Effectiveness Of Traditional Teaching Methods Research Articles

PROJECT-BASED LEARNING AS AN EFFECTIVE APPROACH TO TEACHING BIOLOGY IN INSTITUTIONS OF HIGHER EDUCATION IN PODILLIA

The article explores the problem of the limited effectiveness of traditional teaching methods in biology within the context of modern educational environments for the students of Podillia. The research aims to determine the effectiveness of project-based learning as an alternative approach in teaching biology at the higher education level for the students of Podillia. The study involves an analysis of recent research and publications related to the identified problem. Research methods: theoretical (analysis and synthesis of literary sources, generalization and comparison of data, prediction of further actions) and empirical (observation, pedagogical experiment, pedagogical reflection). The research findings confirm that project-based learning facilitates active student participation, fosters the development of creative thinking, and enhances communicative, soft skills for the students of Podillia. The scientific novelty of this article lies in conducting a research that addresses the problem of insufficient effectiveness of traditional teaching methods in the context of modern educational environment for students in the Podillia region. Additionally, the article explores project-based learning as an alternative approach in teaching biology at the higher education level for Podillia students. Therefore, this article contributes significantly to the field of biological education by proposing a new approach to teaching biology at the higher education level, which can enhance the learning outcomes for students in the Podillia region. The conclusions of the study emphasize the significance of project-based learning in the context of teaching biology in higher education and suggest prospects for further research in this approach for the students of Podillia and other regions.

Applying APOS Theory to Enhance Algebraic Logic Skills: Comparing Traditional Teaching and Computer-Assisted Instruction

This study aims to assess how effectively applied science students use equations to express connectivity in algebraic logic and understand their cognitive framework. This research measures students' understanding of mathematical logic connectors in line with the polytechnic curriculum and uses APOS theory as a basis. It compares the effectiveness of traditional teaching methods with the computer-assisted instruction (CAI) approach. The results show that students learning with CAI perform better in applying connectivity equations. These findings underscore the importance of students' cognitive schemes in understanding the relationship between algebra and logic. Students with a more mature conceptual understanding tend to overcome conceptual application difficulties better. For future research, it is suggested to explore the application of CAI methods in various learning contexts and other disciplines, as well as to assess its long-term impact on students' cognitive skills and mathematical understanding. Additionally, it is essential to compare the effectiveness of CAI with other innovative learning methods to determine the best approach to developing students' logic and algebra skills.

The Use of Twitter in Learning English Vocabulary: EFL Learners

This research project attempts to seek an analysis of the use of Twitter to acquire English language vocabulary for Foreign Language (EFL) international students who further their tertiary education in Malaysia. This research aims to study the role of Twitter in the vocabulary development of EFL learners at the university level and the perspectives of learners regarding the effectiveness of using Twitter as a language learning tool for vocabulary learning at the university level. Besides that, to validate the responses, this study also analyses the perceptions of EFL educators on the effect of traditional teaching methods and using Twitter in teaching vocabulary. The study used a quantitative research approach. It adopted two sets of questionnaires to collect data. Data and information from this study were obtained through questionnaires in Google Form and the use of SPSS software. The results found that most EFL learners agree that Twitter plays a vital role in the vocabulary development of EFL at the university level. Using Twitter as a language learning tool at the university level effectively promotes their vocabulary learning. It was also revealed that EFL educators prefer to utilize Twitter in teaching vocabulary, which is much more effective than traditional methods. However, a few learners perceived otherwise, stating that they tend to invest too much time in social media. The study concludes with recommendations for future research.

A Study on the Role of Intelligent Medical Simulation Systems in Teaching First Aid Competence in Anesthesiology.

