Improve Teaching Effectiveness Research Articles

Research and Practice on Experimental Teaching of Business Intelligence Data Analysis Course in the Context of New Liberal Arts

With the rapid development of social economy, e-commerce has become one of the most vibrant industries today. However, the e-commerce major is also facing problems like the disconnection between theoretical teaching and practical application, and the lack of cultivation of data thinking and analysis skills in talent training. To this end, this study constructed an experimental environment for business intelligence data analysis courses, designed four types of experimental teaching programs including validation, design, openness, and teamwork, and implemented project-driven experimental teaching in an orderly manner through experimental skills training, staged experimental advancement, and procedural evaluation. The results showed that the application of the experimental teaching mode significantly improved students' ability to understand and apply theoretical knowledge, solve practical problems, and comprehend independent analysis and teamwork. This provided an effective example for the teaching reform of e-commerce majors, and also made talent training more in line with industry needs, with popularization value. Follow-up still needs to continue to enrich experimental content, and increase blended teaching and other forms to further improve teaching effectiveness.

The Psychology of Mindfulness for Pre-Service Teachers Preparation Program

The benefits of mindfulness in adults have been widely researched, and its positive impact on psychology and teacher performance has become a major focus in the field of education. These benefits include stress regulation and reduction, increased compassion, and improved teaching effectiveness. Many studies have highlighted the positive relationship between mindfulness traits and teaching readiness. This study specifically examines the role of prospective teachers' mindfulness traits in their readiness to teach. The theoretical model proposed by Manasia et al. (2019), which includes four key dimensions of teaching, was used to measure the teaching readiness of prospective teachers in three academic programs at the Department of Language Education at a leading state university in Malang, East Java, Indonesia. The Five Facet Mindfulness Questionnaire (FFMQ) was employed to measure the mindfulness traits of students as future teachers. The study found that mindfulness traits were able to predict higher teaching readiness in participants. These findings also form the basis for a community service activity, which involves providing mindfulness psychology training during teaching preparation orientation for students as prospective teachers.

THE ROLE OF COGNITIVE AND SOCIAL SKILLS IN TEACHERS’ SELF-REGULATION

This article examines the impact of cognitive and social skills on teachers’ self-regulation, particularly in the context of job stress and emotional control. It highlights the significance of self-determination, self-improvement, and self-actualization in pedagogical education. The findings suggest that enhancing teachers’ cognitive and emotional competencies can mitigate job-related stress and improve teaching effectiveness.

Exploration and Practice of OBE Teaching Philosophy and BOPPPS Teaching Model in the Reform of NoSQL Database Technology Course

With the rapid development of Internet technology, NoSQL database technology has demonstrated significant advantages in handling large-scale unstructured data. However, traditional teaching modes of NoSQL database technology courses face numerous issues, such as monotonous teaching methods, low student engagement, and unsatisfactory learning outcomes. This paper reforms and practices the NoSQL database technology course based on the OBE (Outcome-Based Education) teaching philosophy, combined with the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, Summary) teaching model, aiming to enhance students' interest in learning, strengthen their practical abilities, and improve teaching effectiveness.

Investigating principals’ roles in stem teachers’ effectiveness

This study aimed to assess the impact of principals' role on STEM teachers’ effectiveness among public senior secondary school teachers in the southern region of Nigeria. The research was guided by four key objectives: to evaluate the influence of principals' supervisory practices on teacher effectiveness, to examine the impact of principals' communication practices on teacher effectiveness, to investigate the correlation between principals' involvement of teachers in decision-making and teacher effectiveness, and to determine the overall level of teaching effectiveness among the teachers in the area. An ex-post-facto research design utilizing correlational and descriptive methods was employed, with data collected from 180 teachers selected through simple random sampling from a population of 328 teachers in public secondary schools in the southern region of Nigeria. The Principals’ Role in Teacher Effectiveness Questionnaire (PRTEQ) was used for data collection. The findings revealed a significant relationship between the quality of supervisory practices provided by principals and teacher effectiveness, a significant correlation between principals' communication practices and increased teacher effectiveness, and a significant relationship between principals' involvement of teachers in decision-making and their effectiveness. Additionally, the study found a high level of teaching effectiveness among the teachers in the area. Based on these findings, it is recommended that principals enhance their supervisory practices, communication, and involvement in decision-making to further improve teacher effectiveness in public secondary schools.

