Group Teaching Research Articles

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.

Photogrammetry: Adding Another Dimension to Virtual Gross Pathology Teaching

Pathology is a discipline that relies on the description and interpretation of changes occurring in organs and tissues, and it is largely a “hands-on” experience, both during training and professional practice. Instigated by the need to provide a solution for online learning and teaching, a plethora of different approaches have been tested during the Covid-19 pandemic. The enforced inability to meet in person created the necessity to quickly replace the hands-on experience of practical classes, routinely considered the “gold standard” in undergraduate pathology teaching, with alternative and innovative digital solutions that could allow the students to appreciate most, if not all, features of the specimen to describe and interpret. Here we present a successful deployment of photogrammetry for the purpose of teaching gross veterinary pathology to undergraduate students. Fresh specimens obtained during routine diagnostic post-mortem activity have been photographed using Digital Single-Lens Reflex cameras and rendered into high quality 3D models, preserving almost unaltered morphology, color, and texture, when compared to the original specimen. Once processed using photogrammetry software, exported and uploaded into an online repository, 3D models become readily available via our digital learning platform (CANVAS) to all undergraduate students for self-study and consolidation, as well as to teaching staff for use during online lectures, traditional face-to-face classes, small group teaching and seminars. Preliminary data collected from students’ feedback highlighted the positive reception from users, and the enriched learning experience, while prolonging indefinitely the availability of rare and perishable teaching material.

Effects of Digital Story-telling on Motivation, Critical Thinking, and Academic Achievement in Secondary School English Learners

While examining the findings, this study concentrated on academic success, critical thinking, and motivation. for demonstration. Secondary school students studying English are involved in digital story-telling research. A quasi-experimental approach was employed in the research with 48 11th grade students who took pretests and posttests. Teaching as DST in the experimental group and teaching as teaching in the control group were the two degrees of CT-integrated instruction that were used. Gather both quantitative and qualitative information, such as responses to academic questions and the outcomes of tests of English language and cognitive skills. Through the addition of unique cultural narratives with a Palestine focus, the work advances the DST tradition. This program sheds information on how learning outcomes for students are impacted by daylight saving time. Because ANCOVA yields effective and objective results, it was utilized in the data analysis process.

Scienter, a New Pedagogical Approach, in Enhancing Student Engagement, Critical Thinking, and Retention in a Variety of Multidisciplinary Educational Settings

Background: This study offers "Scienter," a revolutionary instructional strategy aimed at improving student involvement and critical thinking during Large Group Teaching in Adult Learners. Objectives The study's goal is to assess the influence of the Scienter approach on student engagement, comprehension, and retention through a number of classroom implementations in a variety of disciplines. Materials and Methods The study involved 98 first-year students from a Mumbai-based homoeopathic medical institution. They were given pre-lecture instructions, including viewing a faculty-produced YouTube video and reading a textbook. The lecture structure involved intentional mistakes placed on PowerPoint slides, with the teacher expecting students to recognize and correct them on their own. The study aimed to test students' understanding and critical thinking skills. Result Preliminary findings indicate that the Scienter method demonstrates effectiveness in promoting active learning and fostering a critical approach to academic subjects. Specifically, 68% of participants expressed that Scienter promotes active learning and encourages a critical approach, while 32% did not report experiencing these benefits." Conclusion: The paper analyses Scienter's theoretical foundations, practical implementation, and implications for future educational initiatives.

Problems in Process Evaluation Education in Universi-ties and Suggestions for Improvement Measures - Taking Baotou Teachers College as an Example

Process evaluation is a relatively scientifc evaluation model, but it cannot adapt to lower level undergraduate institutions such as Baotou Teachers College; In the process of implementing process evaluation in Baotou Teachers College, there are many problems in class-room questioning, group teaching, and daily homework; Suggestions for improvement include reducing classroom questioning, following voluntary teaching, scientifcally arranging homework, and enhancing the power of teachers.

