Teaching Effectiveness Research Articles

A Conceptual Model of Learning Adaptability of Higher Vocational Students in China

Abstract Vocational education plays a crucial role in China’s education system, with higher vocational education being a pivotal and dynamic aspect of the country’s educational reform. Despite this, higher vocational students often struggle with lethargy and inadequate adaptation to their studies. This paper constructs a conceptual model of learning adaptability by systematically coding and analyzing textual materials, such as literature, research reports, news, and interviews, pertaining to learning adaptability using grounded theory. The aim is to address the diverse factors influencing learning adaptability. The research revealed that the fundamental categories shaping learning adaptability encompass students’ psychological, academic, and personal growth states. To enhance learning adaptability, proactive intervention is necessary within these core categories outlined in the model, guiding students to anticipate and understand the challenges they may encounter. Notably, there remains a dearth of theoretical research on the learning adaptability of higher vocational students. This study aims to significantly contribute to improving teaching effectiveness in this domain.

Building Effective Values Educators: The Role of Emotional Intelligence and Instructional Efficacy

This study investigated the relationship between emotional intelligence and instructional efficacy among Grade 6 Values Education teachers in selected elementary schools in Hagonoy I District, Davao del Sur Philippines, focusing on emotional intelligence dimensions such as anxiety management, decision-making, time management, commitment ethics, and interpersonal relationships, alongside instructional efficacy indicators like efficiency, productivity, empathy, cooperation, and involvement. Using a descriptive-correlational research design, the study, conducted in selected elementary schools in Davao del Sur, Philippines, from 2015 to 2016, employed adapted and validated questionnaires to gather data from all Values Education teachers, ensuring a comprehensive sample size. Descriptive statistics analyzed mean scores and standard deviations, while correlation analysis examined the relationship between emotional intelligence and instructional efficacy. Results revealed that teachers exhibited high levels of emotional intelligence and instructional efficacy, with a significant positive correlation (r = 0.989, p = 0.001375 < 0.05), emphasizing the vital role of emotional intelligence in enhancing teaching effectiveness. These findings emphasized the importance of nurturing emotional intelligence among educators to improve instructional practices and achieve positive student outcomes in Values Education. The study contributes to theory by reinforcing the critical link between emotional intelligence and effective teaching, suggesting its integration into teacher education frameworks. Practically, it recommends targeted professional development programs to enhance teachers' emotional intelligence, promoting improved classroom management, stronger teacher-student relationships, and better educational outcomes.

Effective teaching, teacher-student relation, student engagement and student mathematical achievement

This study tries to investigate the effects of effective teaching of mathematics on teacher-student relationship (TSR), student engagement (StEn) and student mathematical achievement. A questionnaire is developed to measure the above three constructs in this study, and examination results at the end of the academic year are obtained as the measure of achievement. Confirmatory factor analysis shows that the constructs measured by the questionnaire have reliability and validity. Structural equation modelling confirms the proposal that effective teaching will affect TSRs, StEn, and mathematical examination scores. Teaching effectiveness as measured by students’ responses to the questionnaire can account for 14% of the variance of students’ final examination score. This study may shed light on the causal effects of effective teaching on TSR, StEn and mathematical achievement. Findings of this study may inform teachers of approaches in teaching to enhance students’ achievement in mathematics.

Application Research of 3D Virtual Interactive Technology in Interactive Teaching of Arts and Crafts

In the virtual reality teaching of arts and crafts, the uploaded image data often contains a lot of noise, which significantly reduces the quality of uploaded images and seriously affects the teaching effect of interactive teaching of arts and crafts based on virtual reality. For this reason, the research proposes an image denoising model based on convolutional neural network and wavelet transform, which adopts residual neural network structure and batch normalization algorithm, aiming at gradient explosion and gradient disappearance that may be caused by convolutional neural network, And the problem of low training efficiency has been optimized. The results show that when the noise standard deviation is 50, model 1 can achieve the target accuracy with only 82 iterations, while model 2 requires as many as 56 iterations. For images of different types and noise intensities, the average PSNR values of model 1 are 29.3dB, 30.5dB and 28.9dB, respectively. In addition, by applying Model 1 to VR teaching of arts and crafts, the average score of class 1 is 9.3 points higher than that of class 2. The proposed model effectively optimizes the virtual reality teaching process of arts and crafts, and provides a useful contribution to the application of virtual reality in the field of education.

