Effective Teaching Approach Research Articles

Comparative Analysis of the Undergraduate Political Science Research Methodology Course Syllabi among Hong Kong Universities

Although research methodology is a staple and essential requirement of many undergraduate political science programmes worldwide, there are still many intense and ongoing debates among teachers and students on the series of effective learning and teaching approaches and strategies for this subject matter that involve theoretical understanding, procedural knowledge, practical skills, and reflective mindsets. By undergoing a thematic analysis of the course syllabi of the undergraduate political science research methodology courses offered by seven publicly funded universities in Hong Kong, this study aims to first illustrate how individual teachers structure and sequence their courses, followed by highlighting the underlying educational implications. This qualitative study primarily focuses on seven distinct yet interrelated aspects of course design, namely course title, course description, intended learning outcomes, course topics and content, readings and references, assessment tasks, and course format. All these empirical findings can contribute to scholarship by offering greater clarity and consistency in understanding the learning and teaching of research methodology in the context of undergraduate political science education. These findings can also inform future practices in terms of course design, pedagogical best practices, lesson preparation, and assessment development among educators and practitioners.

Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation

This systematic scoping review reports findings from 38 studies (2000–2022) that explored the approaches to differentiation that have been effectively used with high-ability students and the school-level supports that enabled their application. The review advances our understanding of current approaches and highlights future considerations for school-based pedagogies that aim for an inclusive education for all, including shared understandings of what effectiveness means and looks like in practice and how it can be determined or measured. The review identified 15 effective teaching approaches used with high-ability learners, showing that teachers draw upon an array of approaches when differentiating for high-ability students in both primary and secondary settings and across disciplines. However, the limited number of studies and predominance of data from one country suggest the need for further research across a broader range of contexts, including the important role of school leadership in supporting differentiated teacher practice. This need is made more pressing in contexts where differentiation continues to be primarily focused upon students working below expected level rather than including the highly able, and where the practice of differentiation continues to be misunderstood.

FIVE DECADES OF ACHIEVEMENT MOTIVATION RESEARCH IN ELT: A SYSTEMATIC LITERATURE REVIEW

Purpose – There is an absence of systematic review papers in the achievement motivation theories literature. In terms of currentresearch trends, English learning motivation is gaining attention as a determiner of success in FLA. Hence, this review aims to trace thetrends in the empirical studies on achievement motivation theories and tools, ranging from 1970 to 2022. Methodology – With a focus on theories, diversity of research participants, and practical ELT-related issues addressed by previousresearchers, this paper applied the PRISMA Systematic Review Protocol to offer a comprehensive synthesis of 91 empirical studieson theories of achievement motivation. Findings – The majority of the published studies were from China and Iran. There was also a large number of studies conducted on tertiary-level learners. Structural equation modelling was found to be the most widely used analysis. In addition, technology-assisted learning is the current trend in achievement motivation research. Significance – This paper offers new insights into the existing achievement motivation literature and identifies the research gaps.This study recommends more studies on expectancy-value theory including in-depth qualitative studies involving culturally diversepopulations and experimental research to develop more effective pedagogical approaches and expand the current understanding ofachievement motivation.

THE EFFECT OF PROJECT-BASED LEARNING AND PROJECTBASED FLIPPED CLASSROOM ON CRITICAL THINKING AND CREATIVITY FOR BUSINESS ENGLISH COURSE AT HIGHER VOCATIONAL COLLEGES

Purpose – With the evolving demands of the global and Chinese economies, cultivating critical thinking and creativity has become imperative for social and economic development. However, contemporary educational practices have not kept pace with thisessential need. This study examines the effects of project-based learning and project-based flipped classrooms on critical thinking and creativity in higher vocational colleges. Moreover, this research delves into the disparity and comparative analysis between the twoapproaches. Methodology – A between-group quasi-experimental study was designed. Data were collected from 120 respondents from one highervocational college in Shanxi District using cluster sampling. The Ennis-Weir Critical Thinking test and District creativity test wereused to collect data for further analysis. Data were analysed using analysis of covariance (ANCOVA) and paired-sample t-test. Pairedsample t-tests are employed to test the effects of two teaching methods, while ANCOVA is used to compare the discrepancy between the two methods. With the combination of paired sample t-test and ANCOVA, the more effective teaching method can be determined. Findings – The results indicated that project-based learning and flipped classrooms significantly affected critical thinking and creativity. Besides, the project-based flipped classrooms had a larger effect on critical thinking and creativity, proving to be a more effective teaching approach to transform the present curriculum pedagogy. Significance – This study theoretically integrates class activities into higher-order thinking skills and guides teachers and educators tocultivate talents in higher vocational education.

