommodating students who struggle with mathematics, focused training interventions, and instructor guidance. The findings of this research shed light on the myriad of difficulties associated with learning fractions. These difficulties range from basic conceptual and procedural comprehension to unique educational obstacles for a wide variety of student populations, including those with learning disabilities. The study focuses on a variety of intervention tactics, such as accommodations, strategic training, and the utilization of manipulatives, with the objective of enhancing problem-solving abilities, conceptual comprehension, and procedural proficiency in fractions. This all-encompassing examination highlights the ubiquity of misconceptions and the necessity of explicit training. It also highlights the usefulness of direct instruction, strategic education, and problem-solving exercises in improving students' comprehension of fractions. In order to overcome problems in learning fractions and to improve mathematical education, the findings advocate for the continuation of research and the incorporation of effective pedagogical approaches.

Enhancing ICT Literacy and Achievement: A TPACK-Based Blended Learning Model for Thai Business Administration Students

The COVID-19 pandemic has heightened the need for 21st century skills, particularly computer and ICT literacy (CICT) in Thailand. This study aimed to develop a TPACK (Technological Pedagogical and Content Knowledge)-based blended learning model (BLM) to enhance CICT skills and academic performance among 179 Business Administration (BA) undergraduates in the 2022 academic year Computer and Information Applications course. Research instruments were designed and evaluated by experts. Over 18 weeks, qualitative and quantitative data were collected, with the qualitative data undergoing content analysis. Descriptive statistics were used to analyze quantitative data, comparing pretests, post-tests, and 2-week retests using a repeated measure ANOVA. One-sample t-tests were used to assess the model’s impact on CICT skills. The results showed a significant score improvement between tests, with the highest mean being seen in the 2-week retest. The BA-TPACK model significantly enhanced CICT skills, exceeding 80%. The students expressed high satisfaction, with the BA-TPACK model effectively enhancing CICT skills and academic achievement, recommending its integration into future computer and information courses. This study’s contribution lies in addressing the pressing need for CICT skills in the ‘new normal’. By developing and implementing a BLM grounded in the TPACK framework, this study not only enhances students’ CICT proficiency but also fills a crucial gap in the literature regarding effective pedagogical approaches to foster 21st century skills.

Synergizing collaborative writing and AI feedback: An investigation into enhancing L2 writing proficiency in wiki-based environments

Collaborative writing, paired with AI feedback, represents an innovative and effective pedagogical approach with the potential to revolutionize language learning practices. This study explores the influence of a three-step collaborative writing intervention, where AI feedback specially enhances the revision and editing stages of the L2 writing process for Thai-major undergraduate exchange students. Employing a quasi-experimental design, the study included 39 junior exchange students, with 18 in the experimental group and 21 in the control group. The approach employed a wiki-based collaborative writing strategy, integrating ChatGPT for written corrective feedback. The 10-week intervention encompassed three writing tasks, involving collaborative outlining, individual writing with AI feedback, and collaborative writing. Statistical analyses, comprising the Wilcoxon Signed-Rank test, Mann-Whitney U test, and Friedman test, revealed substantial improvements in posttest scores for the experimental group in comparison to the control group. These findings underscore the positive impact of a collaborative writing intervention improved by AI feedback on specific aspects of writing. This study contributes valuable insights into advancing L2 writing proficiency through structured collaborative activities and targeted AI feedback, providing valuable implications for both research and pedagogical practices.

Research on the Reform of Logistics and Supply Chain Management Courses Based on PDCA Quality Circle

The courses on logistics and supply chain management exhibit numerous professional attributes, including expertise in process management. Within logistics and supply chain management courses, several professional features are present, such as process management. Despite this, several issues continue to exist in the reform of the logistics and supply chain management curriculum. Currently, there is room for improvement in the effectiveness of teaching. Hence, this study employs the PDCA quality circle model to assess the teaching process and identify an effective teaching approach for enhancing the quality of logistics and supply chain management courses, as well as other academic courses. In this method, each lesson will consist of theoretical instruction, fostering student-led discussions on the topics and enabling students to present their queries to teachers. Teachers will document feedback and issues to address in the subsequent teaching session. By implementing this method, there will be a significant enhancement in both the quality of teaching and its impact. The findings of this study can be utilized in various courses, in conjunction with the unique attributes of each course and the instructional needs, to enhance the efficacy and quality of teaching outcomes.