Principles of ESP Teaching Activity Design - Taking Industrial Design English as an Example

Contemporary university English instruction typically exhibits issues such as antiquated pedagogical notions and a monolithic teaching approach. Conventional teacher-centered instruction, characterised by a lack of interactivity and an inability to completely engage students’ drive to learn, directly results in students' inefficacy in the classroom and suboptimal teaching outcomes, a phenomenon also observed in English for Specific Purposes (ESP) instruction. Crafting effective instructional activities that engage students actively and stimulate their interest can augment both learning efficiency and teaching effectiveness.

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.

A Study to Evaluate the Effectiveness of Computer-assisted Teaching on Attitudes of Fathers Regarding Toddler-rearing Practices in Selected Tertiary Care Center of Dadra and Nagar Haveli

In India, while women and motherhood have traditionally been emphasized, the role of fathers in child development is gaining recognition. Fathering involves nurturing and supportive actions crucial for a child’s growth. The toddler stage, often referred to as the "Terrible Twos," requires effective parental guidance to foster autonomy and social-emotional regulation. However, many fathers lack adequate attitudes toward toddler-rearing, highlighting the need for structured educational interventions

Pendekatan Model Kognitif Dalam Pembelajaran Nahwu Dengan Analisis Psikolinguistik : Sebuah Systematic Literature Review

This study explores the application of cognitive models and psycholinguistic principles in the teaching of Arabic syntax (Nahwu) through a Systematic Literature Review (SLR). The research aims to identify effective teaching models that align with the cognitive dynamics of learners, addressing questions about how modern pedagogical approaches can enhance understanding of Arabic syntax. Using a structured methodology, this study examines relevant literature, evaluates its inclusion based on predefined criteria, and synthesizes data to uncover patterns and strategies. Key findings highlight the significant impact of Task-Based Learning (TBL) and Problem-Based Learning (PBL) on cognitive development, particularly in fostering retention, comprehension, and practical application of Nahwu. The study emphasizes the integration of psycholinguistics in addressing learners' cognitive needs, suggesting the use of engaging and culturally relevant teaching materials to increase motivation and attention. This research concludes that adopting TBL and PBL within a psycholinguistic framework can significantly improve the efficiency and effectiveness of Arabic syntax teaching. It also underscores the need for further exploration of technology's role in enhancing interactive and personalized learning experiences.

Digital Literacy and Teaching Experience as Predictors of Pedagogical Competence in the Digital Era

This study investigates the influence of digital literacy and teaching experience on teachers' pedagogical competencies and essential skills, which are crucial for ensuring effective and high-quality learning processes. In the digital era, digital literacy empowers teachers to integrate technology into teaching, while teaching experience shapes their ability to manage classrooms and deliver effective instruction. Despite the increasing importance of these factors, there still needs to be a gap in understanding how they interact to enhance pedagogical competence. Data was gathered by administering questionnaires to 136 private senior high school teachers in the Cengkareng sub-district, who were chosen proportionately at random using a quantitative technique and multiple linear regression analysis. The findings indicate that digital literacy and teaching experience significantly influence teachers' pedagogical competence. These results underscore the importance of promoting digital literacy and fostering teaching experience as strategic measures to improve pedagogical competence. The study suggests that targeted professional development initiatives should enhance these factors to improve teaching effectiveness and ultimately elevate school learning outcomes.

Auditory and mental well-being of teachers in urban noise environment: A partial least square structural equation model approach

Urban noise pollution significantly impacts public health, particularly affecting those in constant exposure, such as schoolteachers in urban areas. This study addresses the critical gap in understanding how persistent traffic noise impacts teachers’ auditory and mental health, a key concern given their essential role in educational outcomes. The necessity of this research is underscored by the potential for noise-induced disturbances to impair teaching effectiveness and teachers’ quality of life. The research question investigates the specific auditory and mental health outcomes for teachers working in noise-polluted environments. The study quantitatively measures hearing acuity and assesses mental well-being among teachers in five urban schools adjacent to high-traffic areas using audiometric assessments and a socio-acoustic questionnaire. Findings indicate a varied degree of noise-induced hearing loss (NIHL), with 36% of the participants exhibiting mild while 8% showing moderate hearing loss. The obtained value of hearing handicap ranges from 2.1 to 14.4%. However, these results for hearing handicaps were found to be less significant, indicating the non-considerable impact of classroom noise on the auditory health of teachers. Furthermore, through exploratory factor analysis (EFA) and principal component analysis (PCA), five critical factors impacting teachers’ well-being were identified: Physiological Impact, Acoustics, Ambient Environment, Social Awareness, and Mental Well-being. Subsequent analysis using Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed that physiological impact and classroom acoustics, with path coefficients of 0.45 and 0.28, respectively, exerted a substantial and decisive influence on the mental well-being of schoolteachers, highlighting the critical role of environmental factors in shaping their psychological health. These insights underscore the pressing need for immediate interventions in school design and urban planning to effectively reduce noise pollution and protect the well-being of teachers.