Advancing game-based learning in higher education through debriefing: Social constructivism theory

Game-based learning has gained increasing attention globally. It is an effective pedagogical approach to promote students’ engagement and improve learning outcomes. However, the literature reveals there is a need to strengthen game-based learning, as many students retain only fun of academic games. This study aimed to explore students’ experiences on the integration of debriefing in game-based learning at an identified higher education institution in South Africa. The social constructivism theory was utilised as a theoretical lens in this study. The authors employed a qualitative single case study design within an interpretivist paradigm. A purposive sampling strategy was adopted. Six participants were recruited for this study. Data were analysed inductively using thematic analysis. The findings of this study revealed that participants shared positive views and attitudes towards debriefing in game-based learning. They believed game-based learning significantly promoted their studies. The implementation of debriefing in game-based learning assisted them to identify their strengths and weaknesses. Furthermore, the utilisation of debriefing in game-based learning enhanced collaborations and teamwork. This study also highlighted that there was a need to ensure that debriefing was well planned in advance, and that instructors should be competent to conduct debriefing sessions. This study concluded that debriefing is an effective method to advance game-based learning. Further research should be conducted at national and international levels with different research approaches.

Innovative Methodologies and Approaches to Teaching with Artificial Intelligence in Ukrainian Higher Education

The aim of the research was to evaluate innovative methodology and approaches to teaching with AI in Ukrainian higher education and to outline the effective delivery practices. The research objectives were to explain AI-based teaching approaches and methods used in the Ukrainian institutions of higher education, to find the most effective teaching approaches and methods in the system of training of future specialists, and to develop the methodological recommendations for instructors involved in the training of future AI experts. Within the framework of the given research, a number of pedagogical articles and key documents devoted to the analysis of used artificial intelligence in teaching, and implementation of AI-based methodology were studied . Over 50 scientific that were published during the recent five years to understand the problem and to evaluate the improvements brought by AI were selected. A mixed methodology that combined descriptive, association, and intervention methods was applied. Descriptive methods included literature review, narrative, content analysis of educational and professional programs, as well as the phenomenological approach. Associational methods included predictive analysis aimed at forecasting of the probability of innovative methodology and approaches that impact the AI education. The intervention suggested using a survey and an assessment. The research included 42 instructors of Ukrainian institutions of higher education that were involved in the training of future AI experts. They represented graduating departments that were responsible for the development of educational and professional program, formulated the training objectives, and designed the conceptual framework for the creation of innovative educational environment with the use of AI. The research resulted in the development of methodical recommendations on using teaching methods and approaches in AI-powered higher education. The recommendations can be suggested by instructors at higher education institutions that are involved specifically in training future AI experts . Also, the recommendations are applicable for scientific and pedagogical stuff working on digitalisation of educational process.

Peningkatan kualitas pendidikan anak usia dini: peran pendekatan pedagogis dan kualifikasi guru

This research explores the role of pedagogical approaches and teacher qualifications on the quality of Early Childhood Education. Through an analysis of current educational literature and policy, this study highlights the importance of a child-centred pedagogical approach, which emphasizes creating learning environments that support and stimulate children's holistic development. Next, this study examines the role of teacher qualifications. Research findings show that the integration of effective pedagogical approaches and highly qualified teachers creates an optimal learning environment, which is critical for supporting children's development at an early age. This study provides insight for curriculum developers, educational practitioners, and policy makers on ways to improve the quality of education at the PAUD level, which is a critical stage in child development.