The effect of digital stories prepared according to realistic mathematics education on students' mathematical achievements, anxiety and attitudes

This research examined the effects of digital stories prepared according to Realistic Mathematics Education (RME) on the mathematics achievement, anxiety and attitudes of 4th-grade students. A quasi-experimental design with the pretest-posttest control group, one of the quantitative research designs, was used in the research. The research was conducted with 69 fourth-grade students studying in a public primary school in the Tarsus district of Mersin province in the second term of the 2021-2022 academic year. In the experimental group, the teaching was carried out by the researcher using digital stories prepared according to RME, the researcher carried out the learning in one of the control groups according to the current curriculum, and the classroom teacher carried out the teaching in the other control group according to the current curriculum for seven weeks. Two-factor ANOVA (mixed ANOVA) was used for mixed measurements to analyse the data obtained from the study. As a result of the statistical analyses, it was determined that digital stories prepared according to RME made a significant difference in the increase of students' academic achievement and mathematics attitudes but did not create a substantial difference in mathematics anxiety.

Patient video cases in large-group medical student teaching: A qualitative study of learner and educator perspectives.

Patient video cases (PVCs) are short video recordings of real patients during clinical encounters or instructed activities. Although widely used in healthcare professionals' education, their use in large group teaching (LGT) remains relatively unexplored. This study aims to explore the perceptions of medical students and academic staff regarding the use of PVCs to support LGT. A purposive sample of medical students and academic staff from Leicester Medical School was obtained. Data were collected through focus groups (students) and semi-structured interviews (staff) in which two sensitising PVCs were used as a stimulus to discussion. Data analysis was undertaken using grounded theory through a process of open, axial, and selective coding, leading to core categories and themes. Sixteen medical students and four academic staff members participated. Four overarching themes were identified covering the benefits of using PVCs, ways in which they are used in LGT, the challenges faced by and how to optimise PVCs for LGT. This final theme covered design, choice of clip and how it is then used by the educator within the teaching session. Key considerations were the need to align the PVC with other content and to consider the student experience. Our findings support the use of well-chosen and well-designed PVCs within LGT and offer practical insights to use them effectively. PVCs are a potentially powerful tool within medical undergraduate LGT (a widely used instructional method) and further research into its use is needed.

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.

Health pulse initiative: tracking blood pressure in akshaya group's teaching and non-teaching staff

Hypertension refers to a condition where the systemic artery blood pressure exceeds normal levels, necessitating increased cardiac effort to counteract the elevated pressure and ensure adequate blood flow to tissues. The heightened systemic arterial pressure places stress on the heart and other arteries, contributing to the development of hypertension. In our cross-sectional observational study, we employed questionnaires to gather data from volunteers over a three-month period. The inclusion and exclusion criteria were carefully applied to ensure the relevance of the collected data. Our study included 120 individuals from the selected region, aiming to assess blood pressure monitoring. The study revealed a dominance of males, constituting 51.67% of the total participants, while women accounted for 48.33%. The age distribution showed that 46.67% of the volunteers fell within the 31 to 40 age group. Our findings indicated that age, gender, and occupation significantly influenced blood pressure monitoring. Upon analysis, we observed a statistically significant improvement in volunteers' knowledge, attitudes, and practices regarding hypertension following counseling. This suggests the potential efficacy of intervention strategies in enhancing awareness and management of hypertension among the studied population.

Incorporating ABC in physiology education: Active learning, blended learning and curricular changes.

Physiology is of central importance in medicine. Teaching the complex physiological frameworks to the current generation of students with the implementation of competency-based medical education (CBME) has become a challenging task. Development of digital technology in educational field during Covid-19 pandemic has made medical educators modify their teaching learning strategies from traditional to blended mode. We offer tips to embrace the three major challenges namely, generational diversity with active learning strategies, technological growth with blended learning, and strategies to implement curricular changes in physiology education. Adult learning principles involve active learning as a crux component. Various simple active teaching strategies that can be adapted for large and small group teaching are highlighted. Blended learning is characterized by self-paced learning, and face-to-face training sessions with online collaborative learning. Simple ways to incorporate the blended mode of teaching strategies with the use of virtual platforms and learning management system (LMS) are described. Further, we discuss the nuances that help to adapt the various curriculum changes brought about by the implementation of CBME. Teaching physiology is an ever-challenging task. With an appropriate mindset, medical educators can turn these challenges into opportunities and make teaching learning a better experience.