Assessing the effectiveness of feature film and television series in university teaching through evaluation quadrangulation and action learning

ABSTRACT Multimedia technologies such as feature films and television series (FF/TV) are increasingly used by university lecturers to stay relevant in contemporary media-saturated society. However, institutional guidance on how to evaluate the teaching effectiveness and thus optimise the pedagogical integration of these materials is scarce: most institutional Student Evaluation of Teaching (SET) questionnaires do not directly cover multimedia use in the classroom. Lecturers therefore have been self-reliant in implementing a range of different evaluation practices to assess pedagogies with FF/TV. Using the four-quadrant model of evaluation and action learning, this study examines the advantages and shortcomings of various evaluation practices (e.g., SET questionnaires, observation, peer review) used by lecturers across disciplines who use FF/TV in their teaching. The study identified objectives and areas of evaluation that are specific to the context of teaching with FF/TV to guide the development of new SET questions and the integration of various TE practices into the full teaching cycle.

Research on the Mechanisms of the Digital Art Talent Cultivation Mode in Colleges and Universities Based on the AIGC

In the field of digital art, artificial intelligence-generated content (AIGC) technology is gradually becoming the core driving force of innovation. AIGC technology can automatically generate images, music, text and other types of artworks by simulating the creative process of human beings, providing new tools and platforms for digital art creation. Through the three methods of the literature review method, case study method, and interviews and questionnaire surveys, this paper thoroughly explores the current status of the application of AIGC in digital art education in colleges and universities, its teaching effect and its impact on the construction of teaching resources, teaching modes and evaluation systems. The research results show that AIGC technology can be used not only as a teaching tool but also as a platform to stimulate creativity and provide students with a new learning experience. Through data analysis, this paper reveals the potential of AIGC technology in enhancing students' interest in learning, creative expression, and technical mastery and proposes corresponding optimization of the teaching mode and evaluation system. In addition, this paper explores the challenges faced by AIGC technology in educational applications, such as ethical and legal issues, technological and cost challenges, insufficient faculty, and students' adaptability, and proposes corresponding countermeasures. Finally, this paper looks forward to the future development trend of AIGC in digital art education, highlights the contributions and innovations of the study, and provides references and suggestions for universities to cultivate new digital art talent in the era of AIGC.

Research on the English Writing Teaching Model in the AI Era

With the rapid development of artificial intelligence (AI) technology, the education sector, particularly language teaching, is undergoing unprecedented changes. English writing, as an essential component of language learning, is increasingly struggling to meet the demands for personalization and efficiency in traditional teaching models. This paper aims to explore the innovation and development of English writing teaching models in the AI era, analyzing the application of AI technology in English writing and its impact on teaching effectiveness. First, the paper reviews the development of AI technology and examines its potential value in English writing teaching, especially in the use of intelligent writing assistance tools and personalized learning paths. Next, it analyzes the challenges facing English writing teaching in the AI era, including the imbalance in technology dissemination and the transformation of teachers' roles. Finally, based on future development trends, the paper proposes strategies and recommendations for promoting the deep integration of AI technology with English writing teaching. This research aims to provide theoretical support for the innovation of English writing teaching models and offer practical references for educational policymakers and practitioners.

Analysis of the Impact of Inductive Reasoning on the Mathematical Thinking Style of Deaf and Hard-of-Hearing Students

In this paper, we combine the teaching and learning situation of deaf and hard-of-hearing students in the Linear Algebra course of the Computer Science and Technology major at the Nanjing Normal University of Special Education. Based on the cognitive style of deaf and hard-of-hearing students, we apply example induction, exhaustive induction, and mathematical induction to the teaching of Linear Algebra by utilizing specific course content. The aim is to design comprehensive teaching that caters to the cognitive style characteristics of deaf and hard-of-hearing students, strengthen their mathematical thinking styles such as quantitative thinking, algorithmic thinking, symbolic thinking, visual thinking, logical thinking, and creative thinking, and enhance the effectiveness of classroom teaching and learning outcomes in Linear Algebra for deaf and hard-of-hearing students.