Anesthesiology is a subject with strong practicality and application. Undergraduate anesthesiology teaching needs to strike a balance between theoretical knowledge, clinical skill training, and clinical thinking development. Clinical probation and practice are an important part of undergraduate anesthesia teaching. Traditional clinical teaching uses real patients for demonstration and training, but as patients become more self-protective and less cooperative, there are not enough patients for clinical skill training. Simulation is to teach medical scenes in real life under the control of standardized technical guidelines and parameters. Since then, with the rapid development of computer technology, simulation technology and simulation teaching have been greatly developed and are more and more used in clinical teaching, skill evaluation, and scientific research. This study explores the effective methods of clinical teaching in anesthesiology by comparing the effectiveness of traditional teaching methods and simulation teaching methods in undergraduate clinical teaching. It is difficult to combine theory and practice in first aid, which does not allow them to directly receive and deal with emergency medical treatment and resuscitation. In China's current medical environment and patients' high demand for medical services, it is imperative to vigorously carry out simulated medical education. In the eastern part of Inner Mongolia, according to the advantages of teaching hospitals, our hospital took the lead in carrying out the simulation education project, which is still in the exploratory stage and not systematic enough. This study will help us to better carry out simulation teaching and improve the clinical skills of medical students in the future. Methods. The student group and class took the advanced simulator training as the experimental group, applied the advanced integrated simulator and other systems of the Norwegian company, referred to the international guidelines for cardiopulmonary resuscitation and cardiovascular first aid in 2005, and practiced in the emergency department during the clinical internship and “emergency clinical simulation training” course. The course includes basic life support, advanced life support, and comprehensive training of CPR (cardiopulmonary resuscitation) and endotracheal intubation. Results. The passing rate of simulated first aid practice was 94.4%; 100% of the students think it is necessary to set up the course, 91% of the students think it is practical, 91% of the students think the course content is reasonable and perfect, and 77%–100% of the students think the course has improved their first aid operation ability, comprehensive application of knowledge, and clinical thinking ability. Conclusion. Carrying out the course of “clinical simulated first aid training” through the advanced simulator system can effectively improve the interns' clinical first aid operation ability, teamwork ability, and self-confidence, improve the students' clinical thinking and judgment ability, and improve the service level to patients.

Strategies to Improve the Effectiveness of Classroom Teaching for Philosophy Teachers

The purpose of this study is to achieve two objectives. First, to compare the effectiveness of philosophy classes in two administrative classes of Liupanshui Normal University, and to explore the influence of the strategies used by the teachers in the two administrative classes in philosophy teaching on the students. Secondly, through the comparison and discussion of the first point, this paper puts forward the implementation strategies to improve the effectiveness of philosophy classroom, so that students can accept and absorb these knowledge points to the maximum extent to improve the teaching effect. Liupanshui Normal University is located in a remote mountain area of China, so students don't have enough knowledge and guidance in philosophy. Therefore, it is necessary to improve students' philosophical quality through effective classroom practice, so that they can better adapt to the society. Taking case study as the research method, this paper conducted observation, questionnaire survey, interview and literature analysis on philosophy teachers, students, parents, employers and school administrators. The results show that the effect of traditional teaching methods is not as good as audio-visual teaching tools, and the application of audio-visual materials in philosophy teaching has successfully endowed students with higher intellectual value and stimulated their creativity and innovative spirit. In addition, continuous improvement in teachers' emphasis on evaluation feedback, interaction and knowledge literature learning has a positive impact on students, as these strategies encourage them to use higher-level thinking skills.

Radiation oncology as part of medical education\u2014current status and possible digital future prospects

PurposeEducation as part of medical education is currently changing rapidly. Not least because of the corona crisis, more and more digital teaching formats and innovative teaching concepts such as the flipped classroom model are finding their way into teaching. We analyzed the acceptance and effectiveness of traditional teaching methods as well as the interest in innovative e‑learning methods among medical students in the field of radiation oncology at the medical school of the Technical University of Munich.MethodsWe carried out an online-based survey as well as a knowledge test on all students from two terms who had completed the seminar series of radiation oncology. The survey comprised seven questions on the frequency of participation, acceptance, and judgment of the effectiveness in terms of learning and on a potential use of e‑learning methods using a six-point Likert scale. The test consisted of 10 multiple-choice questions.ResultsTraditional teaching methods are largely accepted by students and most students consider the current learning format to be effective in terms of the teaching effect in the field of radiation oncology. However, only about 50% of all knowledge questions were answered correctly. The possible use of e‑learning methods was judged critically or desired in roughly equal parts among the students.ConclusionTraditional seminars enjoy a high level of acceptance among students. Effectiveness with regard to the internalization of content taught, however, should be increased. After all, the future seems to lie in the integration of e‑learning in the form of educational videos and practical seminars.

Encouraging Lifelong Learning: An Educator's Perspective on Teaching and Learning for the Nuclear Medicine Technologist.

