Improve Teaching Effectiveness Research Articles

Business English Teaching with Intelligent Assistance—Research on Case-driven and Artificial Intelligence Application Improvement

This paper explores a new model of business English teaching in an intelligent-assisted environment. Through the application of case-driven and artificial intelligence technology, it aims to improve teaching effectiveness and learning efficiency. The article first analyzes the current status and problems of business English teaching, and then introduces in detail the specific application of case-driven teaching method and artificial intelligence technology in business English teaching. Finally, the effectiveness of this teaching model is verified through empirical research, and the prospects for future research are proposed. Resources.

The Value, Obstacle and Strategy of Digital Empowerment Physical Education in Primary School

With the title of "The Value, obstacle and Strategy of physical education teaching in primary school with digital empowerment", this paper discusses the value, obstacle and optimization strategy from three angles. Through the research, it is found that digital technology can bring great value in primary school physical education, including the advantages of improving teaching effect, enhancing student participation, personalized learning and all-round development. However, digital physical education also faces some obstacles, such as the problem of capital investment, the lack of teachers' digital literacy and professional ability, and the unequal investment in educational resources. In order to optimize the digital effect of primary school physical education, six optimization strategies are proposed: increasing funding investment and sponsorship, enhancing teachers' digital literacy and professional ability, optimizing the investment and distribution of educational resources, promoting students' and parents' participation and recognition, formulating privacy and security policies, and establishing a digital primary school physical education evaluation system in the digital era. Through the implementation of these strategies, the digital development of primary school physical education can be further promoted and the teaching quality and students' comprehensive literacy can be improved.

An andragogical proposal to improve teaching skills at the university level

The development of andragogy training enhances the competencies of university teachers. This study aimed to propose a training program in andragogy to improve teaching effectiveness at the university level. Using a quantitative methodology within a non-experimental design, the research included a sample of 193 teachers, using surveys and questionnaires as instruments. The results revealed that, in general, teaching competencies were at a moderate level, with particular emphasis on strategies that foster intrinsic motivation and opportunities for reflection, self-assessment, and evaluation of adult learners' motivation levels. Generally, the results highlight that andragogy training strengthens teaching competencies and enriches classroom interaction.

Application Practice of SHPB Experimental Technology in "Blasting Engineering" Teaching

The course of "Blasting Engineering" is a highly practical professional course in the field of civil engineering. In order to help students deeply understand and comprehend the propagation and attenuation mechanism of stress waves during rock blasting process, as well as the influence of rock dynamic characteristics on blasting rupture effect, SHPB impact compression experimental technology is introduced into the teaching of "blasting engineering". Firstly, the structure, experimental process, and principles of SHPB equipment were introduced, allowing students to have a better understanding of the experimental principles of SHPB and the theoretical calculation methods of rock dynamic parameters. Then, by combining SHPB experiments with the theoretical course of "Blasting Engineering", the teaching mode can solve students' difficulties in learning blasting theory, exercise their scientific research and exploration abilities, expand their innovative thinking, and cultivate their ability to propose and solve key scientific problems. This helps to unleash students' subjective initiative in conducting experimental research independently and improve teaching effectiveness.

ICT Integration in Secondary Schools: Evaluating Ease of Use and Perceived Benefits for Effective Teaching and Learning

This research investigates the integration of Information and Communication Technology (ICT) in secondary schools, focusing on educators' perceptions of its ease of use and perceived benefits for effective teaching and learning. Utilizing a quantitative approach with a survey methodology, data was collected from 60 secondary schools across Lahore and Gujranwala districts, involving 310 secondary school educators (144 males and 166 females). A proportionate stratified sampling technique was employed, and a modified version of the QICT (Questionnaire on the Integration of ICT) was used to assess teachers' views on ICT integration. Five experts validated the instrument with a reliability coefficient of 0.789. Results indicate that ICT integration is crucial for enhancing teaching and learning in secondary schools. Teachers with ICT-related qualifications demonstrated a more significant influence on classroom ICT usage. The study found that teachers generally perceived ICT integration as easy and beneficial, noting improved teaching effectiveness and student engagement. Educators with advanced ICT skills were more effective in incorporating technology into their teaching practices. Overall, the research underscores the importance of ICT in creating dynamic and effective learning environments in secondary education.

