Effective Teaching Techniques Research Articles

Uncovering the Most Effective Pedagogical Techniques for Math Education Using Machine Learning

Many new math educators express that their first years in the teaching field are extremely challenging. They struggle to discover and apply the most effective teaching techniques and behaviors, often without the support of more experienced colleagues. In this study, we use machine learning to find the strategies that novice teachers can adopt to enhance their teaching effectiveness. The core aim is to uncover the relationship between teachers’ performance, as assessed by student evaluations, and their pedagogical methods. These strategies are derived from the final decision tree model, which is trained on a large dataset of empirical data from schools. The data consists of input from 72 math teachers of grades 7-9 and their students in Dubai, used to train two decision tree models: a classification tree and a regression tree. The structure of these trees is analyzed to identify and rank the effectiveness of nine teaching techniques—such as Visualization, Practice, Math Rules, Gamification, Collaboration, Problem-Solving, Case Studies, Assessments, and Language Switching—and four behavioral methods—such as Inspiration, Engagement, Entertainment, and Bonding— in relation to the Student Evaluation Index (SEI), which is derived from student feedback. Results indicate that techniques such as "gamification" and "inspirational behavior" are consistently associated with higher SEI scores across different tree configurations. However, factors such as the demographics and culture of both students and teachers may need to be considered when generalizing these findings to other regions of the world.

Effects of Nurse-Led Intervention for Mother-Infant Dyads on Breastfeeding, Infant Health Outcomes.

This study aimed to investigate the efficacy of nurse-led interventions in enhancing breastfeeding women's knowledge and practices and in preventing diarrhea among their infants. The study was conducted in rural areas of Haryana, India, and used the survey design and pre-experimental research design in Phase I and Phase II, respectively. Mothers who had recently delivered a baby were identified using the birth register at the panchayat office, and 200 mothers who met the inclusion criteria were chosen using purposive sampling technique. The data were collected by interview approach using the knowledge questionnaire on breastfeeding, observational checklist on practice of breastfeeding, diarrhea assessment tool, and the duration of data collection was between May to August 2022. In Phase I, exclusive and non-exclusive breastfeeding mothers were surveyed regarding the occurrence of diarrhea among infants. In Phase II, non-exclusive breastfeeding mothers' knowledge and practice were assessed, and then nurseled intervention on breastfeeding was administrated and on 30th, 60th, and 90th days, post-test was done. The study's findings demonstrate that the knowledge and practice scores varied significantly across different tests, from pre-test 1 (6.73 ± 1.94) to post-test 3 (16.19 ± 3.04), (F=294.11, p < .000) for knowledge, and for practice pre-test 1 (23.41 ± 8.90) to post-test 3 (101.81 ± 22.4), (F=535.98, p < .000) in the intervention group. Further, in the intervention group, there was decrease in diarrhea occurrence among various observations (Q=60.609, p < .000). The nurse-led intervention of breastfeeding is an effective teaching technique to improve the knowledge and practice of mothers, as well as it helps to reduce the occurrence of diarrhea among infants, there by it can contribute to reducing the infant mortality rate.

Autonomous Learning Model in Teaching Speaking Skills at Indonesian EFL Classroom

This study looks into the autonomous learning approach that teachers in Indonesian EFL classrooms use to teach English speaking. This study uses a case study approach, utilizing a descriptive qualitative approach. The participants in the case are fourteen third-semester students and a lecturer at the Faculty of Teacher Training and Education, Universitas Iqra, Buru. In-depth interviews and classroom observations were used to gather the data in order to determine its objective orientation. As the common thread of the research gathered through these two instruments, the data were analyzed using the four stages of the descriptive analysis developed by Miles, Huberman, and Saldana (2014): gathering, condensing, showing, and drawing conclusions. The results showed that the lecturer used four autonomous learning strategies to teach speaking skills: setting clear, contextual goals; using effective teaching techniques such as describing people, journal-reviewing, and storytelling; motivating students to be independent and confident; and incorporating technology like Google Meet, Zoom, and YouTube to facilitate speaking instruction. This research draws a conclusion that using an autonomous learning paradigm improved student engagement and enthusiasm with the process of learning how to speak English.