The rapid influx of new technology and changing reimbursement and health care business models challenge nuclear medicine technology educators to reexamine the effectiveness of traditional teaching methods. As a generation of technologists can attest, the skill sets and competencies taught today will not be the requirements of tomorrow. The question arises, "How can educators prepare students and the profession for future knowledge capacity?" The concept of lifelong learning (LLL) emerged in the 1970s as a response to the global paradigm shift from an industrial society to a knowledge society. Given the current health care climate and the dynamic nature of the nuclear medicine technology profession, understanding and development of LLL assessment models may benefit both teacher and student learning. This article discusses the theoretic framework of LLL and social learning along with a sampling of teaching assessments. These assessments use a problem-based-learning approach that integrates the concepts of LLL into an accountability-driven social organization.

Entrepreneurship Education: An Experimental Study with Information and Communication Technology

Entrepreneurship has been regarded as a new science in the promotion of economic development, which has led to rapid development in entrepreneurship education. The growing number of students enrolled in entrepreneurship programs creates unprecedented challenges on educators. Although multiple teaching and learning activities are adopted in entrepreneurship education, these are mainly carried out using traditional classroom lectures, case studies and group discussions. Nowadays, information & communication technology (ICT) is used to enhance the effectiveness of traditional teaching methods and competency training. PowToon is a web-based ICT tool that hat allows teachers and students to quickly and easily create animated presentations. Using quasi-experimental design and qualitative method, this study is to examine whether PowToon is an effective tool for business plan presentation. The study find that the animated presentations attracted more investment than the groups that did not prepare animated videos. It reflects that developed videos which helps entrepreneurial team to better deliver their business ideas to investors in a well-thought out way. In addition, the results of the study show that individuals who generate a business idea did not necessarily significantly influence their investment decisions. Our findings challenge the concept on self-biases evaluations of the economic potential of their own business ideas. Finally, the students were very willing to adopt new ways of delivering their business ideas.

Intelligent tutorial system based on personalized system of instruction to teach or remind mathematical concepts

AbstractThe growth of the higher education population and different school paths to access an academic degree has increased the heterogeneity of students inside the classroom. Consequently, the effectiveness of traditional teaching methods has reduced. This paper describes the design, development, implementation and evaluation of a tutoring system (TS) to improve student's engagement in higher mathematics. The TS design was based on the Personalized System of Instruction of the Mastery Learning pedagogical approach and can be implemented in any higher education course with mathematics needs. The TS consists on small self‐paced modularized units of educational contents, including tutorial videos, notes and formative e‐assessment with personalized feedback. The TS ensures that the student is only allowed to proceed to the next unit after he or she achieves the required mastery criterion of the current unit. The TS was implemented in the Quantitative Methods course of an undergraduate degree and received good acceptance from students. It was also recognized that TS contributed to learning and engagement with the discipline. Through an experimental research experience, it has been shown that the imposition of restrictions on the advance to the next level by a mastery criterion leads to a significant improvement in student's engagement and performance.

The Impact of Teaching through Twitter on Students’ Vocabulary Learning: A Case Study of Qassim University

The purpose of this study is to investigate the effect of using Twitter on first level bachelors students’ achievement inEnglish vocabulary. The first goal of the present study was to determine the effectiveness of using Twitter toimprove the learners’ L2 vocabulary. To achieve this goal, third-year students of English as a target language weretested on their vocabulary knowledge after treatment. The second goal of this study was to find out if there anysignificant differences between the effect of traditional teaching methods and using Twitter in teaching vocabulary.To achieve this goal, the participants in both groups were tested, and their scores were then compared. The sample inthe study consisted of 160 during the second semester of 2015/1436. Over eight weeks, the experimental groups weretaught by using the social network Twitter, while the control groups followed the traditional way of teachingvocabulary, i.e. explaining the words in simple English, giving hints or gestures, and using pictures or flashcards.The findings show that there is an increase in students’ vocabulary achievement in both groups, but the experimentalgroup seems to perform better than the control group. The researcher concludes with recommendations for furtherstudies on the effectiveness of using Twitter to improve student achievement in other English skills areas.

