Group Teaching Methods Research Articles

Learning Revolution: The Positive Impact of Computer Simulations on Science Achievement in Madrasah Ibtidaiyah

Purpose of the study: This study aimed to investigate the impact of using computer simulation media on the learning achievement of elementary school students in Natural Sciences, particularly focusing on fourth-grade students at Madrasah Ibtidaiyah Ma'arif Global Blotongan Salatiga. Methodology: The study employed a quasi-experimental design using computer simulation media for experimental group teaching and conventional methods for the control group. The sample was taken using a purposive sampling technique, in which two classes were selected from the class IV population, namely one class as the experimental group and one class as the control group. Each class consists of 30 students. Data collection involved pre-tests, post-tests, and questionnaires to measure student interest and motivation. Analysis was conducted using descriptive and inferential statistical methods. Main Findings: The study found a significant increase in learning achievement among students who used computer simulation media compared to those who did not. Post-test results revealed higher scores for the experimental group. Questionnaire responses indicated increased student interest and motivation in the experimental group. Novelty/Originality of this study: This study contributes to the existing literature by specifically examining the effectiveness of computer simulation media in enhancing learning outcomes in Natural Sciences among elementary school students in a Madrasah setting. It fills a gap in research by providing empirical evidence of the positive impact of such media on student performance and motivation, thus advocating for the integration of technology in primary education.

The Effect of the Command and Reciprocal Teaching Methods on Enhancing Students’ Self-Esteem level in Basic Skills Course in Basketball

The study investigates the effect of applying the command and reciprocal teaching method in basketball fundamental skills course on students’ self-esteem level at the school of sport sciences by applying the experimental methodology. The sample of the study consisted of (37) students enrolled in basic basketball courses. They were divided into two groups; (1) the first group consisted of (18) students taught by the command teaching method, (2) the second group consisted of (19) students taught by the reciprocal teaching method. The Arabic version of the Rosenberg Self- Esteem Scale was used to collect the data required. Means, standard deviations and t-test were used to analyze data collected. Results revealed a significant effect of the reciprocal teaching method on students’ post self-esteem level. Also, differences between both teaching methods in favor of the reciprocal. Nevertheless, no significant differences have revealed in students’ post self-esteem levels according to the command teaching method group. We recommend using the reciprocal teaching method to improve learners and players self-esteem.

Effectiveness of selected small group teaching methods for undergraduate medical students on basic concepts of epidemiology: A quasi-experimental study.

Teaching epidemiology to young medical students using traditional teaching techniques is fraught with myriad challenges. Incorporating innovative small group teaching (SGT) approaches that promote active learning, practical application, and critical thinking can help in overcoming these challenges. To identify the most effective SGT method from selected three approaches [tutorial technique (TT), problem-based learning (PBL), and fishbowl technique (FBT)] to teach the basic concepts of epidemiology to the third-year undergraduate medical students of a private medical college in Puducherry, Southern India. A quasi-experimental study was conducted among third-year undergraduate medical students for 6 months. The sample size was calculated to be 60 using the nMaster 2.0 sample size software. Three groups were formed with 20 students each. A pre-test, which included fifty multiple-choice questions covering topic one, was conducted for students in all three groups. An SGT session on topic one (dynamics of disease transmission) was held on the same day by different facilitators for three groups A, B, and C using the TT, PBL, and FBT, respectively. After 6 weeks of the SGT session for topic one, a post-test using the same questions was organized for all three groups to identify the effectiveness of each SGT method. The above sequence of events was followed for topic two (study designs) and topic three (investigation of disease outbreak) among all groups in the subsequent months. A written informed consent was sought from all students. The collected data was entered in MS Excel 2010 and analyzed using SPSS 21. The pre- and post-tests for all topics in all three groups were compared using a paired t-test, and an ANOVA test was used to find any difference between the groups. The mean post-test score in each of the three groups for all topics had improved when compared with the mean pre-test score, which was significantly different between the three groups. Further, the mean score of group B (PBL group) was found to be higher than group C (FBT) but not significantly higher compared to group A (TT). The mean score of the feedback where the participants were asked to rate the overall session was found to be high in group B (PBL) followed by group A (TT). PBL and TT were found to be an equally effective way of small group methods for teaching-learning epidemiology in medical school.