Penanganan Gangguan Belajar Anak Disleksia Melalui Spelling Method

Everyone has different abilities and levels of intelligence, including children with learning difficulties such as dyslexia. Dyslexia is a neurological brain disorder that affects reading and writing skills, rather than being the result of poor learning. It involves challenges in information processing in the brain, so dyslexic children often have difficulty reading words quickly and accurately. This research aims to analyze the treatment of learning disorders of dyslexic children through the spelling method. The methodology used in this research involves a qualitative approach using case studies. The data collection techniques used were observation, interview and documentation. The observation and interview techniques used question guidelines that had been prepared, while documentation was carried out with data analysis techniques which included data reduction, data presentation, and conclusion drawing. The results of this study show that the spelling method is an effective teaching technique for children with dyslexia. This method involves phonetic understanding, phonological awareness, as well as a consistent and collaborative multi-sensory approach between schools and parents. The studied child showed significant improvement in reading ability after the application of this method, through repeated practice and periodic evaluation that ensures effectiveness and supports the achievement of the child's academic potential.

An Analysis of the Instructors’ Techniques in Teaching English Vocabulary at MY LIBERTY International English School

This study discusses the techniques used in teaching English vocabulary to young learners at MY LIBERTY International English School. The theoretical significance of the research lies in its potential to enhance readers' knowledge about effective teaching techniques for young learners. Additionally, this research can be a reference for future researchers exploring similar topics. The study aims to analyze the techniques employed by instructors in teaching English vocabulary to young learners and to evaluate students' responses to these techniques. A qualitative descriptive methodology was used, with observation sheets and interviews serving as the primary data collection methods. The researcher conducted interviews with three instructors and nine students to supplement the observational data. The results of the study indicate that out of nine identified techniques, eight were actively used by the instructors. These techniques include repetition, the use of pictures, pronunciation drills, modeling/demonstration, providing clues, games, question and answer sessions, and reading aloud. One technique was not observed in the teaching process. Understanding students' responses to these teaching techniques is crucial for instructors as it provides valuable feedback for improving their teaching strategies. The analysis of student responses revealed that out of the nine respondents, seven students had positive reactions, while two students had negative responses.

Enhancing English Language Teaching through 21st-Century Competence: Insights from All Male Instructional Design Class

As the world becomes more interconnected, the ability to swiftly adapt to changes has never been more crucial. Consequently, the Indonesian government has proposed that all educational institutions promote 21st-century competencies in every subject, including English lessons. In language teaching classes, preservice teachers must evolve to meet the demands of future competencies, which are essential for participating in global commerce, diplomacy, and multicultural societies. These competencies include critical thinking, collaboration, creativity, and communication. This study aims to investigate how preservice teachers conceptualize these competencies and the strategies they use to enhance language teaching. The data was gathered from male students enrolled in an Instructional Design Class who received material on 21st-century skills. The findings reveal that all male instructional designers meet the demands of future competencies and are actively incorporating strategies to develop these skills in their language teaching practices. These strategies include integrating technology, promoting a scientific approach, and preparing for the demands of an interconnected, globalized world. However, there is still a need to focus on effective teaching techniques to achieve the desired learning outcomes in language education. This study highlights the importance of continuous adaptation and innovation in teaching methodologies to equip students with the necessary skills for the future.

