Indirect Teaching Research Articles

Exploring the Impact of Affective Domain Engagement on Learning: A Comparative Analysis of Different Teaching Approaches

This quantitative study compares direct and indirect teaching approaches, investigating how the affective domain—emotions, attitudes, and motivation—shapes the teaching-learning process. Grounded in Krathwohl’s affective domain taxonomy, it explores the impact of students' emotional experiences on their self-efficacy, engagement, and skill acquisition. Data were collected from 300 Physical Education learners. The results show no significant difference in the median of the five affective domain categories between direct and indirect pedagogy, but notable differences exist in how they influence learners. Indirect methods encourage self-discovery but may not effectively instill values like teamwork and perseverance without direct teacher guidance. The affective domain often requires teachers to model desirable behaviors, such as fairness, respect, and empathy. Indirect teaching methods minimize the teacher's active role, reducing the opportunities for students to observe and emulate these behaviors. To optimize the development of both the affective domain and skills in learners under direct and indirect teaching approaches, students may cultivate a growth mindset, embrace holistic development, and actively participate in physical education. The Department of Physical Education may promote holistic learning and research-based practices, while PE teachers must integrate affective-focused pedagogies and model positive behaviors. Curriculum developers may balance technical and emotional development with assessment tools, and researchers must explore the long-term impact of affective teaching across diverse contexts. Future researchers are encouraged to expand studies, develop innovative assessment tools, and evaluate pedagogical approaches to enhance both emotional and skill development in sports education.

HOW TO TEACH SUBJECTIVE TRUTH? KIERKEGAARD’S DOCTRINE OF INDIRECT COMMUNICATION

The main goal of the paper is to determine the structure, meaning, and origin of Kierkegaard's method of indirect communication. Since Kierkegaard claimed that subjective truth cannot be directly imparted, the question arises as to how this type of truth can be conveyed to a student in the teaching process. Kierkegaard's doctrine of indirect communication should provide the answer - the invention of poetic characters, irony, and dialectical knots in the speech should provoke the student and entice him to awaken existential interest and begin existential development. In order to explain this combination of aestheticism and the ethical value of indirect communication, the paper will first address the difference between a subjective and objective reflection, which establishes the difference between direct and indirect teaching methods. In the main part of the analysis, the paper will examine the structure of indirect communication and explain the difference between aesthetic and existential reduplication. In the concluding part, the paper will briefly refer to Socrates' maieutics to determine the significance and benefaction of indirect communication as a teaching method.

Profil Pelajar dalam Kurikulum Merdeka Madrasah di Era VUCA

to face the VUCA era. The research method used in this study is descriptive qualitative with a literature review approach. Three main concepts are a reference for tracking data: the P3PPRA, P3, and VUCA World concepts. This study finds that the concept of Pancasila Student Profile and Rahmatan lil Alamin Student Profile (P3PPRA) is a renewal of character education, which philosophically refers to Ki Hadjar Dewantara's educational philosophy about independent humans. Second, the implementation of the Project for Strengthening Pancasila Student Profiles and Rahmatan lil Alamin Student Profiles (P3PPRA) can be carried out through integrated direct and indirect teaching because P3PPRA is an integrated learning activity and is carried out separately from intracurricular subjects. This study concludes that the concept and implementation of P3PPRA, which accommodates a multidisciplinary approach, is a strategy to prepare students who are adaptive to various rapid and spastic changes in life.

Towards Interactive Teaching Strategies in Teaching English Literature

The study examined using interactive teaching strategies to raise the understanding of students in literary texts. The study used reciprocal teaching strategies with undergraduate students at UST University in Yemen. The sample research included 46 female students from the English Department's 4th level in the Faculty of Human and Social Sciences, UST. The study's sample was randomly chosen and divided into control and experimental groups. Both groups were taught the exact content of the literature; the experimental group was taught using novel reciprocal strategies, while the control group received instruction as usual by following the department plan. The development of students reading comprehension was tested using a Pre- and Post-Reading Comprehension Test (RCT) throughout the teaching of literary courses. According to the data analysis, there is a statistically significant difference between the students' accomplishments in the experimental and control groups. It was found that literature courses that included both direct and indirect teaching techniques proved to serve the majority of students better.