Eureka Role Playing Game: An Instructional Tool In Improving The Proficiency Level In Chemistry 7

The Eureka Role Playing Game is a game-based instructional tool for learning science concepts. The study aimed to improve proficiency level of the learners in Science 7 particularly in Chemistry subject. This study utilized a Quantitative Method to measure the gathered data and test the hypothesis. Quasi-experimental pretest-posttest research design was also used with a validated questionnaire and Eureka Role-Playing Game (RPG) as the primary data gathering instrument to evaluate students’ proficiency level improvement as the intervention was administered to experimental group and traditional teaching method for controlled group. Results showed that in the controlled group, the mean post-test result was higher than the mean pre-test result, but still at the beginning level of proficiency. Meanwhile, the mean post-test result of the experimental group is higher compared to the mean pre-test result. Therefore, the level of proficiency of the experimental group has improved from a beginning level to a developing level after the intervention. A significant difference in the pre-test and post-test between the experimental group and the control group is in favor of the experimental group. Therefore, the alternative hypotheses of this study are accepted. Evaluated by the Science experts, the instructional tool passed the curricular validity criteria. The researchers recommend the use of Eureka Role Playing Game since it significantly increased the proficiency level of the students from beginning to developing level based on the findings.

Rapid cycle deliberate practice: application in forceps simulation training for gynecology and obstetrics residents

Background Rapid Cycle Deliberate Practice (RCDP) has gained prominence in recent years as an innovative teaching method in simulation-based training for adult and pediatric emergency medical skills. However, its application in the training of forceps delivery skills among obstetrics and gynecology residents remains unexplored. This study aimed to assess the impact of RCDP in this domain. Methods Conducted in March 2021, this randomized controlled study involved 60 second-year obstetrics and gynecology residents undergoing standardized training. Participants were randomly assigned to the RCDP group or the traditional teaching method (TTM) group, each comprising 30 residents. The RCDP group followed the RCDP practice mode, while the TTM group adhered to conventional simulation teaching. Post-training assessment of operational proficiency was conducted immediately and after one year. Independent operational confidence and training satisfaction were evaluated through questionnaire surveys and the Satisfaction with Simulation Experience (SSE) scale. Data analysis utilized SPSS 23.0. Results The RCDP group displayed significantly higher immediate post-training forceps operation scores compared to the TTM group (92.00 [range: 90.00–94.00] vs. 88.00 [range: 86.75–92.00]; z = 3.79; p < .001). However, no significant difference emerged in forceps operation scores after one year (86.00 [range: 85.00–88.00] vs. 85.50 [range: 84.00–88.25]; z = 0.54; p = .59). The RCDP group exhibited notable performance improvement over the TTM group (z = 3.49; p < .001). Independent operation confidence showed no significant discrepancy (p > .05). Importantly, the RCDP group reported higher satisfaction scores, particularly in the Debriefing and Reflection subscale (44.00 [range: 43.00–45.00] vs. 41.00 [range: 41.50–43.00]; z = 5.24; p < .001), contributing to an overall superior SSE score (z = 4.74; p < .001). Conclusions RCDP exhibits immediate efficacy in elevating forceps delivery skills among residents. However, sustained skill enhancement necessitates innovative approaches, while RCDP’s value lies in tailored feedback and reflection for enriched medical education.

Research on the Interdependent Relationship between Teaching Methods and Technology : Focusing on the Internal Communication between Instructors and Learners

This study examines that even in an era when technology is essential to education, the essence of liberal arts education lies in the instructor's consideration and internal communication with learners. Technical skills are essential in limited physical and group learning environments, and technology and teaching methods are interdependent. By empirically observing the period of transition from non-face-to-face to face-to-face, we confirmed the interdependence between teaching methods and the university's LMS in H University's liberal arts writing class. Technology functions to sustain and promote the internal relationship between instructor and learner, and internal communication is achieved through the instructor's consideration for the learner. When a sense of trust is formed through the instructor's consideration, learners can focus on writing independently, even in a group learning environment where they do not receive attention. The university's LMS is used for hybrid education where instructors and learners maintain internal communication and communicate using online technology and offline consideration. However, the interdependent relationship with technology in education is meaningful when instructors aim for internal communication through consideration as humanization.