The Effects of Online Applications in English Vocabulary Learning: Quizlet Application

Purpose: The main purpose of this study is to analyze the impact of the Quizlet application, a computer-aided vocabulary learning tool widely recognized as an online flashcard application, on the development and retention of English vocabulary among students learning English as a foreign language. Design/Methodology/Approach: The data were obtained from 34 fifth-grade students studying English as a foreign language during 2019-2020 academic year at Yediiklim Secondary School in Karesi district of Balıkesir province. The research was conducted using a quantitative research method within quasi-experimental design without pre-test post-test control group. Quantitative data was collected through pre and post vocabulary achievement tests, retention test and scale. While word tests aim to measure students’ vocabulary acquisition, the retention test aims to measure students’ retention of vocabulary. The Quizlet Attitude Scale was also used to obtain opinions about Quizlet. Quantitative data were analyzed statistically in SPSS Statistics. Findings: As a result of the analysis, the findings show that there is a significant difference between Quizlet and test scores. According to the results of the survey, it is concluded that the students developed positive perceptions about the use of the Quizlet program. Highlights: In the light of these findings, it is recommended to use computer-based vocabulary learning tools as a student-centered and effective teaching technique in foreign language teaching and to expand their use.

Peningkatan Kompetensi Keguruan Melalui Program Praktik Pengalaman Lapangan di MTsN 7 Aceh Utara

In an effort to enhance the teaching competencies of students, the Field Experience Program (PPL) at MTsN 7 Aceh Utara was implemented with the goal of applying educational theory in real-world practice. This study employs an action research approach with a classroom action research design, involving cycles of planning, implementation, observation, and reflection. The research methods include observation, interviews, documentation, and self-reflection by the practitioners. The collected data were analyzed descriptively to identify patterns and necessary improvements in the teaching process. The findings indicate that the implementation of PPL successfully improved practitioners' skills in determining and preparing teaching materials, applying effective teaching techniques, and developing well-structured Lesson Plans (RPP). Practitioners also gained direct teaching experience, enhanced classroom management, and better understood student characteristics. Additionally, the use of teaching media was refined, contributing to an increased understanding of the material by students. Although the PPL program yielded positive results, several challenges such as student attitudes and preparedness emerged. Efforts to address these challenges included regular consultations with supervising teachers, creating a conducive learning environment, personal approaches with students, and providing motivation. The recommendations from this study are the reinforcement of classroom management strategies, increased student participation through personal approaches, and the use of more varied teaching media to support a more effective teaching and learning process.

The Effectiveness of a Role-Play Activity in Practicing EFL Learner’s Communicative Skills

Traditional language teaching methods have emphasized grammar and vocabulary acquisition; the development of learners' communicative skills has often been overlooked. As language educators strive to create dynamic and interactive learning environments, incorporating effective teaching techniques that promote authentic communication becomes imperative. This paper refers to many literature materials by means of the search of Know net to explore the effectiveness of a role-play activity in enhancing EFL learners' communicative skills.

Class modality transition during COVID-19 pandemic: implications for unforeseen events

PurposeThis study aims to examine student perceptions regarding the mid-semester transition from face-to-face to online delivery in an accounting course during spring 2020.Design/methodology/approachDue to the COVID-19 pandemic, numerous universities and colleges worldwide transitioned from face-to-face instruction to online delivery during spring 2020. We find some evidence in line with prior literature that COVID-19 affected student learning experience from various aspects.FindingsThanks in part to effective teaching techniques implemented by the instructor during the transition, including online lecture videos recorded by the instructor, online class materials, early posting of answer keys, frequent communication through emails and bonus points for watching lecture videos, students still perceived their learning outcomes positively in general.Originality/valueThese teaching techniques can be used to enhance student learning experience and satisfaction during class modality transitions in unforeseen circumstances, for both hybrid and online business courses.