Enhancing International Postgraduate Students’ Foreign Language Enjoyment through Oral Corrective Feedback in Chinese Online Classes

Although foreign language enjoyment (FLE) can foster foreign language (FL) learning, FLE resulting from effective pedagogical approaches remains understudied. This study explored whether oral corrective feedback (OCF) can stimulate fluctuations in FLE. The study examined whether foreign language achievement (FLA) improves because of OCF. Sixty-five international postgraduate students were randomly assigned to the experimental and control groups. A modified version of the Foreign Language Enjoyment Scale was used to measure the FLE levels of learners of Chinese as a foreign language. Results revealed that participants’ FLE and FLA in the experimental group increased compared with that of the control group. Semi-structured interview results suggested that teachers’ explicit correction and recasts with metalinguistic feedback increased FLE in learners and facilitated their FLA. Finally, pedagogical implications for FL education and future research orientations were discussed.

Students’ top-10 wish list for inclusive, engaging video lectures

Professor Ellie Davison is the winner of the 2024 Teaching Excellence Award (Established Educator), recognizing innovative and effective teaching approaches that promote achievement for all, with a sustained impact on students and colleagues across the sector. Ellie champions widening participation and inclusive teaching approaches that enable diverse cohorts to thrive. She strives to co-create learning experiences with students as partners, empowered to contribute and learn as their authentic selves.

Research on Localized English Education for Transnational Left-behind Children in the Context of English Global Localization

With the increasing development of English globalization, the trend of combining English with local cultures has become more evident. This research focuses on five schools in the Wenzhou overseas Chinese hometown to investigate the current status of English education from the perspectives of teachers, students, and textbooks. The aim was to propose bilingual education strategies for the education of transnational left-behind children. By examining the situation of English education in this specific context, this study sought to address the unique challenges faced by transnational left-behind children and provide effective educational approaches. Interviews, observations, and document analysis were employed to gather data by means of qualitative research methods. The findings of this study settled on the improvement of bilingual education for transnational left-behind children and insights into enhancing English education in multicultural settings.

Impact of Gamification on Students’ Learning Outcomes and Academic Performance: A Longitudinal Study Comparing Online, Traditional, and Gamified Learning

This study aims to examine the influence of gamification in students’ learning outcomes and academic performance. A longitudinal study was conducted to compare students’ academic performance in online learning (2020–2021), traditional learning (2021–2022), and gamified learning (2022–2023). The longitudinal study lasted 3 years and a total of 1001 higher education students were involved. Three research questions were set to be explored and students’ viewpoints and experiences were also examined through a questionnaire of 20 questions. This study follows a quantitative research approach. The data refers to students’ academic performance, success rate, excellence rate, withdrawal rate, engagement, motivation, and perspectives. In the laboratory part of the course, gamified learning yielded better outcomes over online learning and traditional learning in success rate (39% and 13%), excellence rate (130% and 23%), average grade (24% and 11%), and retention rate (42% and 36%) respectively. In the theoretical part of the course, gamified learning resulted in better outcomes over online learning and traditional learning in success rate (19% and 14%), in excellence rate (125% and 79%), and in average grade (25% and 12%) respectively. In the overall course, gamified learning yielded better outcomes over online learning and traditional learning in success rate (14% and 14%), in excellence rate (122% and 70%), and in average grade (25% and 17%) respectively. The highest increase was observed in students’ excellence rate. Students highly regarded gamification as an effective educational approach that can increase their learning outcomes, engagement, productivity, and motivation and trigger both their both intrinsic and extrinsic motivation. The learning experience become more enjoyable and students’ basic needs in terms of autonomy, competence and sufficiency, and relatedness and sense of belonging were met. Traditional learning also resulted in better learning outcomes when compared to online learning. Gamification emerged as an effective learning approach which leads to improved learning outcomes and academic performance, learning motivation, engagement, and retention rate over online learning and traditional learning in both theoretical and applied course settings.