How to design and deliver a small group teaching session.

Small group teaching sessions are commonly used in healthcare to deliver education, provide practice updates and support continuing professional development. Such sessions can provide opportunities for participants to acquire new knowledge, foster peer relationships, consolidate learning and develop skills. This article provides a step-by-step guide for nurses and other healthcare professionals on designing and delivering a small group teaching session. • A small group teaching session requires considered, detailed and methodical preparation. • When designing a small group teaching session, it is important to determine its aims, learning outcomes, group characteristics, location and timeframe. • A well-planned small teaching session includes learning activities that are constructively aligned to the aims and intended learning outcomes. • Assessing participant learning and addressing gaps in their understanding is essential during the delivery of small group teaching. REFLECTIVE ACTIVITY: 'How to' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: • How this article could improve your practice when designing and delivering a small group teaching session. • How you could use this information to educate your colleagues on small group teaching methods.

The Importance Of Task-Based Teaching Method In Foreign Language Acquisition In ESP Groups Of Higher Education Universities In Uzbekistan (On The Example Of English)

Introduction. In recent years, the Task-Based Teaching Method (TBTM) has gained recognition as an effective approach to teaching English for Specific Purposes (ESP) in higher education system in Uzbekistan. This method emphasizes learning through tasks that are meaningful and relevant to students, allowing them to develop language skills in real-world contexts. The implementation of TBTM in ESP groups has brought about significant changes in the way English is taught and learned in Uzbekistan, contributing to the overall improvement of language acquisition among students. The purpose of the article is to analyze and identify the significance of Task-Based Teaching Method as a beneficial approach for ESP students in acquiring foreign languages efficiently at universities. Study participants and methods. The research involved 111 students (54 students in 2022 and 57 students in 2023) who were enrolled in the faculties of Economics and Pedagogy at the University of Economics and Pedagogy to test the importance of Task-based teaching method on acquiring foreign languages. This university is one of the most prestigious universities in Uzbekistan which carries out immense research activities. A total of 111 undergraduate (freshman and sophomore) students took part in the observation, analytical and experimental researches which were applied for assessing the effectiveness of the Task-based teaching method in ESP groups. Results. The result precisely indicate that Task-based teaching method which emphasizes the use of authentic, meaningful tasks as the primary focus of instruction, has been recognized for its ability to enhance learners' language proficiency and prepare them for real-world communication. In 2022, 47 (87%) of the total 54 students of the Faculty of Economics, who were taught English using the Task-based teaching method, obtained the upper intermediate B2 level. And according to the results of our research conducted in 2023, a total of 49 (85 %) of the 57 students of the Faculty of Pedagogy who participated in our research reached the upper intermediate level thanks to our use of the Task-based teaching method in the framework. Based on the results obtained from the conducted research, we can undoubtedly convey that TBTM is highly fruitful in all levels of ESP groups in educational process. Conclusion. In conclusion, the Task-based teaching method has proven to be a valuable approach in promoting foreign language acquisition in ESP groups in higher education universities in Uzbekistan, particularly in the context of English. By emphasizing meaningful tasks, authentic communication, and real-world application, TBTM can enhance students' language proficiency, communication skills, and readiness for academic and professional success. While there may be challenges and criticisms associated with TBTM, the potential benefits far outweigh the drawbacks. Moving forward, further research and development in the field of TBT in ESP groups can help optimize language learning outcomes and provide holistic language education for students in Uzbekistan.