Training perinatal nurses in palliative communication by using scenario-based simulation: A quasi-experimental study

AimThis study aimed to assess the impact of two educational modules on enhancing the communication confidence, competence and performance of perinatal nurses in the context of palliative care. BackgroundConcerns have arisen regarding the preparedness of perinatal nurses in delivering palliative care, especially in terms of deficiencies in communication skills and negative attitudes toward making life-support decisions for parents facing neonates with terminal conditions. Bridging this gap necessitates improved perinatal palliative care education for healthcare providers. Research has shown that simulation-based teaching effectively enhances procedural competence, communication skills and confidence among healthcare professionals. However, comprehensive curricula focusing on perinatal palliative communication remain limited. DesignThis study used a quasi-experimental design employing a two-group repeated measure approach. It involved a purposive sample of 79 perinatal nurses from a hospital in northern Taiwan. MethodsA palliative communication course specifically designed for registered nurses in perinatal units was developed. Participants were allocated to either the experimental group (Scenario-Based Simulation, SBS) or the control group (traditional didactic lecture). Communication confidence and competence were assessed before and immediately after the course through structured questionnaires. Learning satisfaction was collected post-intervention and participants underwent performance evaluation by standardized parents one week later. ResultsA significant training gap in palliative care exists among nurses in OB/GYN wards, delivery rooms and neonatal critical care units, highlighting the need for continuing education. All 79 participants completed the training course. Following the intervention, nurses in the SBS group (n=39) exhibited significant improvements in self-reported confidence (p <0.05), competence (p <0.01) and performance (p <0.001) in neonatal palliative communication compared with the traditional didactic lecture group (n=40). The SBS group also received higher satisfaction ratings from nurse learners (p <0.001). ConclusionsThe research findings support scenario-based simulation as a more effective educational approach compared with traditional didactic lectures for enhancing communication confidence and competence. These results were further reinforced by evaluation from standardized patients, highlighting the value of direct feedback in enhancing nurses' performance. Tailoring SBS designs to diverse nursing contexts and incorporating a flipped approach can further enrich the overall learning experience. Given its high effectiveness and positive reception, we recommend integrating this educational module into palliative care training programs for perinatal nurses.

Use of Music Pedagogy Experiences in Improving the Professional Skills of Music Teachers of General Secondary Schools

This scientific article was published on the basis of the principles of using music pedagogy experiences in improving the professional skills of music teachers of general secondary schools at the end of the dissertation work. This study investigates the diverse impacts of music on human life, emphasizing its role in shaping emotions and behaviors. It underscores the significance of music pedagogy in developing effective teaching strategies and approaches. The methodology combines descriptive and explanatory elements, incorporating a literature review and practical examples. Results emphasize the importance of constant self-education for music educators. The study explores various teaching approaches, including integrative, active music playing, constructivist, cultural, and individual methods. It recognizes the value of both individual and group lessons, along with the integration of modern technologies in music education. The organization of the educational process is highlighted, focusing on goal-setting, regular practice, constructive feedback, and creating a supportive learning environment. Overall, the study offers insights into impactful music teaching strategies and methodologies.

Re-thinking the Teaching of Mathematics: COVID-19 and Beyond

The COVID-19 pandemic has brought drastic shifts in teaching, forcing a rapid transition from face-to-face to online learning spaces, with schools adopting new modes of pedagogy and assessment. Educators were faced with a situation where they needed to relearn ways of teaching mathematics and reimagine possibilities for teaching mathematics within the constraints imposed by the pandemic. Despite the difficulties, these constraints gave rise to innovative ways of teaching mathematics, and provided an opportunity for teachers and students to find new ways of interacting and working together. With a focus on the teaching of mathematics at post-secondary level, this paper explores the teaching experiences of four lecturers during the COVID-19 pandemic. It looks at the emerging pedagogical realities as the lecturers adjusted their teaching practices, as well as the pedagogical insights that they gained for their future practice. While initially the lecturers attempted to replicate a teaching and learning environment similar to what was before the pandemic, remote teaching then led to searching for digital tools that sought to enrich the teaching and learning experiences and afforded new opportunities for teaching and assessing mathematics. Following the period of remote teaching, the lecturers are looking towards a future practice as one which involves a blended learning approach, utilising aspects of online teaching and technology to complement and enrich their face-to-face teaching. The pandemic and remote teaching should provide an impetus to the sharing of pedagogical practices and to effective professional development on the use of effective teaching approaches, including the use of digital tools, to enhance mathematical teaching and learning experiences for students.