Teaching Mathematics with Creativity

This article explores and reviews the literature about the latest research-based teaching and learning techniques or strategies that are used by passionate and enthusiastic classroom teachers, often for the purpose of enlightening, firing up, or illuminating classroom lessons to grab students’ immediate attention, curiosity, and overall interest in the learning process. The question used to guide the exploration of the existing literature is: How do effective classroom teachers manage to always create a conducive, welcoming, and exciting rather than depressive learning environment? Participants’ engagement, observation and conversations were the main methodologies employed for this review study. While the current research output is often forward-looking, that is, it is too busy moving forward as it comes up daily with suggested new ways of teaching and learning, almost nothing or little attention is given to what is already available. This means there is an implication that a valuable knowledge already discovered could remain largely un-utilized, unused knowledge domain which can be put into practice in classroom settings. Hence, this qualitative, cumulative, and narrative review article highlights some of the latest, creative, and effective teaching techniques that the authors explored and found impressive. These are effective strategies that might be overlooked; but they are effective techniques that can be utilized by the most passionate and enthusiastic classroom teachers for the purpose of making mathematics attractive.

The differential needs and expectations from general practitioners in oncology between high-income countries and low- and-middle-income countries: results from a survey of Canadian and Nepali oncologists.

To address the shortage of oncologists in the wake of the rapidly increasing global cancer burden, general practitioners of oncology (GPOs) have been added to cancer care teams worldwide. GPOs are family physicians with additional training in oncology and their roles differ by both country and region. In this study, we aimed to learn about the roles and expectations of GPOs from the perspective of oncologists in Canada and Nepal. A survey was designed and administered to Canadian and Nepali Oncologists between February and November 2022 using Research Electronic Data Capture, a secure web-based software platform hosted at Queen's University in Kingston, Ontario, Canada. Participants were recruited through personal networks/social media in Nepal and the survey was distributed through an email list provided by the Canadian Association of Medical Oncologists. The survey received 48 responses from Canadian and 7 responses from Nepali oncologists. Canadian respondents indicated that in terms of educational content delivery, clinics with oncologists followed by didactic lectures by oncologists were thought to be the most effective, followed by a small group learning and online education. Nepali oncologists also indicated didactic lectures by oncologists and small group learning would be the most effective teaching techniques, followed by online education and clinics with oncologists. Critical knowledge domains and skills most relevant for GPO training identified by Canadian respondents were managing pain and other common symptoms of cancers, as well as treatment of common side effects, followed by goals of care discussion, post-treatment surveillance for recurrence, and the management of long-term complications from treatment. Respondents from Nepal, however, suggested an approach to diagnosis to patient with increased risk of cancer, and cancer staging were the most critical knowledge domains and skills. The majority of oncologists in both countries thought a training program of 6-12 months was optimal. We found many similarities in oncologist's opinions of GPOs between the two countries, however, there were also some notable differences such as the need to provide cancer screening services in Nepal. This highlights the need to tailor GPO training programs based on local context.

Teaching Mathematics with Creativity

This article explores and reviews the literature about the latest research-based teaching and learning techniques or strategies that are used by passionate and enthusiastic classroom teachers, often for the purpose of enlightening, firing up, or illuminating classroom lessons to grab students’ immediate attention, curiosity, and overall interest in the learning process. The question used to guide the exploration of the existing literature is: How do effective classroom teachers manage to always create a conducive, welcoming, and exciting rather than depressive learning environment? Participants’ engagement, observation and informal-oral interviews (or conversations) were the methodologies employed for this review study. While the current research output is often forward-looking, that is, it is too busy moving forward as it comes up daily with suggested new ways of teaching and learning, almost nothing or little attention is given to what is already available. This means there is an implication that a valuable knowledge already discovered could remain largely un-utilized, unused knowledge domain which can be put into practice in classroom settings. Hence, this qualitative, cumulative, and narrative review article highlights some of the latest, creative, and effective teaching techniques that the authors explored and found impressive. These are effective strategies that might be overlooked, overshadowed, or blurred; but they are effective techniques that can be utilized by the most passionate and enthusiastic classroom teachers for the purpose of making mathematics attractive. It is therefore recommended that the classroom teachers be allowed certain decree of freedom to experiment with new ways of teaching.