The Importance Of Task-Based Teaching Method In Foreign Language Acquisition In ESP Groups Of Higher Education Universities In Uzbekistan (On The Example Of English)

Introduction. In recent years, the Task-Based Teaching Method (TBTM) has gained recognition as an effective approach to teaching English for Specific Purposes (ESP) in higher education system in Uzbekistan. This method emphasizes learning through tasks that are meaningful and relevant to students, allowing them to develop language skills in real-world contexts. The implementation of TBTM in ESP groups has brought about significant changes in the way English is taught and learned in Uzbekistan, contributing to the overall improvement of language acquisition among students. The purpose of the article is to analyze and identify the significance of Task-Based Teaching Method as a beneficial approach for ESP students in acquiring foreign languages efficiently at universities. Study participants and methods. The research involved 111 students (54 students in 2022 and 57 students in 2023) who were enrolled in the faculties of Economics and Pedagogy at the University of Economics and Pedagogy to test the importance of Task-based teaching method on acquiring foreign languages. This university is one of the most prestigious universities in Uzbekistan which carries out immense research activities. A total of 111 undergraduate (freshman and sophomore) students took part in the observation, analytical and experimental researches which were applied for assessing the effectiveness of the Task-based teaching method in ESP groups. Results. The result precisely indicate that Task-based teaching method which emphasizes the use of authentic, meaningful tasks as the primary focus of instruction, has been recognized for its ability to enhance learners' language proficiency and prepare them for real-world communication. In 2022, 47 (87%) of the total 54 students of the Faculty of Economics, who were taught English using the Task-based teaching method, obtained the upper intermediate B2 level. And according to the results of our research conducted in 2023, a total of 49 (85 %) of the 57 students of the Faculty of Pedagogy who participated in our research reached the upper intermediate level thanks to our use of the Task-based teaching method in the framework. Based on the results obtained from the conducted research, we can undoubtedly convey that TBTM is highly fruitful in all levels of ESP groups in educational process. Conclusion. In conclusion, the Task-based teaching method has proven to be a valuable approach in promoting foreign language acquisition in ESP groups in higher education universities in Uzbekistan, particularly in the context of English. By emphasizing meaningful tasks, authentic communication, and real-world application, TBTM can enhance students' language proficiency, communication skills, and readiness for academic and professional success. While there may be challenges and criticisms associated with TBTM, the potential benefits far outweigh the drawbacks. Moving forward, further research and development in the field of TBT in ESP groups can help optimize language learning outcomes and provide holistic language education for students in Uzbekistan.

Comparison of Conventional Small Group Teaching with Skill-based Teaching in the Proper Use of Drug Delivery Systems in Phase II MBBS Students of a Medical College in New Delhi, India: A Randomised, Crossover Experimental Study

Introduction: The conventional small group teaching method primarily focuses on the knowledge aspect of Bachelor of Medicine and Bachelor of Surgery (MBBS) students. However, under the Curriculum Based Medical Education (CBME) framework, the National Medical Council (NMC) has introduced a new method of small group teaching called skill-based teaching for Phase II MBBS students. This method includes skill training and communication training in the proper use of Drug Delivery Systems (DDS), in addition to the knowledge aspect. Aim: To compare the conventional method of small group teaching with skill-based teaching in terms of learning the proper use of DDS in Phase II MBBS students. Materials and Methods: The present randomised, crossover experimental study was conducted in the Department of Pharmacology at North Delhi Muncipal Corporation Medical college, Hindu Roa Hospital, New Delhi, India, over a period of six months July 2022 to December 2022 to assess knowledge (cognitive domain), skill (psychomotor domain), and communication (affective domain). The students were initially given a questionnaire (pretest) followed by a didactic lecture on DDS. They were then randomly divided into two groups. Group A received skill-based teaching for insulin pen, while Group B received conventional teaching. The groups were then crossed over for Metered Dose Inhaler (MDI) training. After the teaching sessions, the students were given the same questionnaire (post-test). All students were assessed for their skill in using the device and their communication skills. The scores of the two groups were compared using an unpaired t-test. Results: A total of 51 students (31 males and 20 females; age range 18-20 years) participated in the study. There was a significant improvement in the questionnaire scores between the pretest and post-test (p&lt;0.0001). In the skill-based teaching group, there was a significant improvement in the students’ performance in using MDI (p&lt;0.05) and in communication of insulin pen (p=0.0001). Similar results were observed in the skill of using insulin pen and the communication aspect of MDI in both groups. Conclusion: Skill-based teaching resulted in similar or better performance in terms of skill and communication in the use of DDS compared to conventional teaching methods.