Challenges in Instructional Supervision: A Phenomenological Study of Master Teachers in Cabuyao

This study explored the lived experiences of master teachers in the City Schools Division of Cabuyao, focusing on the challenges they encountered in instructional supervision. The research aimed to identify specific issues faced by master teachers and propose solutions to enhance teacher effectiveness and professional growth. A phenomenological qualitative research approach was employed, utilizing homogenous purposeful sampling. Ten master teachers who supervised schools with low National Achievement Test results in 2021-2022 participated in the study. Data were analyzed using Interpretative Phenomenological Analysis, generating key themes from the participants' experiences. The analysis revealed three major themes: Time Management and Issues with Lesson Exemplars, Incorrect Classroom Management Practices and Pedagogical Approaches, Addressing Negative Feedback from Teachers, and Lack of Awareness of New Strategies. These themes highlighted challenges such as time management, classroom procedures, pedagogical approaches, and managing teachers’ reactions to feedback. The study suggested that school heads and master teachers should focus on enhancing teacher effectiveness, fostering professional growth, and addressing strengths and shortcomings identified during supervision. Emphasis was placed on developing teaching skills through self-awareness and positive behavior reinforcement. The importance of fostering reflection and generating improvement ideas without judgment was also highlighted. Based on the findings, a program for master teachers and teachers was proposed to address the critical needs of effective supervision in educational settings, aiming to support consistent improvements and a more effective teaching approach.

Enhancing Learning in Biology for Engineers: A Problem Based Case Study

Abstract— Problem-Based Learning (PBL) is acknowledged as an effective pedagogical approach that facilitates a deeper understanding of concepts, surpassing a 90% comprehension rate. Renowned as a dynamic and student-centered activity, PBL fosters out-of-the-box thinking, thereby supporting the enhancement of students' skills and creativity. This paper specifically delves into the application of problem-based learning in the context of the third-year undergraduate Biology for Engineers course. PBL activities tailored for the Biology for Engineers curriculum are meticulously crafted to provide students with a progressive and comprehensive grasp of biological concepts, coupled with their practical applications in the realm of engineering. By adopting a creative, applied, and design thinking approach, PBL enables students to traverse the intricacies of the biology course effectively. In the Biology for Engineers course, PBL activities are strategically designed to facilitate a step-by-step acquisition of in-depth knowledge and a nuanced understanding of the real-life applications of biology in engineering contexts.This deliberate approach not only augments students' experiential learning of biology but also nurtures their creativity. Significantly, the PBL methodology empowers students by instilling a sense of ownership over the course, thereby contributing to their overall academic and professional development. Keywords—Learning, Course, Problem based Learning, Activity, Biology.

STRATEGIES DIDACTIQUES ET PEDAGOGIQUES DE L’ENSEIGNEIMENT A DISTANCE DANS LE CONTEXTE DU COVID-19 : GUIDE POUR LES ENSEIGANTS.

The preparation of a courseassumes a number of educational strategies. The teacher must specify the following parameters: the content and approach to be studied; strengths and weaknesses; the needs and interests of learners; common essential learning that can be introduced; the most effective pedagogical approaches. These strategies are of crucial importance and must be taken into know-how.

Exploring the Potential of Metaverse-Based Platforms for Enhancing English as a Foreign Language (EFL) Learning: A Comprehensive Systematic Review

Metaverse technology introduces a new dimension to education, offering continuous and sustainable learning experiences. With its immersive, multimodal interactions, the Edu-Metaverse holds promise for English as a Foreign Language (EFL) learning. As higher education moves towards digital transformation, the exploration of Metaverse technology’s applications in EFL teaching becomes crucial. This study conducts a systematic review of the Metaverse in English language learning, emphasizing its integration with traditional education, effective pedagogical approaches, the diversity of Metaverse types in EFL learning, and challenges linked with Metaverse-based platforms in EFL education. The findings highlight the potential of Metaverse learning environments to enhance academic achievement while addressing key research questions. However, the review also recognizes its limitations and outlines directions for future research, offering valuable insights for educators and researchers interested in utilizing Metaverse platforms for EFL instruction.