Transforming Medical Training Through Online Case-Based Learning: Brief Review

ABSTRACT Online case-based learning (CBL) is a pedagogical approach that employs the use of digital platforms and virtual environments to discuss clinical cases with undergraduate medical students. The purpose of the current review is to explore the scope and merits of online case-based learning, development of a plan for designing and implementing online CBL sessions in a medical college for undergraduate medical students. This happens to be an innovative approach as students get an opportunity to discuss and analyze clinical cases by practically applying their theoretical knowledge to clinical practice. Like any teaching–learning method, the effectiveness of online CBL sessions also depends on the efforts taken by educators in the planning stage. As these sessions will be conducted online, the most important consideration is to ensure that students have access to the required technology. As we all know, assessment drives learning, there is a definite need to supplement teaching–learning activities in online CBL sessions with suitable formative assessments. In conclusion, online CBL is an effective pedagogical approach to promote discussion on interesting clinical cases using flexible online platforms. Considering the merits of the method and the fact that technology has become an integral part of medical education delivery, every medical institute must explore its infrastructure to systematically introduce online CBL within the medical curriculum.

Best Social Entrepreneurship Teaching and Learning Strategies for Promoting Students' Social Entrepreneurial Minds: A Scoping Review

This paper aims to explore the best teaching and learning strategies for promoting students' social entrepreneurial minds. At the initial stage, the scoping review draws from 198 secondary data from various works in the social entrepreneurship education context, including studies on education programs, curricular development, knowledge-acquiring mechanisms, and social entrepreneurial exploration processes. It also examines instructional methods and strategies that foster the development of potential social entrepreneur mindsets. Finally, 26 included papers present a Top-Down and Bottom-Up Approach, Experiential Learning, Action Learning, Community-Based Project, and Problem-Based Learning (PBL) as effective social entrepreneurship teaching and learning approaches to promote social entrepreneurial mindsets. The review concludes that a combination of all of the aforementioned teaching and learning strategies is among the top teaching approaches for effective social entrepreneurship education. The paper proposes that dynamic social entrepreneurship curricula and learning models that emphasize hands-on experience and experience-based learning can be effective strategies for promoting students' social entrepreneurial minds.

Too much of a good thing? Teacher performance during the COVID-19 pandemic and the ambiguous role of high teacher autonomy

The Covid-19 pandemic and the associated school closures have challenged teachers to quickly develop and implement effective distance learning concepts. This article examines the success of teachers in meeting these challenges by analysing their performance during the pandemic. Using a mixed-method approach, the study conducts a secondary data analysis of 135 questionnaires from a pupil and parent survey conducted by a German elementary school. These surveys are analysed across the three basic dimensions of teaching quality, elucidating the teaching experiences during the pandemic. The results reveal a considerable variation in teacher performance, highlighting instances where some teachers made inadequate decisions regarding the selection of teaching content or supporting strategies, while also displaying limited engagement with their students. Given the identical school conditions across the research setting for all teachers, this article focuses on individual effectiveness and efficiency of teachers during the pandemic, prompting an inquiry into the extent to which the high degree of teacher autonomy may have influenced performance. To address this further, this article introduces a framework based on current interdisciplinary research findings, which predicts a “too-much-of-a-good-thing” effect of teacher autonomy on teacher performance and integrates numerous established research approaches. This article contributes to a better insight into the performance of teachers during the pandemic and the identification of effective distance learning teaching approaches. Simultaneously, this article proposes a theoretically grounded framework for varying teacher performance, the exploration of which provides a compelling avenue for enhancing teacher performance and serves as a well-founded starting point for further research.

Experiences of Adult Educators in Selecting Appropriate Teaching Methods in Engineering Courses at TVET Colleges in Mpumalanga Province, South Africa

ABSTRACT This study’s sought to identify and fix problems with teaching strategies used in engineering courses at a TVET college in South Africa’s Mpumalanga area. A Phenomenological, explorative, and descriptive research approach was used to capture the experiences of educators in choosing effective teaching approaches. Convenience sampling was employed to select 10 educators who participated in two Focus Group Discussions in an endeavor to collect qualitative data. These discussions were conducted through the lenses of Albert Bandura’s social learning theory. Two audio recorders were used to capture the debates, thereafter verbatim transcribed. A computerized software called NVivo was used to do content analysis and theme analysis on the gathered data into manageable themes and sub-themes. Subsequently, the findings revealed the following five themes: preferred teaching methods, the effectiveness of teaching methods, the relationship between teaching methods and pass rate, assessing teaching and learning outcomes, and factors influencing adult learners’ performance: however, by the scope of this article only three were discussed in the forthcoming paragraphs. These themes demonstrated that some engineering educators struggle to choose the best teaching strategies which meet industrial skills requirement. Thus, the authors advise industry and TVET colleges to work together so that educators can teach adults the essential engineering skills.