SOFT SKILLS TEACHING AND LEARNING IN MOROCCO: A META ANALYSIS

Soft skills have become a debatable topic, and they have become one of the requirements of the workplace, especially in the era of globalization. That is to say, university graduates, for instance, need to master various soft skills before applying for a job such as communication, cooperation, leadership, and problem-solving, to mention a few. Hence, it is important to integrate and incorporate soft skills in the educational curriculum in order to enable the young generation to join the labor market. Regarding the importance of these skills, this meta-analysis is conducted to explore the situation of soft skills teaching and learning in Morocco. It is based on nine studies on soft skills teaching and learning in Morocco. The analysis supports the importance of soft skills’ inclusion in the Moroccan curriculum; the analyzed articles highly recommend role-play, problem-solving, task-based learning, and debates as effective teaching techniques for soft skills enhancement.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/lit/0758/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Evaluation of Teachers' Technological Pedagogical Content Knowledge (TPACK) Understanding Profile

This research aimed to assess teachers' understanding of the Technological Pedagogical Content Knowledge (TPACK) structure and investigate whether TPACK components differ based on gender characteristics. The research method used was a cross-sectional survey, a quantitative approach aimed at examining a condition at a specific point in time and exploring relationships between variables. Respondents were randomly selected from 102 teachers spread across Lombok Island, comprising 48 female teachers and 56 male teachers. The research instrument utilized a TPACK questionnaire measuring CK, PK, TK, TPTCK, and TPCK, adapted from Liang et al., 2013. The analysis results indicated that teachers demonstrated a solid understanding of Content Knowledge (CK) and Pedagogical Knowledge (PK), signifying a strong grasp of the taught material and effective teaching techniques. However, concerning Pedagogical Content Knowledge (PCK), their understanding of how to teach specific content required further attention. Nevertheless, they exhibited a robust understanding of Technological Knowledge (TK), Technological Pedagogical Content Knowledge (TPTCK), and Pedagogical Content Knowledge (TPCK), although the level of understanding in TPCK was slightly higher than TPTCK. Meanwhile, the gender-based analysis showed significant differences in TPACK understanding between the genders in the TK, TPTCK, and TPCK components, but no significant differences were observed in the PK, CK, and PCK components. This highlights the importance of understanding gender differences related to specific aspects of technology, education, and content knowledge. Further research or in-depth analysis is needed to comprehend the underlying factors causing these differences and their implications within the educational context and curriculum development.

Teaching Mathematics with Creativity

This article explores and reviews the literature about the latest research-based teaching and learning techniques or strategies that are used by some of the most passionate and enthusiastic classroom teachers, often for the purpose of enlightening, firing up, or illuminating classroom lessons in order to grab students’ immediate attention, curiosity, and overall interest in the learning process. The question used to guide our exploration of the literature is: How do effective classroom teachers manage to always create a conducive, welcoming, and exciting rather than depressive learning environment? While the current research output is more often than not forward-looking, that is, it is too busy moving forward as it comes up daily with suggested new ways of teaching and learning, almost nothing or little attention is given to what is already available, discovered, or recorded. This means there is an implication that a valuable knowledge domain already discovered could remain largely un-utilized, an unused knowledge domain that is already available in the recorded literature, which can be put into practice in classroom settings. Therefore, this review article highlights some of the latest, creative, and effective teaching techniques that the authors explored and found impressive. These are effective strategies that might be otherwise overlooked, overshadowed, or blurred; but they are effective techniques that can be utilized by the most passionate and enthusiastic classroom teachers for the purpose of making mathematics attractive to all types of learners, often by the ways of generating, stimulating, and/or maintaining students’ interest in the mathematics subject matter.

DIALOGIC TEACHING: EMPOWERING FORMATIVE ASSESSMENT IN THE CLASSROOM

Dialogic teaching has become one of the most effective teaching techniques and also influential instrument for improving formative assessment in the classroom. Dialogic teaching is a strategy which has its roots in the concept of meaningful student-teacher discourse, promotes critical thinking, active engagement, and in-depth learning. The principles of dialogic teaching are perfectly aligned with basic concepts of formative assessment, which give educators opportunity to check and clarify students' comprehension in the moment. In this article some of the accurate methods of implementation of dialogic teaching for constant monitoring of learners’ progress are provided.