Analysing Students’ Metacognitive Knowledge on Oral Presentation Assessment

Understanding students’ metacognitive knowledge is crucial for developing and validating an effective oral assessment method that accurately measures their proficiency. However, students face challenges particularly in communicative competence, as it often requires internal cognitive processes and strategies, which can be complex and difficult to adapt. Drawing upon this predicament, the present study aims to explore how students demonstrate their metacognitive knowledge through oral presentation assessment and aid in the composition of metacognitive strategies to facilitate effective oral presentation. A total of 85 bachelor’s degree students’ responses were qualitatively analysed by deploying the thematic analysis, whereby word lists and keywords were examined in context. Individually, the students were given metacognitive prompts after they had completed the first assessment, which was an individual in-class presentation. The responses provided an opportunity to explore the features that construct metacognitive strategies for effective presentations. Based on the responses, three features: 1) preparation, 2) self-monitoring, and 3) self-evaluation were identified according to the process of developing and delivering an oral presentation. After that, a framework of metacognitive strategies for effective oral presentations was developed based on the responses that were immersed in metacognitive knowledge responses. The practical oral assessment metacognitive strategies provide insights into how students reflect on their thinking, plan their learning strategies and assess their understanding and oral presentation skills. The infusion of these features into the existing process should also assist in identifying and addressing barriers to students’ language learning and proficiency. Consequently, it can lead to more personalized and effective language teaching approaches, supporting students’ overall cognitive and language development.

Implikasi Pendidikan Kewirausahaan dalam Membentuk Minat dan Kompetensi Wirausaha

This qualitative literature analysis examines the implications of entrepreneurship education in shaping entrepreneurial interest and competencies. The study aims to gain a comprehensive understanding of how entrepreneurship education influences individuals' interest in entrepreneurship and their development of entrepreneurial competencies. Through a qualitative analysis of relevant literature, the research addresses key research questions regarding the impact of entrepreneurship education, factors contributing to the formation of interest and competencies, and potential cultural variations in these implications.The research methodology involves a systematic selection of credible literature from various sources, including scholarly journals, books, and articles related to entrepreneurship education, entrepreneurial interest, and competencies. Data collected is analyzed qualitatively, identifying major themes and synthesizing the literature to reveal the relationships between entrepreneurship education, entrepreneurial interest, and competencies. The analysis also explores factors within entrepreneurship education that support the formation of interest and competencies, such as curriculum design, teaching methods, learning environment, and social influences. The findings of this study contribute to a deeper understanding of the implications of entrepreneurship education in shaping entrepreneurial interest and competencies. It elucidates the influence of entrepreneurship education on individuals' interest in entrepreneurship and the competencies developed through such education. Additionally, it identifies critical factors that contribute to the formation of entrepreneurial interest and competencies, offering insights for policymakers and education practitioners to enhance the effectiveness of entrepreneurship education in fostering entrepreneurial interest and competencies. By conducting a comparative analysis across different cultural or national contexts, the research examines potential variations in the implications of entrepreneurship education. This analysis sheds light on differences in entrepreneurship education approaches and cultural factors that influence the formation of entrepreneurial interest and competencies. Overall, this research contributes to the field of entrepreneurship education by advancing our understanding of its implications in shaping entrepreneurial interest and competencies. The findings provide valuable insights for the development of effective entrepreneurship education approaches, guide policymakers in formulating education policies, and promote broader awareness and participation in entrepreneurship

Ludicidade e o ensino de Matemática: jogos, brincadeiras e dinâmicas

This research paper, resulting from a study aiming to integrate playfulness into mathematics teaching using games, play, and dynamics to make learning more accessible and engaging, seeks to understand the repercussions of incorporating potentially playful devices such as games, play, and dynamics into mathematics education for elementary school students, analyzing how playfulness can enhance learning, promote a more positive view of mathematics, and develop cognitive and interpersonal skills in children. The research adopts an exploratory qualitative approach and was conducted with two 2nd-grade classes in elementary schools in Juazeiro, Bahia, divided into four stages exploring logical reasoning games, ethnic-cultural origin games, mathematical dynamics, and real-world applications of concepts. Results showed that potentially playful activities promoted greater interest, motivation, and cognitive and interpersonal development among students, reducing math-related fears. Playfulness also contextualized mathematical concepts and facilitated content comprehension, offering an effective teaching approach that stimulates creativity and conceptual understanding