TEACHER'S TEACHING METHOD FOR INCLUSIVE STUDENTS USED IN ALAM MAHIRA SCHOOL BENGKULU

This study aims to determine the teaching methods used by teachers for inclusive children used in Mahira Alam School (SD, SMP, SMA) and how is the implementation of the inclusive teaching method used by student teachers at the Mahira Alam Bengkulu School. The type of research used in this research is qualitative research. The data collection technique used was direct observation at school. The subjects of this study were English teachers at Mahira Alam School (elementary, junior high, high school). The results of the study show that there are 4 teaching methods that the teacher uses in teaching inclusive students at the Alam Mahira Bengkulu School, namely; use of Direct Teaching Methods 92%, Indirect Teaching Methods 59%, Scaffolding 63%, Self-Training 74%. the teaching method is often used by teachers at the Alam Mahira school Direct Teaching Method and the method that is rarely used is Indirect Teaching Methods. Implementation of the teaching method by Teachers for inclusive students at the Alam Mahira School of Bengkulu Almost all the elements of teaching method for inclusive students at Alam Mahira Schools (SD, SMP, and SMA), namely the Direct teaching method by providing training with guidance, submission of materials and providing feedback. Indirect teaching method by means of the teacher as a facilitator and Student- centered learning. Self-training method by means of Facilitating Students to be able to work Self, Train students to practice a small number of skills, and Provide exercises so students can develop abilities. Scaffolding method by means of Set the difficulty level of the difficulty of the subject matter, utilize a variety of learning models, and Practice responsibility for future researchers, it is suggested that it can be used to find out student responses to the teaching methods used by several teachers in inclusive schools.
 
 Key Words: Inclusion, Teaching, Method

Comparative Effectiveness of Indirect and Direct Teacher-Student Interaction Patterns in Science Instruction

Using an experimental research design, this study aimed to determine the effectiveness of indirect and direct teacher-student interaction patterns in the acquisition of science concepts and science process skills of two matched groups of the first year Bachelor of Elementary Education (BEEd) students of the Mariano Marcos State University College of Teacher Education. Both groups were pre- and post-tested using science concepts and science process skills tests. Mean was used to describe the performance of the students in both tests. The t-test was used to determine the significant difference between the pretest and posttest mean scores of the two groups. Results of the t-test showed no significant difference in the pretest mean scores of both tests while in the posttest, the indirect interaction group performed satisfactorily as compared to the direct interaction group where there were students who performed fairly in both tests. Thus, the t-score of the indirect interaction group was significantly higher than that of the direct interaction group. Indirect teaching is therefore more effective than direct teaching in the students’ acquisition of science concepts and science process skills. Thus, it should be given emphasis for the effective acquisition of science concepts and science process skills.

Direct and Indirect Technical Vocabulary Teaching Strategies used by Subject Teachers in a Saudi Industrial College

This paper Investigates the beliefs and practices of the subject area teachers about using direct and/or indirect teaching of English Technical Vocabulary (ETV) items in a Saudi Arabian Industrial college called Yanbu Industrial College (YIC). It also aims to explore the specific vocabulary teaching strategies VTS they use to achieve their teaching goals Methodologically, a qualitative study under the case study tradition was conducted. Six Content Area Teachers (CATs) were interviewed to understand their beliefs regarding the directness and/or indirectness of ETV items instruction and to list the strategies they employ towards this endeavor. The study found that CATs stated that they directly and frequently use the following strategies: definitions, exemplifications and pictures. These three strategies, according to all the CATs interviewed, are used jointly most of the time to present the meaning of novel ETV items directly. Secondly, the data also shows that CATs use most of the strategies to teach directly. Thirdly, some strategies were also reported to be used jointly. The study suggested some educational implications and recommended experts in the area to carry out future scrutiny to understand this topic from different dimensions.