Study on Virtual Maintenance Training Effect Evaluation Based on Cognitive

Research results and assessments actuality of virtual maintenance training are introduced and the shortcomings of the current maintenance training assessment are analyzed. On the basis, virtual maintenance training effect evaluation method based on cognitive is putted forward, focusing on the specific implementation methods and procedures. With a certain type of equipment virtual maintenance training system for the learning of the knowledge of the fundamentals of the structure of "high and low balance mechanism" and "direction mechanism", virtual maintenance training effect is evaluated by comparing two training means learning effect of traditional teaching methods and virtual maintenance training.

Assessing the Effectiveness of Web-Based Tutorials Using Pre- and Post-Test Measurements

Introduction The effectiveness of traditional teaching methods has been questioned as educators search for alternative ways of presenting material, engaging students, and improving academic performance (Jain, 2006). As a result of such enquiry, the use of computers and the Internet have become integral parts of student learning in today's classroom (Seal, Przasnyski, and Leon, 2010). Additionally, computers and the Internet have facilitated the development of Web-based tutorials for student learning and assessment across various disciplines (MacKinnon & Williams, 2006). Bliwise (2005) defines Web-based tutorials as computerized demonstrations that are used for active learning exercises. The use of Web-based tutorials has become acceptable as a complement to lectures as it improves students' level of understanding of materials (T. Mitchell, Chen, & Macredie, 2005) and allows learners to control the sequence and pace of the instructional materials (Bolliger & Supanakor, 2011). During the development stages of Web-based tutorials, Dawson (1998) argued that, while the lectures provide content to make learning possible, tutorials are the major avenue to activate the learning process through preparatory reading and subsequent discussion. Other proponents suggest Web-based tutorials: * provide students with interactive learning environments that appeal to different learning styles; * allow students to have greater control over their learning; * afford students the opportunity to learn at their convenience; and * offer students the opportunity to gain knowledge through the use of audio, visual, and hands-on applications (Birch & Sankey, 2008; MacKinnon & Williams, 2006). On the other hand, opponents argue that drawbacks to using Web-based tutorial include: * lack of direct feedback; * lack of discussion; * lack of evidence to support learning; and * lack of academic integrity among students (Garfield, 1995; Sweeney, O'Donoghue, & Whitehead, 2004). Study Purpose Despite considerable research on the outcomes of various teaching approaches at the tertiary level, there have been few investigations assessing student performance using Web-based tutorials. The current study addresses this deficit. The current research study describes a pedagogical approach that exploits the use of self-paced, Web-based tutorials for assisting students with reviewing grammar and mechanics in a business communications course. The purpose of this study is to determine if the use of Web-based tutorials are beneficial to student learning. Specifically, the research examines the use of Web-based tutorials using pre- and post-test measurements. The following research questions guided this study: 1. Are there significant differences in pre-test and mid-term post-test scores for students using Web-based tutorials? 2. Are there significant differences in pre-test and final post-test scores for students using Web-based tutorials? 3. Are there significant differences in mid-term and final post-test scores for students using Web-based tutorials? Literature Review Experts in the field of performance assessment are actively debating whether students using Web-based tutorials perform equal to or better than students using more traditional methods of instruction. A review of literature reports on a number of primary research studies that have provided comparable data on student performance as well as student perception of Web-based tutorials. Despite the fact that the use of Web-based tutorials has gained momentum in recent years, a discussion examining the relationship between learning styles and instructional methods is warranted. Relationship between Learning Styles and Web-Based Systems Clark (1983) argued that the media (e.g., video, computer, or oral tradition) are merely vehicles that deliver instruction but do not influence student learning. …

STUDENTS‘ PERCEPTIONS OF WORKSHOP BASED INTRODUCTORY MACROECONOMICS TUTORIALS: A SURVEY

The declining popularity of Economics courses, evident in the last decade, has fuelled a debate on the nature of Economics units and the way in which they are taught in tertiary institutions. The effectiveness of traditional teaching methods has been questioned as lecturers search for alternative ways of presenting material and engaging students. In recent times, workshop-based/cooperative tutorials have become more popular in promoting deeper learning. This paper assesses the application of such an approach at a large tertiary institution. It evaluates student perceptions of this tutorial method in an Introductory Macroeconomics first-year unit. An anonymous questionnaire was used. Whilst the sample size is small (n = 56), the results are important in that this is the first such study in Macroeconomics. Students found workshop-based tutorials useful, preferred them over lecture style tutorials, and found that they fostered inclusivity. The importance of tutorials per se, is reiterated. Students state that tutorials are an important adjunct to lectures. This study also looks at students' study habits: finding that on average they spend less than one hour per week studying Economics and most prepare only occasionally for tutorials. The sample studied indicates that there are notable differences in the perceptions of tutorials and teaching methods between the genders and between local and international students. This may impact on the way in which tutorials are conducted effectively.