Critical Thinking: The Code to Crack Computer Science Education

Aim/Purpose: This paper explores the potential value of critical thinking in computer science education and discusses strategies for its integration across the curriculum. Background: As technology rapidly evolves and becomes increasingly integrated into society, there is a growing need for computer science graduates who can think critically about the ethical, societal, and technical implications of their work. Methodology: This study employs a conceptual analysis approach, reviewing existing literature on critical thinking in computer science education and synthesising insights from various sources. The analysis focuses on identifying challenges in implementing critical thinking instruction and proposing practical solutions. Contribution: This paper provides an overview of the current discourse on integrating critical thinking into computer science curricula. It explores the distinction between critical thinking and computational thinking, discusses various pedagogical approaches, and offers insights into potential challenges of implementation. Findings: The paper identifies six key challenges in embedding critical thinking into computer science education. It proposes initial steps to address these challenges, including curriculum redesign, innovative assessment methods, and faculty development strategies. Recommendations for Practitioners: Educators should adopt a balanced approach that complements technical education with critical thinking exercises, using diverse teaching methods such as dialogue-based teaching and authentic instruction. Recommendation for Researchers: Future research should focus on empirical studies to assess the effectiveness of the proposed solutions and develop standardised tools for evaluating critical thinking skills in computer science. Impact on Society: By enhancing critical thinking skills in computer science education, we can produce graduates who are better equipped to address complex technological challenges and their societal implications. Future Research: Further investigation is needed into the most effective pedagogical approaches for teaching critical thinking in computer science, with a focus on multidisciplinary perspectives.

Social and Emotional Learning Through a Sports-Based Youth Development Program Grounded in a Hybrid Model-Based Practice

Purpose: This study aimed to investigate the student’s experiences of social and emotional learning in a community-based youth soccer program grounded in the hybridization of the teaching personal and social responsibility model and the cooperative learning model. Methods: This research was guided by a case study design. Qualitative data were collected over 28 weeks. Twenty-three children (n = 23) participated in the study. Eleven individual interviews, six focus group interviews, two rounds of student drawing activities, and 22 researcher’s self-reflection journals were taken during the program. Inductive analysis and constant comparison were used for data analysis. Results: Four themes were drawn from the collected data: trying your best, respecting each other, learning and working as a team, and making your responsibilities at home and school. Conclusion: The study provided evidence that the hybridization of teaching personal and social responsibility and cooperative learning could be an effective pedagogical approach for students’ social and emotional learning development in sports-based youth development programs.

The importance of teaching literature in developing interest and communicative competence in English as a foreign language

The paper delves into the importance of teaching literature in developing interest and communicative competence in EFL learners. It emphasizes the role of literature as a linguistic resource and a cultural gateway, highlighting its significance in enhancing intercultural competence and communicative skills among students. The study explores the evolution of literature's role in modern language pedagogy, discussing historical perspectives and the integration of technology in teaching literature. It also delves into how literature fosters communication skills, critical thinking, and analytical abilities in EFL learners. The research further examines the impact of literature on motivation and engagement in EFL classrooms, emphasizing the practical application of literary texts to enhance student interest and participation. It discusses strategies for selecting literary works and using them to improve motivation during English language classes. The paper includes an experimental research section that outlines the study's objectives, data collection methods, participant details, and analysis techniques. It concludes with a discussion of the results, pedagogical implications, and an analysis of the findings to draw meaningful conclusions. The study's theoretical value lies in its comprehensive exploration of how integrating literature can enhance communicative competence among Ukrainian EFL learners. By drawing on international research and local teachers' perspectives, the paper aims to provide insights into effective pedagogical approaches for utilizing literature to stimulate learner engagement and improve communication skills in English. The practical implications of the research focus on teaching materials and strategies for integrating literature effectively in the English language classroom in Ukraine, aiming to enhance student interest and engagement in learning English. The study's relevance extends to teachers and individuals interested in language education, offering valuable insights into the benefits of incorporating literature in EFL instruction.