Teaching residents to teach: A pilot study for an innovative online curriculum.

Resident-as-teacher (RAT) curricula have improved teaching behavior, ability, and confidence among resident participants. However, there are limited data on the appropriate format, length, and content. With teaching being a core residency competency and residents delivering one-third of student teaching in the clinical setting, properly training residents in clinical teaching is essential. We created a formal, scalable, asynchronous RAT curriculum. We report the pilot implementation of this curriculum along with feasibility, user acceptability, and preliminary knowledge outcomes. In this pilot pre-post interventional study, senior emergency medicine residents completed a formalized online education curriculum during their "teach month." The curriculum consisted of three online modules completed weekly over a 4-week rotation. Topics included adult learning, assessment and feedback, and group teaching. Several surveys were sent to residents before and after curriculum implementation. The surveys rated satisfaction and asked several education-specific knowledge questions to assess learning. Ratings were analyzed using means and confidence intervals (95%). Knowledge questions were graded and then analyzed by ANOVA and Fisher's LSD test. After the online modules were completed, the intervention group residents' mean score on knowledge questions was significantly higher than that prior to the curriculum and significantly higher than that the control group (previous graduated residents; 6.00 vs. 2.70, p = 0.0001; and 6.00 vs. 3.00, p = 0.0003, respectively). This score was maintained 3 months after completing the online modules. Intervention group residents were more satisfied with the online education resources than the control group (p = 0.048). Residents participating in a formalized online curriculum during their teach month demonstrate a high comprehension of education concepts and increased satisfaction with the provided educational resources and report high satisfaction with the teach month. Our pilot study suggests that a short online education-focused curriculum is an effective method of providing RAT training and may be applicable to clinical teachers across specialties and experience levels.

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.

Snowball Throwing Learning Model Assisted by Balinese Songs and Its Impact on Students’ Cultural Literacy

Cultural literacy is an individual's ability to understand and behave towards a nation's culture as part of national identity. This research aims to analyze the impact of the Snowball Throwing learning model assisted by Balinese songs on the cultural literacy of elementary school students. The type of research is a quasi-experiment with a non-equivalent control group design. The research population was 162 grade V students. Samples were taken using the Random Sampling technique with an intact group. The data collection method uses multiple-choice objective tests. Research data were analyzed using descriptive statistical techniques and inferential statistics (t-test). The results of the data analysis showed that the average pre-test score for the experimental group was 13.57 in the low category, and the average pre-test score for the control group was 13.93, which was in the low category. The post-test average of the experimental group was 20.038, which was in the medium category, while the post-test average of the control group was 16.103, which was in the low category. The results of the t-test analysis showed that the t-count (3.448) was greater than the t-table (2.005), so H0 was rejected, and H1 was accepted. Thus, there is a significant influence between the group taught using the Snowball Throwing model assisted by Balinese songs and the group not taught using the Snowball Throwing model assisted by Balinese regional songs in elementary school students

Gender Stereotypes and their Overcoming through Education (Based on the Results of the Project Implemented in Armenia)

This article represents the experience of teaching gender knowledge in number of universities and public schools of Armenia in 2000-2010. The training carried out with the support of the office of OSCE Democratic and Human Rights Institutes within the framework of the program “Gender awareness and gender sensitivity as prerequisites for balanced democracy” by the Association with University Education. The purpose of the article is to show the importance of education in overcoming gender stereotypes, the experience made in that direction and its results. The analysis was carried out by the author through ethnographic methods of direct observation and surveys conducted with experts who participated in the teaching of gender knowledge, school and student groups. The task of the article is to show the relationship between gender stereotypes and national traditions in post-Soviet Armenia, the ways of fighting against them and the contradictory position of the society towards the process. One of the main topics of the study is the problem of changing the gender identity manifested by the participants during gender teaching, which was expressed in the subsequent state and public processe.