Adaptive leadership practices and their relationship to the performance of school teachers in the West Bank - Palestine

Leadership is one of the crucial matters that determine the work of educational institutions. As it provides a good framework for principals to improve teachers’ performance. The study aim is to Examining the relationship between adaptive leadership practices and the performance of school teachers in Palestine. mixed method was used. 245 questionnaires were distributed, answered by 245 male and female teachers in the West Bank using a simple random sample. In addition, semi-structured interviews were conducted with 15 school principals and 15 teachers using a purposive sample. The results showed that adaptive leadership behaviors that affect teacher performance in schools are poor, with the average response for the overall score of 2.56. The results were indicated that there are positive adaptive leadership practices that have an impact on teacher performance, such as (supporting teacher professional development, encouraging teamwork and cooperation among teachers, and emphasizing empathy). It was also found that the performance of school teachers was average, the average total response was 3.095, and a statistically significant positive relationship was found between adaptive leadership and the job performance of school teachers in Palestine (r = 0.63; p ≥ 0.01). This study has practical implications for educational policymakers and school leaders, emphasizing the importance of developing adaptive leadership competencies to improve teacher effectiveness and, by extension, student results.

CABARAN DAN STRATEGI DALAM PENGAJARAN RASM AL-QURAN: SATU KAJIAN DI INSTITUSI PENGAJIAN TINGGI

Rasm al-Quran is an important method of Quranic scriptwriting that ensures the authenticity of the text since the time of Prophet Muhammad (PBUH). However, the teaching of this discipline in higher education institutions faces several challenges. Key issues include the lack of comprehensive reference materials, confusion between Rasm, Dabt al-Quran, and their connection with Qiraat, as well as the students' weak mastery of the Arabic language. This study aims to identify the main challenges in teaching Rasm al-Quran and to propose strategies for improving teaching effectiveness. The study employs a qualitative methodology by conducting interviews with four lecturers representing the Eastern, Southern, East Malaysia, and Central regions. The findings reveal that weak Arabic proficiency, limited use of technology in the teaching process, and the lack of accessible and easy-to-understand reference materials are the primary obstacles hindering effective learning. Based on these findings, the study recommends enhancing Arabic language instruction, developing more user-friendly reference materials, and expanding the use of technology in the learning process. With the implementation of these strategies, the quality of Rasm al-Quran education is expected to improve, thereby preserving the authenticity of the Quranic text and facilitating deeper understanding for future generations.

Exploring Innovative Approaches to Integrate Child Development Theory in Primary Classrooms

As education reforms prioritize comprehensive skills over traditional knowledge transmission, the limitations of the "one-size-fits-all" teaching approach have become evident. Theoretical frameworks, including Piaget's cognitive development theory, Vygotsky's sociocultural theory, and Gardner's multiple intelligences theory, provide valuable insights for tailoring instructional strategies to individual learning needs. This study explores the integration of child development theories into primary education, addressing the diverse cognitive, emotional, and social needs of students in contemporary classrooms. This research highlights innovative teaching methods grounded in these theories that can enhance student learning outcomes and support teachers' professional development. While the study identifies potential challenges in implementing these theories, particularly in resource-limited environments, it underscores the necessity for adaptable and innovative practices. Future research should focus on empirical studies to evaluate the practical applications of these theories across diverse educational settings, aiming to improve teaching effectiveness and student engagement.

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

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

PEDAGOGICAL FOUNDATIONS AND TECHNOLOGIES FOR ENHANCING THE EFFECTIVENESS OF DEVELOPING PEDAGOGICAL RESPONSIBILITY IN FUTURE SPECIAL EDUCATION PROFESSIONALS

Effective special education professionals require strong pedagogical responsibility, yet current training often lacks integration of advanced strategies and technologies. This study examines how pedagogical foundations and technological tools can enhance this responsibility among future educators. Using surveys and interviews with pre-service special education teachers, the research finds that innovative pedagogical tools and structured training significantly improve teaching effectiveness. The study suggests incorporating these elements into training programs and calls for further research to evaluate their long-term impact. These insights offer practical recommendations for enhancing special education training.