The Application of “Problem-Based Learning + Flipped Classroom” Teaching Model in Bilingual Education

This study focuses on the application of the “PBL (problem-based learning) + Flipped Classroom” teaching model in bilingual education, aiming to explore its potential to enhance the quality and effectiveness of bilingual teaching. PBL emphasizes learning through the resolution of real-world problems, while the Flipped Classroom advocates that students acquire basic knowledge through self-study before class, dedicating class time to in-depth discussions and practical activities. The integration of these two teaching models in bilingual education aims to stimulate students’ interest in learning, improve their autonomous learning abilities, enhance critical thinking, and foster cross-cultural communication skills. Through literature review, case analysis, and empirical research, this study first examines the current applications and challenges of PBL and the Flipped Classroom in bilingual education. Subsequently, it elaborates on the specific implementation steps of the “PBL + Flipped Classroom” teaching model in bilingual education, including problem design, preview material provision, cooperative learning, classroom activities, and language support. A comparative experiment is then conducted to analyze the impact of this teaching model on students’ learning motivation, academic performance, and cross-cultural communication skills. The results indicate that the “PBL + Flipped Classroom” teaching model significantly improves students’ learning motivation and participation, enhances academic performance, and effectively boosts their cross-cultural communication skills. Furthermore, this model aids in cultivating students’ autonomous learning abilities and critical thinking, providing an innovative and effective approach to bilingual education. This study offers new ideas and insights for the field of bilingual education, which is of great significance for promoting the innovation and development of bilingual teaching models.

Effects of AI-assisted dance skills teaching, evaluation and visual feedback on dance students' learning performance, motivation and self-efficacy

Despite the importance of artificial intelligence in education, its effectiveness in this field requires more empirical research for corroborating evidence. In this study, a dance skills teaching, evaluation, and visual feedback (DSTEVF) system was developed based on AI technology and applied in a dance classroom. Forty participants from a vocational school studying dance were randomly divided into two groups: DSTEVF-based learning (experimental group, n = 19) and traditional teaching (control group, n = 21). The DSTEVF-based learning approach significantly improved students’ dance skills and self-efficacy. However, there was no significant effect on students’ motivation. Students with higher levels of motivation and self-efficacy benefitted more from DSTEVF-based learning than those with lower levels. Evidently, it is possible to establish a smart classroom by applying DSTEVF to the teaching activities of dance education, physical education, and other disciplines.

Audio-visual aesthetic teaching methods in college students’ vocal music teaching by deep learning

In recent times, characterized by the rapid advancement of science and technology, the educational system has continuously evolved. Within this modern educational landscape, Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has emerged as a prominent pedagogical paradigm, gaining substantial popularity in college-level instruction and capturing widespread societal attention. Notably, the cultivation of audio-visual aesthetic proficiency occupies a central role within this educational approach, prioritizing the enhancement of aesthetic sensibilities. By ingeniously amalgamating scientific knowledge with emotional expression, this research assumes a crucial facet in the holistic development of individuals. The research aims to explore the cultivation of students’ audio-visual aesthetic abilities in university-level vocal music education by integrating deep learning and STEAM education principles. Drawing upon an extensive review of relevant literature, this research synthesizes the principles of STEAM education with those of deep learning, while considering the current cultural and societal context and the distinct realities faced by contemporary college students. Consequently, this research posits a novel conceptual framework for curriculum design and proposes a three-stage teaching process model. To substantiate the efficacy of this innovative educational model, an empirical investigation employing a questionnaire survey is conducted to assess its teaching effectiveness, confirming the marked superiority of this pioneering pedagogical approach. The results demonstrate that the new teaching model has led to notable enhancements in students’ audio-visual aesthetic abilities, self-confidence in learning, and learning efficiency. Additionally, compared to traditional educational methods, the curriculum primarily, which focused on STEAM education with the project as its core, emphasizes the logic of the learning process and its connection with other disciplines. In conclusion, the three-stage educational model combining STEAM education and deep learning fully considers students’ learning situations and utilizes the analytical capabilities of computers for educational purposes. This learner-centric approach significantly augments teaching efficiency and flexibility. Finally, the research concludes by summarizing its contributions and limitations, offering practical recommendations for the field. This research provides new insights and references for the practice and improvement of audio-visual aesthetic education in higher education institutions.