Integrated remanufacturing scheduling of disassembly, reprocessing and reassembly considering energy efficiency and stochasticity through group teaching optimization and simulation approaches

The energy crisis and environmental pollution are receiving increasing attention from governments and communities. This study researches energy-aware remanufacturing systems. Remanufacturing aims to reuse valuable resources from end-of-life products and produce as-new products. Since remanufacturing systems involve a series of disassembly, processing and assembly operations, remanufacturing schedule integrates disassembly, processing and assembly shops. A multi-objective scheduling of remanufacturing systems is proposed, considering workstation use, energy consumption and customer satisfaction simultaneously. A chance-constrained programming model is established to minimize makespan and energy consumption while satisfying total tardiness requirements. A hybrid method is developed, using group teaching optimization and a discrete event simulation system, which can seek and evaluate potentially favourable solutions. The approach is validated on a group of test instances using well-known methods. The results reveal that this method can find non-dominated solutions with well-converged and well-diversified performance, verifying its advantages in providing informed decisions for managers and engineers.

Enhancing Young Violinists’ Musical Identities Using a Dialectical Approach Drawn from the Stanislavsky System

ABSTRACT This paper draws on the fields of music education and actor training. It describes the use of acting techniques based on the Stanislavsky system in music education as a means of facilitating the exploration of musical identity in young violinists. It also investigates how acting activities can enhance students’ development through the social interactions of group teaching, and how the power of language, storytelling, imagination, and fiction can trigger meaningful processes and influence behaviour by shaping and shifting young students’ beliefs about a performer’s musical identity. The focus of this article is on the application of approaches and activities, based on the Stanislavsky system, to music education, in the context of violin pedagogy.

Effectiveness of Flipped Learning and Teaching: Knowledge Retention and Students’ Perceptions

Aim/Purpose: This paper addresses the effectiveness of flipped learning and teaching as a didactic innovation in math instruction. We are interested in comparing traditional and flipped learning and teaching in terms of acquired knowledge and retention and students’ perceptions of flipped learning and teaching. Background: Traditional lessons, in which frontal instruction prevails, cannot sufficiently address all students, especially in more complex subjects where it is necessary to follow the didactic principle of learning differentiation and individualization. Flipped learning and teaching is a didactic innovation with a high potential for implementing the said didactic principle, as it can be adapted to the students’ needs to a greater extent. There is no single mode of implementation for flipped learning and teaching, which means that the effects depend largely on the specific learning activities, resulting in the fact that previous research does not report conclusive results. Thus, it is important to continue to examine this innovation to provide a better and more detailed understanding of it. Methodology: We present a study in which 13-year-old primary school students took part in a pedagogical experiment in mathematics instruction. In the control group (n = 26), lessons were taught in the traditional way, while in the experimental group (n = 26), lessons were taught according to the principle of flipped learning and teaching. After the experiment, the same posttest was administered to both groups to assess the students’ knowledge of the subject matter after the treatment. Another posttest was administered after three months to determine whether the knowledge acquired through flipped learning and teaching was permanent. All three tests consisted of 13 tasks, with the first 6 tasks relating to the perimeter of polygons and the second 6 tasks relating to the area of polygons. The last task focused on the perimeter and area of polygons. A short survey was also conducted to find out how the students in the experimental group perceived this didactic innovation in terms of motivation to learn, interest in the subject matter, level of knowledge acquired, and so forth. Contribution: Our research on flipped learning and teaching focusing on primary schools is significant as previous research on the topic has often been conducted on a sample of high school students and even more often on university students. Our particular contribution is the fact that we tested not only the students’ immediate knowledge after the intervention but also the retention of knowledge after a period of three months, which provides an additional perspective on the effectiveness of flipped learning and teaching. Findings: With this research, we have answered three research questions. First, we found that there are no statistically significant differences between the two groups in terms of acquired knowledge. Thus, we found that both the traditional approach and the flipped learning and teaching approach were equally successful in transferring knowledge to the students. In addition, we found that there were differences between the two groups in terms of retention of knowledge. The group taught with the flipped learning and teaching approach showed higher levels of knowledge retention than the group taught with the traditional approach. Finally, it was found that the students were quite satisfied with this approach and would like to see such innovations in the future. Recommendations for Practitioners: The results suggest better knowledge retention when using flipped teaching and learning, so based on our findings, we recommend teachers try this innovation in their classrooms. However, all innovation should be implemented with thorough consideration and gradually; thus, we believe that training courses on flipped learning and teaching should be organized for teachers to learn about this innovation, find out about its effectiveness, and reflect on how they can incorporate it into their own practice. Recommendation for Researchers: We recommend that research in the future focus more on primary school students, with particular attention to experimental design. We suggest that researchers focus on investigating the contribution of the different learning activities with the flipped instructional design to the overall effectiveness of the innovation. Impact on Society: The results of our research thus represent an important contribution to the field of pedagogy and general didactics at primary and lower secondary levels. Based on our findings on knowledge retention in the experimental group, we consider flipped learning and teaching to be an effective innovation that could contribute to a higher quality of teaching and, thus, to better student knowledge. Future Research: Future research would be important to determine which factor ensures a higher level of knowledge retention in a flipped learning and teaching approach than in a traditional learning and teaching approach. It would also be important to determine the effects of flipped learning and teaching in other subject matters in the mathematics classroom, in other age groups of students, and in other subjects in primary school.