Challenges, Teaching Strategies Optimization, and Effectiveness of Film and Television Course in Chinese Vocational Universities

This study evaluates challenges, optimization strategies, and effectiveness in training students majoring in film and television education in Chinese vocational colleges. It aims to explore the significant relationship between these variables and propose learning schemes to enhance students’ learning experiences. The researcher developed a questionnaire based on a literature review, ensuring its reliability through testing. Data were collected through online questionnaires distributed to 450 students from five universities in Hunan Province. Statistical analysis in SPSS v28 involved weighted averages, significant difference tests, and correlations. The study identified challenges such as creative, economic, and technological constraints in film and television courses. Teaching strategy optimization focused on interactive and questioning strategies. Effectiveness was assessed in skills and knowledge acquisition, critical and creative thinking. The research aimed to improve teaching effectiveness and optimize strategies continually. By addressing challenges, optimizing teaching methods, and enhancing learning outcomes, this study seeks to elevate the quality of film and television courses in higher vocational colleges to benefit students’ career development and industry advancement.

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

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

论印尼本土汉语教师与中国志愿者教师的教学焦虑对比研究

<p>Teaching anxiety is a problem that teachers feel deeply in teaching practice. Whether it is local Chinese teachers in Indonesia or Chinese volunteer teachers, they will feel anxious when teaching, coupled with the characteristics of students, different classroom teaching situations, language and cultural communication barriers, etc. In Chinese teaching, perhaps very simple knowledge for teachers, students have a lot of difficulties to learn, teachers will inevitably have a kind of anxiety, which will affect the smooth implementation of teaching work. When Chinese teachers face pressure, how to find the cause of teaching anxiety and take measures to overcome anxiety is of great significance to carry out teaching work. This article explores the teaching anxiety problems and performance comparisons of local Chinese teachers in Indonesia and Chinese volunteer teachers, promoting the physical and mental health development of teachers to improve teaching effectiveness.<strong></strong></p>

АКТУАЛЬНІ ПИТАННЯ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПРЕДМЕТІВ ПРИРОДНИЧОГО ЦИКЛУ В УМОВАХ РЕФОРМИ НУШ

The article examines the actual issues of training future teachers of science subjects in the context of the reform of the New Ukrainian School. Special attention is paid to the role of STEM education, environmental awareness, inclusive teaching methods, and teacher training to work in a multilingual environment. The purpose of the article is to study the peculiarities of the training of future teachers of science subjects in the conditions of the reform of the National Academy of Sciences. Research methods. A complex of the following methods was used during the research: theoretical - analysis, synthesis, generalization, systematization, specification, comparison, theoretical modeling; empirical - questionnaires, interviews, analysis of the results of students' activities. Research results. The training of future teachers of natural sciences takes place in the context of the modernization of the educational system. Strengthening practical skills also becomes a priority, in particular through laboratory classes and work in the field. In addition, the role of digital technologies in the educational process is growing. Teachers must be able to use a variety of online resources and virtual labs to improve teaching effectiveness. In particular, this concerns the use of platforms for distance learning, which is becoming relevant in the conditions of modern challenges. Particular attention should be paid to the formation of competencies in the field of STEM, which are becoming more and more in demand. Taking into account modern environmental challenges, teachers should be ready to educate schoolchildren in environmental awareness. Also, during the reform, the value of inclusive education increases, which requires teachers to be able to adapt teaching methods for children with different educational needs.