ANALYSIS OF ACCOUNTING STUDENTS' UNDERSTANDING OF THE DEVELOPMENT OF BASIC ACCOUNTING CONCEPTS AND THEIR APPLICATION

This study examines the understanding of students majoring in Accounting related to the development of basic accounting concepts and their implementation in teaching at several universities in Bandar Lampung. S1 Accounting students from Bandar Lampung University, Technocrat University, and Darmajaya University class of 2020 became research subjects. Qualitative methods are used with data collection through questionnaires. The results showed differences in student understanding related to basic accounting concepts, influenced by teaching approaches, curricula, and learning methods at each university. Data analysis uses a descriptive approach with percentage-based score interpretation. The implications of this research can be used to improve teaching effectiveness and student understanding of basic accounting concepts. Further research recommendations include analysis of additional variables and company types to understand holistically the challenges of a dynamic and competitive work environment. These findings support the development of a responsive and relevant curriculum in meeting industry demands.

Exploring High School Economics Teachers’ Curriculum Implementation Practices: A Case of the Northern Cape Province of South Africa

This empirical study explored high school Economics teachers’ curriculum implementation practices in South Africa. The research focused on a sample of three Economics teachers purposefully selected from three schools in the Northern Cape province. Drawing on the theoretical framework of Mediated Learning Experience (MLE) and adopting a qualitative approach, the study employed a case study design.To get insight on the Economics teachers’ curriculum practices, semi-structured interviews, classroom observations, and document analysis were used to generate data from the selected high school Economics teachers. Braun and Clarke’s six steps of thematic analysis were followed in analysing the triangulated data. The study findings indicate that some Economics teachers’ practices on instructional planning, selection of resources, feedback, and reflective practices promoted meaningful learning. The study concludes that although there are pockets of effective curriculum implementation practices by Economics teachers, there is a need to continue with in-service teacher training to enhance the teachers’ curriculum implementation practices. The study recommends that Economics teachers should form Professional Learning Communities where they learn and share good practices to provide teachers with continuous in-service training on how to plan lessons that cater for diverse learners’ needs. This study contributes to the scholarship by providing insights into how teachers’ curriculum practices can be enhanced both at pre-service and in-service levels to improve teacher effectiveness and efficiency. Furthermore, the study forms the basis on which further research on Economics teachers’ curriculum implementation practices on a more representative scale can be conducted. Keywords: Economics Education, Curriculum Implementation, Learner-centred Practices, Mediated Learning Experience

Learning goal orientation, social capital, and entrepreneurial intentions: A multigroup analysis within entrepreneurship programs

Drawing upon the social cognitive theory, this study investigates the relationships between learning goal orientation, social capital, entrepreneurial self-efficacy, and entrepreneurial intentions. Survey data were collected among 289 Dutch students who enrolled in an entrepreneurship program. Students completed a questionnaire before and after the program. The results demonstrated that learning goal orientation and student-student relationships positively related to students’ entrepreneurial self-efficacy, which, in turn, fostered their entrepreneurial intentions. However, the impact of teacher-student relationships on entrepreneurial self-efficacy was not significant over and above the impact of student-student relationships. Multigroup analysis showed that students with prior entrepreneurial experience indicated higher learning goal orientation and entrepreneurial intentions, as compared with their counterparts without prior experience. The impact of learning goal orientation on entrepreneurial self-efficacy was significant for students with prior experience, while this relationship remains non-significant for those without prior experience. These findings contribute to continually improving teaching effectiveness of entrepreneurship programs.

Empowering teachers: The impact of transformational leadership and teacher competence on performance through organizational commitment

The success of education is largely determined by the performance of quality teachers in planning, implementing, and evaluating learning, maintaining task discipline, and being active in the classroom. This study examined the interrelationships between transformational leadership style, teacher competence, organizational commitment, and teacher performance within educational environments. This quantitative study used the SmartPLS software with the bootstrapping method. A questionnaire was used to collect data from the 75 participants. Transformational leadership has a significant influence on both teacher and organizational commitment. Although competence positively influences organizational commitment, it does not affect teacher performance. Likewise, organizational commitment does not affect teacher performance. Furthermore, Transformational Leadership did not significantly affect Teacher Performance through Organizational Commitment. Similarly, Teacher Competence does not have a significant effect on teacher performance through Organizational Commitment. Understanding these dynamics could enhance strategies for improving teacher effectiveness and organizational outcomes in educational settings. The findings contribute both practically, by informing leadership practices and teacher development programs, and theoretically, by advancing the understanding of the complex relationships among leadership, competence, commitment, and performance in educational contexts.