Assessing the Level of Educational Domain Development among Entrepreneurship Students: Inputs for Enhancing the Entrepreneurship Program Teaching Technique

Over the past years, higher education institutions have been impelled to create courses and environments in the field of entrepreneurship education as this programs contribute to economic growth in terms of job creation, business survival, and technological change. Entrepreneurial education and training equipped students with the capability to identify business opportunities in the society, build self-confidence, knowledge and skills to act on them. With this, teachers were continuously being challenged to design effective teaching strategies and techniques and plan meaningful activities for the students. This descriptive research aims to investigate the 3rd and 4th year students in a state university enrolled in the Entrepreneurship their assessment on the teaching techniques delivered by teachers teaching in the program and the domains that contribute to entrepreneurship attitude. The students assess the effectiveness of the eleven teaching techniques utilized by the teachers and the four domains of entrepreneurship attitudes. Findings shows that students’ assessment sees students-centred teaching techniques as more effective than teacher-centred teaching techniques. Business incubation, product development and visiting entrepreneurs are the top three teaching techniques that they perceived as effective while lectures, reporting and case analysis ranked the lowest among students assessment. Though the teacher-centred techniques ranks lowest among students, these are the teaching techniques that develop both the behavioral and cognitive attitude of students in entrepreneurship. Products conceptualize in the business incubation and used in the business plan concept, are student-centred teaching techniques which develop both the affective and skill-based educational domain of entrepreneurship.

Penerapan Metode Kooperatif tipe Jigsaw dengan menggunakan Strategi Active Learning terhadap Mata Pelajaran Pendidikan Agama Islam

The learning methodology used is a modification of the learning process of Islamic Religious Education. The way people learn now is the standard. Although it has not kept pace with the evolution of the site, teachers continue to use it extensively in limited circumstances. As a person, the teacher who is solely responsible for the quality of education must be encouraged by sufficient capacity and knowledge. The teacher must provide learning methods that are suitable for the ongoing learning process. The background of this research is that learning is an interaction between students and educators when participating in the learning process of Islamic Religious Education lessons. As a result, teachers must use the most effective teaching techniques for each study, one of which is by utilizing a learning approach from the results of classroom action research. This research is a classroom action research on the application of the jigsaw type cooperative method using an active learning strategy for Islamic Religious Education lessons. Evaluating the application of the jigsaw cooperative method using an active learning strategy for Islamic Religious Education subjects. The research results obtained in the application of this method show that there is an increase in positive things and leads to better things, such as learning activities in class and student discussions between students and students between teachers, as well as fostering activeness in implementing the learning process in Islamic Religious Education subjects.

The Factors Affecting Filipino Grade 11–12 students’ Pronunciation

This study aims to examine the factors affecting students' pronunciation in English as a Second Language (ESL) among senior high school students and their English teachers. A mixed-method approach was employed, which involved a survey questionnaire and semi-structured interviews with 10 senior high school students and 10 English teachers from PAU Excellencia Global Academy Foundation, Inc. in the Philippines. The results showed that attitude, exposure, mother tongue, and instruction are factors that affect students' pronunciation in ESL. The participants agreed that attitude towards learning English greatly impacts pronunciation improvement, and that exposure to English through media and social interactions is beneficial. However, the influence of the mother tongue on pronunciation was found to be significant, particularly in the Philippines where English is taught as a second language. Furthermore, the instruction provided by teachers was found to be a crucial factor affecting students' pronunciation, with the need for teachers to utilize more effective teaching techniques and strategies. This study contributes to the literature on ESL pronunciation by examining the unique perspectives of both students and teachers in the Philippines, which can provide insights into the development of more effective ESL teaching and learning approaches. The findings can also aid in the development of curriculum design and teacher training programs to improve ESL pronunciation instruction.&#x0D;