Research on the Reform and Innovation of College Music Teaching Based on Collaborative Filtering Algorithm

With the rapid development of artificial intelligence technology, collaborative filtering (CF) algorithms are becoming increasingly widely used in the field of education. This paper aims to explore the application of CF algorithms in the reform and innovation of music teaching in universities, in order to improve teaching effectiveness and students’ learning experience. First, this paper analyzes the problems existing in current music teaching in universities, such as single teaching methods and low student participation. In order to complete the research on the extension of online music systems in music teaching, this paper reused the post filtering paradigm of contextual information and redesigned the two-stage process of the hybrid algorithm. After the initial screening of CF, the algorithm extracts recommendation results with contextual bias based on tag information. Then, based on the improved algorithm, an online music teaching system was implemented. Applying hybrid algorithm intelligent algorithms to university music teaching can not only improve the personalization and interactivity of teaching, but also promote the cultivation of students’ creativity and critical thinking abilities. The experimental results show that the music teaching system using hybrid intelligent algorithms significantly improves students’ learning participation, with an average participation rate increased by 30% compared to traditional teaching methods. At the same time, students’ learning outcomes have also significantly improved, with an average score increase of 15% in music theory exams. And in the assessment of creativity and critical thinking ability, students show stronger thinking activity and innovation ability. In addition, system feedback indicates that over 90% of students are satisfied with the teaching system, believing that it enhances the fun and interactivity of learning.

Evaluation of Knowledge, Skill and Satisfaction Level of Laboratory Sciences Students in Pre-laboratory Immunohematology Course Using Virtual Flipped Classroom

Background: Medical education emphasizes the importance of facilitating deep learning, promoting professional behavior, and fostering skillful problem-solving in practical courses. Objectives: To determine student satisfaction, knowledge, and skill levels using the virtual flipped classroom method for the pre-laboratory immunohematology course in laboratory sciences. Methods: This semi-experimental (before-after) study included 42 laboratory science students who completed the practical immunohematology course. The intervention involved three steps of the virtual flipped classroom method. Knowledge was assessed with multiple-choice questions (MCQs), satisfaction was measured using a rating scale, and students' skills were evaluated using a rating scale. Data were analyzed using descriptive and analytical statistical tests in STATA 14. Results: The results showed that the post-test knowledge score had an average of 7.42, significantly higher than the pre-test score of 4.04 (P < 0.05). Additionally, 92.85% of students reported being satisfied with the course. Regarding skill evaluation, 95.23% of students stated, "I think I have now really achieved it or a part of it." Conclusions: The virtual flipped classroom method in the immunohematology pre-laboratory course had a positive impact on students' learning and satisfaction. This teaching approach has the potential to improve teaching effectiveness, create an interactive learning atmosphere, and could be implemented in similar courses.

EMOTION RECOGNITION IN LEARNERS WITH EMOJI SENTIMENT ACCOMPANIMENT USING THE PHOBERT MODEL

This paper proposes an advanced method for recognizing learners' emotions by incorporating the use of emojis to reflect the modern communication tendencies of learners, typically young individuals. The method is built on the PhoBERT model, a variant of BERT optimized for Vietnamese. Data was collected from opinion surveys of learners at the Ho Chi Minh City campus of the University of Transport and Communications to train and test the model. The system is designed to analyze text and recognize seven basic emotions: enjoyment, trust, hope, sadness, surprise, fear, and others. Corresponding emojis are then assigned to each emotion type to more clearly illustrate the learners' emotional states. Experimental results show that combining PhoBERT and emojis not only enhances the accuracy of emotion recognition but also makes communication more intuitive and vivid. The model achieved an accuracy of 74.1%. The paper also discusses practical applications of this system in the field of education, where teachers can quickly and accurately understand and respond to students' emotions, thereby improving teaching effectiveness.

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.

Application and Prospect of Artificial Intelligence in Personalized Learning

With the rapid development of "big data, intelligence, cloud, things and mobile" technology, artificial intelligence has been widely used in the field of education, providing technical support for personalized learning. The traditional education model cannot meet the personalized needs of students. Education reform calls for the introduction of artificial intelligence technology to achieve the optimal allocation of educational resources and improve teaching effectiveness. The knowledge economy era has put forward higher requirements for talents' innovation ability and lifelong learning ability. Personalized learning is an important way to cultivate these abilities. This paper first takes the main application of artificial intelligence in personalized learning as the starting point, and then analyzes the advantages and challenges of artificial intelligence in personalized learning. It is concluded that artificial intelligence plays a positive role in innovating teaching methods, achieving educational equality, and giving new impetus to learning, but at the same time it also faces challenges in various aspects.

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.