Bifurcating and balancing: Language teachers’ emotion regulation motives and professional identity construction in cross‐cultural contexts

AbstractThis study investigated language teachers’ emotion regulation motives (ERMs) and their identity construction in cross‐cultural contexts. Drawing upon qualitative data about eight Chinese as a second language teachers for international students through semi‐structured interviews, classroom observation, and document collection, the study identified three overarching motives and six identities of language teachers: teacher as instructor and disciplinarian who regulated emotions for improving teaching effectiveness, teacher as caregiver and observer who regulated emotions for navigating teacher–student relationships, and teacher as mediator and defender who regulated emotions for reconciling cultural differences. These findings revealed the multifaceted, discipline‐specific, and contradictory nature of language teachers’ ERMs and reflected their balancing of sub‐identities to construct their professional identities in cross‐cultural contexts.

Reimagining Teaching Style Through Renewable Energy Quality Assessment—A Focus on Power Technology and Equipment

This article delves into teaching style translation strategies from the perspective of power energy quality assessment, using power technology and equipment as specific cases, with the aim of enhancing the international dissemination efficiency of power energy professional knowledge in the education field. Through detailed data analysis, this article reveals the rapid pace of technological updates and equipment upgrades in the power energy industry, especially in the fields of smart grids and renewable energy. As of 2023, the proportion of non fossil energy generation installed capacity worldwide has approached 50%, indicating that the power industry is accelerating its transition to green and low-carbon. This article pays special attention to the complex terms and concepts involved in the teaching of power technology and equipment. Using the principle of adaptability in translation theory, it analyzes how to accurately convey the precise meanings of these terms in the translation process, ensuring that international students can accurately understand and master key knowledge points. By comparing traditional teaching methods with a new teaching model that incorporates elements of power energy quality assessment, the study found that the latter performs more outstandingly in improving students' practical and problem-solving abilities. Specifically, the accuracy of students in simulating power system fault handling has increased by about 30%. In addition, this article also utilizes big data analysis technology to comprehensively sort out and evaluate teaching resources in the field of power energy, and finds that high-quality teaching materials and case sharing are crucial for improving teaching effectiveness. Based on the above analysis, this article proposes a series of optimization suggestions for teaching style translation, in order to provide strong support for the international education of power energy majors and promote the exchange and progress of global power energy technology.

Application of large language models in engineering education: A case study of system modeling and simulation courses

In modern engineering education, the application of digital technologies has significantly improved teaching effectiveness and student learning experiences. This study explores the innovative use of large language models (LLMs) in system modeling and simulation courses. Specifically, LLMs were applied to assist in MATLAB programming tasks, allowing students to learn MATLAB commands and programming techniques more conveniently. Additionally, interactions with LLMs guided students in acquiring cross-disciplinary knowledge related to modeling and simulation. In the context of system modeling and control problems, LLMs were utilized to aid in mathematical logic analysis and reasoning by providing potential solutions. These measures have demonstrated that students’ understanding and mastery of complex concepts were improved, and their interest and initiative in learning were stimulated. This paper summarizes the experiences of integrating LLMs in teaching, discusses their potential advantages and challenges in engineering education, and highlights the importance of incorporating digital technologies, particularly large language models, to support educational innovation.

Dissecting Neuromyths – Bridging the Gap between Education and Neuroscience in EFL Pedagogy

This study investigates the prevalence of neuromyths among English as a Foreign Language (EFL) teachers and examines their general neuroscience knowledge (GNK). Neuromyths, often stemming from misinterpretations of neuroscience research, can lead to ineffective teaching practices. The research employs a mixed-methods approach, surveying 45 EFL teachers to assess their GNK and beliefs in common neuromyths, while considering variables such as gender, years of teaching experience, educational background, and exposure to neuroscience training. Additionally, a case study explores the practical integration of educational neuroscience concepts (ENCs) into EFL teaching. The findings reveal a moderate level of GNK among participants, but a significant struggle in identifying neuromyths, particularly those related to learning styles and brain usage. Teachers with more teaching experience tend to hold stronger neuromyth beliefs. The case study demonstrates both the challenges and benefits of applying ENCs in EFL teaching, showing improvements in teaching strategies and student outcomes. The study highlights the critical need to enhance neuroscience literacy among EFL teachers through targeted professional development programs. These programs should focus on debunking neuromyths and promoting evidence-based teaching strategies. The conclusions emphasize the importance of integrating neuroscience education into teacher training to improve teaching effectiveness and student learning. Future research should investigate the long-term impacts of such training and explore the application of neuroscience principles across various educational contexts.