Parents’ epistemological beliefs to children's early numeracy abilities: Pathways through parents’ home practices and children's numeracy interest

Many existing home numeracy models focus only on the roles of home activities in children's numeracy abilities. Parents’ beliefs, teaching strategies, and children's numeracy interest are seldom considered. As such, this study investigated the relations between parents’ epistemological beliefs about mathematics, how often children engaged with numeracy activities at home, parents’ use of indirect teaching strategies, children's early interest and ability in numeracy. Three hundred twenty-seven Hong Kong kindergarteners and their parents participated in the study. After controlling for the children's gender, age, non-verbal intelligence and language abilities, results showed that parents’ dynamic beliefs about the nature of mathematics were associated with their use of indirect teaching strategies. The frequency of home numeracy activities and parents’ use of indirect teaching strategies were linked with children's numeracy abilities through numeracy interest. Our findings demonstrate the importance of helping parents to appreciate the dynamic nature of mathematics, and of coaching parents how to guide children's numeracy learning.

Impact of school-based malaria intervention on primary school teachers’ time in Malawi: evidence from a time and motion study

BackgroundSchool-based health (SBH) programmes that are contingent on primary school teachers are options to increase access to malaria treatment among learners. However, perceptions that provision of healthcare by teachers may be detrimental to teaching activities can undermine efforts to scale up school-based malaria control. The objective of this study was to assess the impact of school-based malaria diagnosis and treatment using the Learner Treatment Kit (LTK) on teachers’ time.MethodsA time and motion study was conducted in 10 primary schools in rural Malawi. Teachers who had been trained to diagnose and treat uncomplicated malaria were continuously observed in real time during school sessions and the time they spent on all activities were recorded by independent observers before and after LTK implementation. A structured form, programmed digitally, was used for data collection. Paired sample t-tests were used to assess pre-post differences in average hours teachers spent on the following key activities: direct teaching; indirect teaching; administration; LTK and non-teaching tasks. Multivariable repeated measures mixed regression models were used to ascertain impact of LTK on average durations teachers spent on the key activities.ResultsSeventy-four teachers, trained to use LTK, were observed. Their mean age and years of teaching experience were 34.7 and 8.7, respectively. Overall, 739.8 h of teacher observations took place. The average time teachers spent in school before relative to after LTK was 5.8 vs. 4.8 h, p = 0.01. The cumulative percentage of time teachers spent on core teaching activities (teaching and administration) was approximately 76% and did not change substantially before and after LTK. Some 24.3% of teachers’ time is spent on non-teaching activities. On average, teachers spent 2.9% of their time providing LTK services daily. Per day, each teacher spent less time on administrative (0.74 vs. 1.07 h, p = 0.02) and non-teaching activities (0.96 vs. 1.41 h, p = 0.01) during LTK compared with the period before LTK.ConclusionSchool-based health (SBH) programmes are not detrimental to teaching activities. Teachers manage their time to ensure additional time required for SBH services is not at the expense of teaching duties. Programming and policy implications of tasking teachers with SBH does not have substantial opportunity costs. Teachers should continue delivering SBH programmes to promote learners’ health.

Technical Words Instruction by ESP Teachers: Types and Strategies

This work examines the beliefs and practices of the ESP Teachers about using direct and/or indirect teaching of English Technical Vocabulary (ETV) items in a Saudi Arabian Industrial college called Yanbu Industrial College (YIC). It also aims to discover the specific vocabulary teaching strategies VTS they use to achieve their instructional goals. The study is qualitative in nature under the case study tradition. Six ESP Teachers (ESPTs) were interviewed to understand their beliefs regarding the directness and/or indirectness of ETV items instruction and to list the strategies they employ towards this endeavor. The study found that ESPTs stated that they directly and frequently use the following strategies: definitions, exemplifications and recycling. These three strategies, according to all the ESPTs interviewed, are used jointly most of the time to directly present the meaning of novel ETV items. Some strategies were also reported to be used instead of some other techniques due to different reasons. The study suggested some educational implications and recommended experts in the area of L2 vocabulary instruction to carry out future scrutiny to understand this topic from different dimensions.