Effects of K-W-L Instructional Strategy on Academic Performance of Pupils in Primary Mathematics and English in Owerri North Lga of Imo State, Nigeria

The purpose of this study was to find out if learners taught algebraic expression/elementary statistics in Mathematics and parts of speech in English Language using K-W-L instructional strategy will have better academic performance than those taught with the conventional Teacher method at 0.05 alpha levels. The researchers used quasi-experimental design which adopted the pretest, post-test Experimental group method. The area of study was Owerri North LGA Imo State, Nigeria. The population of the study was all Primary 5 learners in Owerri North Public schools. Purposive sampling technique was used to select three primary schools and simple random sampling technique was used to select classes in each of the schools. The sample of the study was 120 primary learners. The data collection instruments for the study were treatment 1 (K-W-L instructional strategies), treatment 2, (TCM [Teacher conventional method), Treatment 3 (combined TCM & K-W-L), multiple-choice questions for each subject chosen from past FSLCE and Common entrance questions. Two research questions and one null hypothesis guided the study. Mean, standard deviation and ANCOVA were the statistical tools used to analyze the data. The findings of the study revealed that the group taught with combined TCM & K-W-L achieved higher academically than the group taught with only TCM or K-W-L. The study also discovered that K-W-L instructional strategy is gender friendly. It was recommended that primary school teachers should be encouraged to use K-W-L instructional strategy to facilitate learners’ performance in algebraic expression, elementary statistics and parts of speech. Furthermore Basic Education Stake holders should organize regular workshops and seminars to train and retrain teachers on the use of 21st century teaching strategies.

Teaching of Social Studies in Nigerian Schools: A Case for Activity Methods

Aim of the Study: this study examined the effect of using Activity based methods to teach Social Studies in Primary School Pupils in Nigeria. The Pupils used for the study were randomly picked in a primary school located in Ikere Ekiti. Methodology: The sample included 240 pupils out of a total of 497 pupils in primary five. Based on their performances in the recent conducted promotion examination, the pupils were listed and assigned to classes A and B systematically so as to concentrate on only the bright ones in the class. A was made the experimental group and B the control group. At the end of six weeks of intensive coaching, a test was administered to the two groups by the researcher and two research assistants respectively. Findings: the findings of this study revealed that there was a significant difference between the pupils in the experimental group (Group A) and those in the control group (Group B) in terms of their performance in the test administered after treatment. The group taught using the activity method performed better in terms of achievement. However, there was no significant difference in the performance of male and female pupils. Conclusion: it is recommended that teachers of Social Studies at the primary school level should identify teaching strategies and resource materials which facilitate learning and better comprehension of the subject matter of social studies. Recommendations: Despite the obvious benefits of the Activity based teaching, most teachers do not use that method of teaching social studies. Teachers of Social Studies especially at this level should be complaint to this method and other innovative methods of teaching the subject especially at the pre-primary and primary school level.