Assessment of effectiveness of practice teaching biology methods in collective learning: The pilot study

This study constitutes a pilot investigation conducted in the absence of a control group. Its objective was to evaluate the efficacy of practical learning within a collaborative setting among first-year students specializing in biotechnology. The research session focused on the topic “Methods for the development and production of biological products: The role of biological products in human life.” Sixteen students were divided into four groups of four students each. The lesson was facilitated using the Jigsaw group teaching method, integrating both theoretical and practical components. Pre- and post-class tests were administered to evaluate students' performance, revealing significant improvements after the session.The assessment of students who underwent the post-class test significantly exceeded their performance in the pre-class test. For theoretical questions, this yielded: T=14.478, P&lt;0.001, and for practical questions: T=19.104, P&lt;0.001. Additionally, the study revealed that the implementation of the Jigsaw method leads to a substantial increase in the percentage of students achieving high grades and a significant decrease in the proportion of students receiving low grades. The percentages of students receiving high grades increased by 43.75% (excellent) and 6.25% (good), while the percentage of low grades decreased by 50% (fair) and 12.5% (bad). This study provides empirical evidence supporting the utilization of collaborative, experiential learning approaches in enhancing biology education, particularly in fostering both theoretical understanding *and practical skills among students in the field of biotechnology.

How to design and deliver a small group teaching session.

Small group teaching sessions are commonly used in healthcare to deliver education, provide practice updates and support continuing professional development. Such sessions can provide opportunities for participants to acquire new knowledge, foster peer relationships, consolidate learning and develop skills. This article provides a step-by-step guide for nurses and other healthcare professionals on designing and delivering a small group teaching session. • A small group teaching session requires considered, detailed and methodical preparation. • When designing a small group teaching session, it is important to determine its aims, learning outcomes, group characteristics, location and timeframe. • A well-planned small teaching session includes learning activities that are constructively aligned to the aims and intended learning outcomes. • Assessing participant learning and addressing gaps in their understanding is essential during the delivery of small group teaching. REFLECTIVE ACTIVITY: 'How to' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: • How this article could improve your practice when designing and delivering a small group teaching session. • How you could use this information to educate your colleagues on small group teaching methods.

Implementation of patient education for patients with atrial fibrillation: nationwide cross-sectional survey and one-year follow-up.

Clinical practice guidelines recommend patient education for patients with atrial fibrillation (AF) as a part of holistic care, however, clinical guidelines lack detailed specification on the content, structure, and delivery of AF education programmes. To examine the implementation of education for patients with AF in Denmark in relation to coverage, organization, and content. A cross-sectional survey was conducted from February to May 2021. The survey contained questions on the organization, delivery, and content of education for patients with AF from all 29 AF outpatient hospital sites in Denmark. The survey was conducted by email and telephone. One-year follow-up was done in May 2022 by email. Patient education was provided by healthcare professionals in 16 (55%) hospitals. Nurse workforce issues, management, non-prioritization, and lack of guidance for implementation were reasons for the absence of patient education in 13 (45%) hospitals. The structure of patient education differed in relation to group or individual teaching methods and six different education models were used. Content of the AF disease education was generally similar. At 1-year follow-up, another four hospitals reported offering patient education (69% in total). Initially, almost half of the hospitals did not provide patient education, but at 1-year follow-up, 69% of hospitals delivered patient education. Patient education was heterogeneous in relation to delivery, frequency, and duration. Future research should address individualized patient education that may demonstrate superiority in relation to quality of life, less hospital admissions, and increased longevity.