Application of Educational Technology and Teachers' Competence in Improving Teaching Effectiveness in Islamic Education Curriculum in Madrasah Aliyah in Indonesia

This study investigates the application of educational technology and teacher competence in enhancing teaching effectiveness within the Islamic religious education curriculum at Madrasah Aliyah in Indonesia. Utilizing a quantitative analysis approach, data were collected from a sample of 180 respondents using a Likert scale ranging from 1 to 5. The data were analyzed with Structural Equation Modeling with Partial Least Squares (SEM-PLS 3). The findings reveal that the relationships between educational technology and teaching effectiveness (H1), teacher competence and teaching effectiveness (H2), as well as teaching effectiveness and the Islamic education curriculum (H3), are all positive and significant. These results underscore the critical role of both educational technology and teacher competence in improving teaching effectiveness, which in turn positively impacts the Islamic education curriculum. This study provides valuable insights for policymakers and educators aiming to enhance the quality of Islamic religious education through the strategic application of educational technology and the development of teacher competencies.

Research on Interdisciplinary Project-Based Teaching in Primary Schools Catalyzed by Digital Intelligence Empowerment

With the rapid development of information technology, digital intelligence empowerment has gradually become an important direction of educational innovation. This paper uses the case analysis method to explore in depth how digital intelligence empowerment and project-based teaching can promote the integration of primary school curricula. Taking the teaching of intelligent patrol cars as an example, this paper analyses the positive role of digital intelligence empowerment in improving teaching effectiveness and cultivating students’ comprehensive ability. The research results show that digital intelligence empowerment not only enriches teaching resources but also optimizes the teaching process. Combined with project-based teaching methods, it can effectively improve students’ interest in learning and performance. This study provides a useful reference and inspiration for the project-based teaching of curriculum integration in primary schools and has certain practical significance and theoretical value for promoting the process of educational informatization.

The Influence of Interactive Technology of Contemporary Classroom Software on University Teaching Practice

Contemporary classroom interactive software technology greatly impacts university practical education. This study adopts the research method of literature review and case analysis. Through extensive collection and analysis of domestic and foreign literature on classroom interactive software technology in higher education, it deeply understands its development history, functional characteristics, and current situation. Secondly, combined with specific teaching cases, this paper analyzes the use effect of these software technologies in the actual teaching process, the feedback of students, and the challenges faced and the basis. This article also explores how these interactive technologies will impact practical university education and how they have changed the learning environment. Through research, we also find that classroom interactive software technology is indeed helpful to improve teaching effect. Still, software technology needs to be used rationally, pay attention to balance, and ensure effective combination. Meanwhile, teachers also need to receive more professional training to ensure that they master relevant operational skills and teaching design principles.

Bridging the Gap: Empowering Lecturers through Effective Quality Management Practices in Higher Education

This paper aims to identify the factors affecting self-esteem and confidence among educators and how these factors influence their teaching effectiveness. The study employs a qualitative approach to explore self-esteem and lecturer performance. Data were collected through interviews and analyzed both concurrently and post-collection to ensure comprehensive understanding and immediate adjustment of interview questions as needed. The findings revealed that lecturers with low self-esteem and confidence often struggle with managing emotions and maintaining a balanced psychological state. The most significant contributor to low confidence was found to be an individual's personality, specifically their ability to control emotions. The study demonstrated that the primary driver of self-esteem is not stress, but an imbalance in mental processes. Additionally, this research developed a scale to measure self-esteem using two dimensions: acute fatigue and cognitive distortion. For confidence, the scale includes the dimensions of certainty and the reduction of certainty. These scales provide valuable tools for assessing and addressing issues of self-esteem and confidence among educators, ultimately contributing to improved teaching effectiveness and educational quality. The study contributes to the existing literature by highlighting the role of personality traits and emotional regulation in lecturer burnout and self-esteem, emphasizing the need for a holistic approach in addressing these issues in higher education.