Pedagogical approach of grade 7 teachers in teaching the learning competency of integers

This research addresses the intricate challenges of teaching integers in middle school mathematics. Focusing on grade 7 teachers, the study explores strategies to enhance integers' teaching-learning competency, revealing nuanced approaches employed by three teachers. Through qualitative methods, specifically in-depth interviews, the research uses an exploratory approach to unravel the underlying strategies shaping the teaching of integers. Key findings underscore integers as a formidable learning competency for grade 7 students, particularly in operations like addition and subtraction. The most effective pedagogical approach, encapsulated in the 3Rs — Reaching, Representing, Recommending — involves drill exercises for foundational concepts, integrating manipulatives like algebra tiles and coloured tiles, and advocating for continuous manipulative use with persistent drill exercises and integrating technology. These identified themes emphasize the need for a uniform understanding among teachers during discussions to ensure a cohesive and effective teaching strategy. Recognizing these strategies is crucial for addressing the existing learning gap and advancing grade 7 students' competency in dealing with integers. The research contributes valuable insights to the academic discourse, offering effective pedagogical practices and fostering a more robust foundation for mathematical understanding at the middle school level.

Unveiling sociopolitical complexities through educational gaming: the sociopolis experience in Barranquilla’s schools

ABSTRACT The present study investigates the impact of the educational game Sociopolis on student engagement in the context of tenth-grade social science education. Employing a mixed-methods approach, this research examines engagement behaviors quantitatively and categorically. The participant pool consists of 183 students from four public schools in Barranquilla, Colombia, who were divided into two groups: an experimental cohort exposed to Sociopolis and a control group. The results of an independent-samples t-test indicate that the experimental group achieved significantly higher engagement scores, affirming the positive effect of the intervention. Additionally, analysis across engagement categories – active participation, sustained interest, and enthusiasm – reveals distinct patterns, reinforcing the efficacy of the intervention. These findings underscore gamified learning's potential to heighten student engagement and contribute substantially to discussions on effective pedagogical approaches. While the study yields valuable insights, limitations related to population diversity, experimental design, and time constraints warrant acknowledgment. In view of these findings, educators are prompted to contemplate gamified strategies’ incorporation to cultivate enhanced engagement and enrich learning experiences.

Formative assessment in physical education: teachers’ experiences when designing and implementing formative assessment activities

Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.

Research on Lived Experiences of Filipino Teachers Teaching Preschool in Vietnam

Bilingual education is recognized worldwide as an effective pedagogical approach to learning a new language. This phenomenological study aimed to explore the lived experiences of Filipino teachers teaching preschool in Vietnam. The research employed semi-structured interviews for data collection. The participants were 10 Filipino teachers who were teaching preschool in Vietnam. The purposive sampling technique was used to select the participants who shared common experiences teaching preschool in Vietnam. The interviews were recorded, transcribed, and organized into themes based on the research purpose. The emergent results were categorized into five main themes, such as (1) cultural adaptation and integration challenges, (2) teaching practices and strategies approach, (3) curriculum and pedagogy system, (4) coping with challenges-response, and (5) professional growth and identity-development. The results revealed that the experiences of Filipino teachers teaching preschool in Vietnam offer valuable insights for educational institutions and policymakers. Implementing language proficiency training, cross-cultural pedagogy training, continuous professional development, and support systems can better prepare and support teachers in a cross-cultural setting. Keywords: Lived experiences in teaching preschool, Filipino teachers in Vietnam, preschool teachers, Vietnam

Strengthening critical thinking through debriefing - experiential learning theory: A case study.