The Digital Story Teaching Method for Master of Nursing Specialist Students

As future healthcare professionals, Master of Nursing Specialist (MNS) students will play an important role in nursing and healthcare. MNS education emphasises the cultivation of students’ critical and clinical thinking. Traditional classroom methods often result in students being unable to combine theory with practice and reduce their ability to problem-solve within the scope of clinical or professional services. However, in economically underdeveloped areas with insufficient educational resources, it is difficult to use real clinical situations or virtual reality technology to carry out teaching. To fill this gap, we introduced the digital story teaching method into classroom teaching in Shanxi Province in northern China, which is an economically underdeveloped agricultural province. Real clinical cases were adapted into stories, with integrated digital media elements. A before-and-after study design was adopted to compare the differences between the digital story teaching method group and the traditional teaching method group. The results indicate that students engaged in learning with the digital story teaching method demonstrated more active learning styles, clinical problem-solving skills, and higher academic achievements in classroom performance and examinations. As a continuous and low-cost flexible education method, the digital story teaching method is a teaching mode suitable for popularisation in areas where clinical teaching resources are relatively scarce.

Teaching attentive listening to medical students: need and strategies.

Listening is a primary skill essential for learning and is positively correlated with academic achievement. It also enables a healthcare professional to fully explore patients' concerns in healthcare settings. There has been much discussion on how effective listening practices can facilitate students' learning. A clear understanding of listening as a 'process' and planned listening activities can help exploit listening skills in formal and informal learning contexts. This paper explores strategies through which listening can be taught to undergraduate medical students in a small group setting. A planned tutorial is discussed, including methods that can be used to teach listening skills. The simple guidelines provided here can be used in most small group teaching methods. These teaching strategies are likely to allow undergraduate students to evolve into better listeners and, therefore, better lifelong learners and future physicians.

Effect of interactive computer simulations on academic performance and learning motivation of Rwandan students in Atomic Physics

Physics course is seen by both teachers and students as difficult when it comes to teaching and learning. Thus, there is a need to think of and integrate new and innovative ways of teaching which guarantee students an improved physics conceptual understanding. This study investigated the effect of interactive computer simulations on the academic performance and learning motivation of students. It used a quasi-experimental design with a quantitative approach. The participants were 163 senior five Rwandan students (80 students in a control group and 83 students in an experimental group). The investigation was done on students’ learning in atomic physics using physics education technology (PhET) simulations for the experimental group and conventional teaching methods for the control group. An atomic physics achievement test as a pre/post-test and a questionnaire related to motivation were designed and examined for reliability and validity. Data were analyzed by means of descriptive and inferential statistics. On both test scores and learning motivation, the results show that the experimental group performed better than the control group with noticeable statistically significant differences. This research recommended that the integration of interactive computer simulations can be helpful in teaching and learning physics in Rwanda and future research may focus on the effectiveness of these simulations in the teaching and learning of other science disciplines like Chemistry and Biology.

The Effectiveness of Quantum Teaching Method in Teaching Reading Comprehension

The research is conducted based on the statement of problems. The question of this research is how the effectiveness of the quantum teaching method in teaching reading comprehension at Madrasah Tsanawiyah Sabilu El-Muhtadin? to answer the question, the researcher used quantitative research by implementing quasi experimental design as the research method. The population of this study was the students of ninth grade of MTS Sabilu El-Muhtadin Pandeglang. The sample was divided into two groups, namely control group and experimental group. There were 30 students in control group and 30 students in experimental group. The experimental group was taught by using Quantum teaching method and control group was taught without using Quantum teaching method. After conducting the treatments and evaluating both pre-test and post-test have given, the researcher found that there was significant influence of using quantum teaching method to improve reading comprehension. After collecting and calculating the data, the value of tobservation is bigger than ttable. tobservation = 4.5&gt; ttable = 1.67 (5%), so Ho is rejected, and Ha is accepted. In other words, there is significant difference between group which use Quantum teaching method and group which did not use Quantum teaching method.

EFEITO DO MÉTODO DE APRENDIZAGEM BASEADA EM PROBLEMAS EM ELETROENCEFALOGRAMAS E PERFUSÃO SANGUÍNEA MICROCIRCULATÓRIA DE ESTUDANTES NO ENSINO DE FISIOLOGIA DO ESPORTE