Exploring the Path and Practice of Integrating Information Technology into Classroom Teaching in Vocational Colleges

With the rapid development of information technology, its application in the field of education is becoming increasingly widespread, bringing profound changes to classroom teaching in vocational colleges. The integration of information technology not only innovates teaching methods and enriches teaching resources, but also promotes the updating of educational concepts and the innovation of teaching models. This article aims to explore the path and practical methods of integrating information technology into classroom teaching in vocational colleges, comprehensively analyze the current application status of information technology in teaching, including its specific performance in improving teaching effectiveness, promoting student self-directed learning, and optimizing teacher-student interaction. Meanwhile, this article will propose specific implementation strategies based on the actual needs of vocational colleges, such as strengthening the construction of information technology infrastructure, cultivating teachers' information technology application abilities, and developing information technology teaching resources suitable for vocational education. Finally, this article will also look forward to the future development trend of information technology in classroom teaching in vocational colleges, in order to provide useful reference and inspiration for improving the quality of education and teaching in vocational colleges.

Teachers' Pedagogic Competence in Strengthening Character Education of Students in Elementary Schools : Exploring Effective Strategies

This study aims to explore effective strategies for improving teachers' pedagogical competence to strengthen learners' character education at the primary school level. The research method used was a literature study with a qualitative approach. Primary and secondary data were obtained from books, documents, and journals that were of the same relevance as this research. After the data was obtained, the data analysis technique for this research used content analysis. The results of the study found that teachers must master educational technology to improve teaching effectiveness and student engagement. It involved using digital tools for assessment, teaching, and communication with students and parents. Teachers needed to develop 21st-century skills such as critical thinking, creativity, collaboration and communication. These skills were important to help students become individuals who are ready to face future challenges. Teachers should apply an adaptive pedagogical approach, tailoring teaching methods to students' individual needs, interests and abilities. It includes differentiated learning, formative assessment and the use of adaptive technology. Character education should be integrated in the curriculum by teaching universal and contextual values. A holistic approach, including project- and problem-based learning, is important to develop a strong student character relevant to modern challenges. Continuous professional training and development for teachers is key to ensuring they are up-to-date with best practices and innovations in education. This involves workshops, online courses, mentoring and collaboration within communities of practice. Modern assessment and reflection are important for monitoring student progress and evaluating teaching effectiveness. The use of formative and summative assessments, technology in assessment, and regular reflection by teachers and students can improve the quality of learning. Collaboration with parents, communities, educational institutions, government and non-profit organizations can strengthen character education and support teachers' pedagogical competencies.

Exploring the Integration of Artificial Intelligence-Based ChatGPT into Mathematics Instruction: Perceptions, Challenges, and Implications for Educators

This research investigates how secondary school mathematics educators in the Nsukka Education Zone, Enugu State, Nigeria, perceive the incorporation of artificial intelligence-based ChatGPT into teaching mathematics. The study employed a sequential exploratory mixed-methods strategy, starting with a systematic survey and followed by detailed interviews. The Mathematics Teachers’ Awareness and Perceptions of AI-based ChatGPT Questionnaire (MTAPACQ) used in this study was adapted from an existing online survey and administered to 80 mathematics teachers, who were selected using stratified random sampling to ensure varied representation across different local government areas. The survey explored teachers’ awareness, utilisation, and perceptions of ChatGPT. Following the quantitative phase, in-depth qualitative interviews were conducted with a subset of five teachers who were familiar with ChatGPT to gain deeper insights into their experiences. The findings indicate limited awareness of ChatGPT, with only 17% demonstrating familiarity with the technology. The infrequent utilisation of ChatGPT in mathematics teaching is mainly associated with this limited awareness. Teachers who integrate ChatGPT report positive outcomes, including improved teaching effectiveness, heightened student engagement, and enhanced comprehension of complex concepts. Nevertheless, the overall perceptions of the tool’s impact on mathematics teaching and learning are moderate. The identified challenges in relation to integration include technical adaptability, curriculum alignment, and the need for customisation to accommodate diverse learning styles. This study emphasises the significance of continuous professional development and ongoing support for teachers to integrate AI-based ChatGPT into mathematics instruction proficiently. The insights derived from the findings hold value for educators, policymakers, and technology developers aspiring to elevate the role of artificial intelligence in mathematics education.