There is a dire need to strengthen students' critical thinking in clinical training since it is an essential skill in clinical practice to optimize patient care. Debriefing is a formal or informal post-activity discussion that aims to improve learning outcomes, including critical thinking in clinical practice. There is a lack of research that focuses on students' experiences of debriefing to promote critical thinking in the South African context using experiential learning theory as a theoretical lens. This study aimed to explore South African students' lived experiences of debriefing to improve critical thinking. The author employed a qualitative single-case study design within an interpretivist paradigm. A purposive sampling technique was adopted. Six participants were recruited for this study. The author invited the participants to participate in semi-structured interviews. Data were analyzed through the six-step data analysis framework proposed by Creswell. To ensure the trustworthiness, the author employed multiple techniques to improve the credibility, conformability, dependability, and transferability of this study. These techniques included a well-planned research design and methods, thick descriptions of data, and an audit trail that was audited by a second coder. The findings revealed that participants shared positive experiences toward debriefing and furthermore debriefing through optimized student engagement and improved learning outcomes. This study also revealed that students experienced less stress in group debriefings. However, this study also identified some challenges in conducting debriefing. The challenges were primarily related to incompetent facilitators, inappropriate duration of debriefing sessions, and limited space in the clinic. Moreover, small group debriefing is recommended. Debriefing is an effective pedagogical approach to optimize critical thinking in clinical practice. It is recommended that debriefing should be implemented as a norm in clinical training at higher education institutions. Further studies are recommended to be conducted at national and international levels.

Interaksi Sosial Antar-Etnis dan Nilai Budaya Dalam Membangun Toleransi dan Kewarganegaraan Siswa di Sekolah Multikultural

This research examines the dynamics of social interaction between ethnic groups and the influence of cultural values ​​on the formation of attitudes of tolerance and good citizenship among students in a multicultural school environment. Using a qualitative approach, this study involved observations, in-depth interviews, and document analysis to collect data from students and teachers in several ethnically diverse schools. The research results show that positive social interactions between students of various ethnicities promote understanding and appreciation of each other's cultural values, which is an important foundation in building tolerance. Furthermore, curricular and extracurricular activities designed to celebrate diversity are important instruments in developing students' citizenship. However, research also reveals barriers, such as prejudice and stereotypes, that need to be overcome through effective pedagogical approaches. Recommendations include developing inclusive learning programs, training teachers to manage diversity in the classroom, and integrating best practices between schools. This research provides insight into the importance of multicultural education in creating a harmonious society in the context of rich ethnic diversity.

Effects of QD2R Numeracy Enhancement Strategy on the Mathematics Performance of Grade 10 Students

Learning mathematics requires an effective and strategic teaching approach. This study aimed to assess themathematics performance of the learners with the implementation of the numeracy enhancement strategy QD2R (Questions, Drills, Repetition, and Recitation) and to propose a strategy implementation plan to elevate their performances. This study employed the use of a quasi-experimental research design, purposive sampling with 70 Grade 10 students of Lian National High School who were distributed equally to control and treatment groups. The pre-test and post-test results were statistically analyzed using independent and paired sample t-tests, and a survey questionnaire was examined by getting the mean and standard deviation. The results indicated that better performance was achieved by the students from the treatment group compared to the students from the control group, as revealed by the Mean Percentage Score (MPS) results, mean scores, and P values of their pre-test and post-test scores. The learners’ perception of the implementation of this strategy was to a great extent, wherein it was perceived to be more helpful in concepts related to understandingthe lesson compared to concepts related to developing their attitude and skills. Moreover, the proposed implementation plan of numeracy enhancement strategy QD2R had three expected outcomes: elevated understanding and performance in mathematics lessons; modified strategy to focus on the development of attitude and skills towards mathematics; and refined and well-implemented QD2R strategy in teaching mathematics. Relative to these expected outcomes, appropriate measures, timeframe, and resources of each were comprehensively formulated.

Doing Sociology across Borders: Student Experiences and Learning with Virtual Exchange in Large Introductory Sociology Classes

Virtual exchange programs represent a relatively novel approach designed to foster a more global perspective and promote discipline-specific learning; however, this approach has not been widely adopted in sociology. This article reports findings on student experiences and learning in a virtual exchange program involving two large introductory sociology classes in Hong Kong and Atlanta. A postsurvey invited students to reflect qualitatively on their experiences, and six major themes emerged from the data: (1) global application of sociological knowledge, (2) social and cultural relativism, (3) breaking the shell and gaining intellectual and social flexibility, (4) social networking opportunities, (5) challenges and adjustments, and (6) keeping contact beyond school. Based on our experience and the students’ feedback, we conclude that virtual exchange is an effective pedagogical approach for internationalizing sociology curricula, enhancing intercultural competency, and deepening students’ understanding of core sociological concepts.