ABSTRACT Introduction Applying the problem-based learning (PBL) method to the teaching of sports physiology. Objective This study explored the mechanism of the PBL method to improve the interest and learning effectiveness of students. Methods Twenty male students at the Physical Education College of Hubei Minzu University were randomly divided into a PBL group (10) and a traditional teaching method group (TTM). During the test, the subjects in the TTM group sat quietly listening to the experienced teacher, while the subjects in PBL group sat quietly and participated in a 20-minute group discussion under the guidance of the experienced teacher. Transcutaneous partial pressure of oxygen (TcPO2), microcirculatory blood perfusion (MBP), and alpha- and beta-band power were monitored at the beginning of and during the test. Results The mean of the PBL-group quiz score was significantly higher than that of the TTM group. In the PBL group, the alpha power of the students decreased statistically in the F3, T3, P3, and O1 channels and the beta power of the students increased statistically in the F7, F3, T3, C3, P3, and O1 as compared to the baseline values. Conclusion PBL can be an effective learning mechanism, since the students are actively engaged in the teaching of sports physiology. Level of Evidence I; Therapeutic studies - Investigating treatment results.

English Translation Ability for Cultivation Mode Based on Multimodal Auxiliary Scaffolding Teaching Method.

English learning occupies a very important position in college students' learning, and English translating is a skill that must be mastered to learn English, and translating can be used to measure the comprehensive level of college students' English learning. However, surveys show that English translation is still a difficult part of the English learning process for college students. Traditional translation teaching only focuses on the result and ignores the process; the classroom atmosphere is dull; students are not highly motivated to write; and students' knowledge of translating and its skills are lacking. Therefore, translating teaching should combine results and process and explore teaching methods that can improve students' interest and translating ability. In this paper, scaffolded teaching is the main teaching method, and multimodal teaching is used to support scaffolded teaching in college English translating teaching. This study provides experimental support for the interactive group teaching method. It also provides a feasible teaching method option for college English teachers to implement student-centered teaching practices and helps college English teachers transition from the traditional teacher-oriented indoctrination classroom teaching method to a student-centered teaching method that combines English skill development and skill application. In addition, students in the experimental group were equipped with the ability to self-correct and spontaneously improve on problems that occurred in their language. This study finds that in the group interactive cooperative teaching method, the teacher's heuristic teaching with questions to promote answers can effectively improve college students' intrinsic motivation to learn English; students' cooperative exploration of the questions raised by the teacher in the group is conducive to cultivating students' autonomy in English learning; in the teaching activities, the use of teaching materials to train students' skills instead of sentence-by-sentence translation and grammatical analysis of sentence structures can help students master At the same time, the interactive and cooperative group teaching method, which involves students in learning through group activities, can effectively improve students' English performance.

Comparison of the effectiveness group exploring training and conceptual learning on academic motivation Elementary school 5th Grade Boy students.

Background and Aim: Students experience different emotions in academic situations. Emotions are always present in educational and clinical environments. Academic resilience also refers to high levels of motivation for progress and performance, despite limited conditions. Therefore, the aim of the present study was to determine the effectiveness of teaching compassion, academic counseling based on a narrative approach, on resilience and academic emotions of students with academic failure. Methods: The research method of this research was a quasi-experimental type of research with a pre-test-post-test-follow-up design with a control group, and in terms of its purpose, it was an applied research. The design of this research was three groups (two experimental groups and one control group). The statistical population of the research included male students of the fifth grade of elementary school in Kiyar city in the academic year 2019-1400, and the studied sample included 75 male students, 25 in the exploratory group teaching experimental group, 25 in the conceptual learning experimental group, and 25 in the experimental group. Controls were selected by multi-stage random sampling. The research tool included Harter's (1981) academic motivation questionnaire, whose reliability was 0.89 with Cronbach's alpha coefficient. To analyze the data, descriptive statistics (mean and standard deviation) and inferential statistics including Bonferroni's post hoc test and multivariate covariance analysis were used in Spss24 software. Results: The findings showed that exploratory group training and conceptual learning have a significant effect on academic motivation (P&lt;0.05). In other words, exploratory group teaching methods and conceptual learning increased the average scores of academic motivation. Also, there is no difference between exploratory group teaching method and conceptual learning method on students' academic motivation. Conclusion: It can be concluded that teachers can use the method of exploratory group teaching and concept learning in the presentation of elementary science lessons, considering the concreteness of the experimental science lesson contentation.