Unequal Schools, Unequal Chances: The Challenges to Equal Opportunity in the Americas

Unequal Schools, Unequal Chances is a major contribution to the debate on educational policy in the Americas. Fernando Reimers’s goals are to provide evidence on educational conditions, factors that determine them, and policies designed to improve the condition of education for the poor. He does this admirably, having brought together experts in the field who provide 16 well-researched and clearly written essays that use both descriptive and ordinary least squares econometric techniques. Although each essay has a specific scope, and cannot hold constant for many other educational factors—as does J. Douglas Willms’s and Marie-Andrée Somers’s, Schooling Outcomes in Latin America: A Report for UNESCO (2000), using hierarchic linear modeling techniques—the cumulative evidence on smaller-scale topics complements and confirms many of the results of the Willms-Somers study, providing additional country level information that is useful for both the general public and specialists.Fernando Reimers argues that increased educational coverage has not been accompanied by equality of educational opportunity, because students attending different types of schools have different patterns of achievement. Poor children have less access to all levels of education, attend schools of lower quality and are socially segregated. Their parents are less able to provide the financial, social and cultural capital needed to help them. Lower spending on marginalized and rural public schools, whose students are often malnourished and ill, and therefore often are absent from school, exacerbates this pattern. These are key factors in perpetuating inequality of income, because of the high correlation between education and earnings.Reimers, however, points out that “cross sectional studies could not adequately distinguish casual effects of school resources on student achievement from selection effects generated by the … self-selection of students to different schools and classrooms” (p. 31). It is, indeed, difficult to evaluate compensatory programs when the object is to retain poorly performing students in school, as well as to improve achievement: retaining students with low grades lowers the average results of a school program, so that test scores alone are insufficient for evaluation of the program. Moreover, Inés Aguerrondo points out that in Argentina the education system places the “blame for school failure on the socioeconomic conditions of the family or on the child’s ‘learning problems’… the end result is a perverse cycle that reinforces poverty” (p. 147).Juan Eduardo García-Huidobro and Ernesto Schiefelbein and Paulina Schiefelbein point out that Chile’s programs for equity are not sufficient to undo the effect of traditional teaching methods, privatization and decentralization, which increase inequality of educational opportunity. Alfredo Sarmiento Gómez’s discussion of education and poverty in Colombia points out that the probability of being poor increases with household size. His regression estimates indicate that the rate of return to primary education is higher than the rate of return to secondary education, but lower than the rate of return to university education.Teresa Bracho analyzes exclusion from education in Mexico, noting that only lip service is given to achieving equality. Sylvia Schmelkes analyzes the persistent failure of schools to effectively serve the Indian population. She writes that “pedagogy should be designed to allow for the cultural relevance of each school … the knowledge and values of each Indian group should form an important part of the specific curriculum.” Carlos Muñoz Izquierda and Raquel Ahuja Sánchez analyze the Program to Overcome the Educational Gap in the poorest Mexican states. They note that the greater heterogeneity of characteristics among upper income students provides greater explanatory power for analysis of the factors effecting educational outcomes of this group than is possible for lower income students, who have relatively homogeneous characteristics. They state that distribution of guides to teachers makes a significant contribution to the achievement of students in the lowest income stratum.Kin Bing Wu et al. write that inequality between rich and poor students increases after the fourth grade in Peru, and states that nonavailability of textbooks and low parental expectations contribute to low student achievement. Gary Orfield indicates that in the United States there are effects of expenditures and that “total expenditures, student-teacher ratio, teacher experience, and teacher education were significantly related to student test score outcomes” (p. 417). He cautions that use of test scores as a measure of achievement should be adjusted for the student’s family background. Fernando Reimers, in concluding, argues that “poor children must acquire capabilities for collective action, for political efficacy” (p. 437) to enable them to envision a better life and to take the actions needed for changing the structure of society.