Multicultural values in social studies learning using indirect teaching model in Junior High Schools

Multicultural values are an integrated value system including justice, diversity, freedom, and solidarity. SMP Negeri 2 Pemalang, SMP Pius Pemalang, and SMP Al-Irsyad Pemalang have students from various ethnicities, including Javanese, Chinese, and Arabic. This study aims to analyze the practice of multicultural teaching and learning activities in social studies subjects at junior high school by using the indirect teaching model, to analyze the role of social studies teachers in shaping the multicultural values in social studies learning, and to analyze the multicultural values students have through indirect teaching models. This writing was done qualitatively with a phenomenological approach. Data were collected through interviews, observation, and documentation study. The results show that not all social studies teachers understand the indirect teaching model before learning. Not all social studies materials could be delivered using the indirect teaching model. Apart from being an educator, teachers also play roles as an example of values, ethics, social and emotional aspects for students. The suggestion of this writing is to emphasize multicultural values to students to understand and apply them to social life, considering that Indonesia is currently experiencing a crisis of values, ethics, and morals.

A Novice Teacher as Facilitator of Learning During a Hybrid Sport Education/Step-Game Approach Volleyball Season.

This study aimed to examine how a novice Physical Education teacher unfolded her pedagogical practice as a facilitator of learning during a hybrid Sport Education/Step-Game-Approach volleyball season; and to investigate students' perceptions about their lived learning experiences and active involvement in building their own learning process. For this purpose, an insider action-research design was implemented throughout one school term (20 lessons of 45 minutes each in total). Twenty-five students (aged between16 and17 years old), enrolled in the 12th grade at a Portuguese high school took part in this investigation. The novice teacher, who held two years of professional experience, assumed the dual role of teacher-researcher, facilitating an in-depth understanding of the complexity featuring of the teaching-learning process. Qualitative data were collected using multiple data sources (i.e., teacher's lesson plans and field diary, and student's focus-group interviews), and analyzed using a hybrid approach of inductive and deductive thematic analysis. The results revealed that the use of this hybrid season helped the teacher to act as facilitator of learning, namely by: (i) using two student-centered models with unique internal structures and functionalities, (ii) increasing the level of responsibility taken by students for their own learning experiences, (iii) adapting the lesson plans to students' individual needs, and (iv) combining a more supportive intervention with the use of more indirect teaching strategies. Together, these strategies seemed to prompt students' autonomy and sense of active control of the class activities, the development of students' abilities and volleyball-based knowledge, leading them to be more interested and engaged in Physical Education. In conclusion, the alliance between the student-centered environment (Sport Education) and the specificity of the content subject-knowledge (Step-Game Approach for non-invasion games) seems to have allow the novice teacher to adjust her pedagogical intervention as facilitator of learning to students' individual learning needs.

Evaluacija nastave fizičkog vaspitanja učenika starijih razreda osnovne škole u radu na daljinu tokom pandemije korona virusa

Two years ago, the Kovid-19 Crown Pandemic forced the whole world to redirect a good part of its regular and established activities to an alternative type of action. Education also found itself in these circumstances. The teaching staff of the school system of the Republic of Serbia has subordinated their knowledge, time and organizational skills to holding teaching activities in difficult circumstances, so that the acquisition of knowledge can continue in an emergency situation without major difficulties. Physical and health education was in a complex position due to the specifics of the teaching process that it has. In addition to the indirect teaching (online), the problem also occurred in the control of outcomes. The solutions were harmonized with the general obligations of the students so that they would not be additionally burdened due to the value system of the subject when it comes to summative assessment. Pupils were given the opportunity to give their opinion on distance learning and make certain suggestions for improving the teaching process. This paper presented the obtained results through descriptive analysis through research in one cross - section of the situation. Objectively, it should be borne in mind that the same criteria cannot apply to indirect teaching as to direct teaching. In that sense, this was a period when, with constant but constant commitment, work could be valued more. The question that arises is whether the outcomes correlate with the values expressed through the assessment?