The Practical Pathways of Enhancing Nursing Education in Medical Schools

The advancement of society and continuous improvements in the healthcare system have heightened the demands on professional nursing training, necessitating that nursing education better meet practical needs in an increasingly diversified medical environment. To address these requirements, the teaching approaches and assessment methods in nursing education should be reformed and updated. This study conducted a comprehensive analysis of the current state of nursing education and proposed potential pathways to enhance nursing education in medical schools. These pathways include implementing a student-centered teaching approach, incorporating various teaching activities, emphasizing the development of students’ practical skills, and reforming assessment methods to cultivate well-rounded professionals. The application of these strategies will help improve the effectiveness of classroom teaching, deepen students’ understanding of theoretical knowledge and practical skills, and thereby contribute to the improvement of nursing education quality.

Peer teachers as ultrasound instructors? – a systematic literature review of peer teaching concepts in undergraduate ultrasound education

BackgroundAs ultrasound is one of the most utilized imaging procedures in clinical practice in Germany, its integration into undergraduate medical education is imperative. Thereby, the limited availability of qualified instructors is a major challenge. Peer tutors, who are trained to instruct their peers collaboratively, could resolve staff constraints. This systematic review explores the literature on peer teaching in undergraduate ultrasound education, aiming to provide an overview of methodologies, outcomes, and peer teacher training concepts.MethodsFollowing the PRISMA guidelines, a systematic literature review was conducted on the subject of peer teaching in undergraduate ultrasound education. Using PubMed and Google Scholar as databases, studies in English or German involving training concepts for peer teachers in undergraduate ultrasound education, published up to November 21, 2023, were included. Data extraction of original studies followed the PICOS schema with special respect to didactic concepts of peer tutor training programs and the effectiveness of peer teachers compared to faculty instructors. A modified version of the Newcastle–Ottawa Scale (NOS) was used to assess the quality of included studies.ResultsFinally, the search resulted in 20 relevant original studies, including 16 studies exploring peer teacher training concepts. Predominantly, peer teachers studied in their 4th year of medical school and on average one year further compared to their students. Peer teacher training was integrated into curricula by course-based concepts (93.8%) and internships (50.0%). Didactic modalities varied, encompassing laboratory rotations including the scanning of patients, the scanning of fellow students, lectures, and didactic training. The median training duration was about ten days. Of six comparative studies, five found peer-assisted learning to be comparably effective and one even better than faculty-led courses.ConclusionDespite the growing amount of literature underlining the effectiveness and wide application of peer teaching in ultrasound education, training concepts stay heterogenous without a standardized system for training and qualifying peer teachers. Developing comprehensive guidelines for peer tutor education could increase acceptance and recognition of peer-assisted learning and ensure minimum training standards.

Application of situational simulation based on the Mini-CEX and DOPS rating scales in urology clinical training

ObjectiveThe objective of the study was to investigate the application effect of scenario simulation teaching based on the Mini-Clinical Evaluation Exercise (Mini-CEX) and direct observation of procedural skills (DOPS) rating scales in urology clinical apprenticeship training.Materials and methodsA total of 32 students from the class of 2015–2017 who completed their traineeship in the Department of Urology of our hospital were selected and divided into a research group and a routine group. Routine teaching was implemented for the trainees in the control group, while situational simulation teaching based on the Mini-CEX and DOPS scoring scales was implemented for the trainees in the research group. The Mini-CEX and DOPS scores and student satisfaction were compared at the time of admission and discharge between the two groups.ResultsAt the time of admission, there was no statistically significant difference between the Mini-CEX and DOPS scores of the two groups of trainees (p > 0.05). However, at the time of discharge, the Mini-CEX and DOPS scores of the trainees in the study group were 53.21 ± 4.52 and 81.23 ± 3.57, respectively, which were significantly higher than those in the conventional group (p < 0.001), and the trainees in the study group’s satisfaction with teaching was (20.11 ± 2.31), which was significantly higher than that of the conventional group (p < 0.001).ConclusionImplementing scenario simulation teaching based on the Mini-CEX and DOPS rating scales in urology clinical traineeship can significantly improve trainees’ surgical skills while also leading to high levels of satisfaction with the teaching method.