Developing a Model for Disaster Education to Improve Students’ Disaster Mitigation Literacy

Indonesia is a disaster-prone country but public awareness of disasters is still low. To improve community disaster literacy, schools are the most effective vehicle. Improved disaster mitigation literacy can be achieved by integrating disaster education into subjects taught in school and associating it with the local wisdom owned by the community. This research aimed to determine and learn from the local wisdom of lamban langgakh (stilt houses), develop a disaster mitigation literacy model for subjects in schools, and identify the level of disaster mitigation literacy of junior and senior high school students in the West Coast District (WCR) of Lampung Province. The study was conducted in two stages: identifying and analyzing comprehensive information about lamban langgakh and developing an indirect teaching model as a students’ disaster mitigation literacy model through the ADDIE development model. This research produced a new model to improve students’ disaster mitigation literacy by integrating it with school subjects and local wisdom owned by local communities.

Correction to: Time Delay Compensation of a Robotic Arm based on Multiple Sensors for Indirect Teaching

Correction to: Time Delay Compensation of a Robotic Arm based on Multiple Sensors for Indirect Teaching

Time Delay Compensation of a Robotic Arm based on Multiple Sensors for Indirect Teaching

Time Delay Compensation of a Robotic Arm based on Multiple Sensors for Indirect Teaching

INTERNALIZATION OF MULTICULTURAL VALUES IN ARABIC LEARNING

Internalisasi nialai-nilai multikultural telah menjadi perhatian banyak peneliti saat ini, tetapi bagaimana proses internalisasi dalam pembelajaran terutama pembejalaran bahasa masih sedikit dilakukan. Untuk itu penelitian ini berfokus pada pendekatan internalisasi nilai-nilai multikultural dalam pembelajaran bahasa Arab di salah satu sekolah Madrasah Aliyah Negeri yang ada di kota Palu. Penelitian ini menggunakan pendekatan kualitatif studi kasus. Pengumpulan data dilakukan dengan teknik observasi, wawancara mendalam, dan dari bahan-bahan dokumen tertulis. Hasil penelitian menunjukkan bahwa nilai-nilai multikultural di internalisasikan melalui kurikulum, silabus, dan rencana pembelajaran (RPP). Proses pengintegrasian nilai – nilai multikultural yang mencakup nilai-nilai spiritual dan sikap sosial dilakukan melalui proses semi kontributif, semi aditif, dan indirect teaching. Nilai-nilai yang diintegrasikan mencakup sikap spiritual dan sikap sosial yang mendorong tumbuhnya nilai multikulturalisme.

The Relationship Between Listening Comprehension and Reading Comprehension: Implications for Reading Aloud and Learning

This paper describes the listening and reading comprehension skills of elementary school students, presents a classroom action research project that concludes that listening skills may transfer to reading skills, and recommends indirect teaching methods to enhance listening comprehension and learning during story hour. The study was designed to test whether instruction in three listening comprehension skills improved reading comprehension using those same skills. The recommended generic lesson plan for story hour is based on theory and research in listening and reading comprehension as well as the suggestions of teachers and librarians. It can be used by teachers, public librarians, school librarians, and parents.

The Relationship between Teachers Teaching Experience Attitude, Classroom Interaction Pattern and Students Academic Achievement in Science Subjects in Ebonyi State

This study investigated the relationship between teachers teaching experience, attitude, classroom interaction pattern and student’s academic achievement of science students in public secondary secondary school in Ebonyi State. This research adopted the expost facto research design. The population for this study consisted of teachers teaching science in senior secondary classes. A sample of 100 sechools were chosen for the study using stratified random sampling technique, the basis of stratification being the 3 senatorial zones of the state. 33 public schools were selected from Ebonyi south and Ebonyi north and 34 from Ebonyi central. Three instruments were used to collect data, The FIAC, the science teachers variable questionnaire (STVQ) and science subject achievement test (SSAT). The hypothesis was posited for the study and was analyzed using 0.05 alpha level of significant. Hypothesis one was tested using one way analysis of variance and Pearson product moment correlation was used to test hypothesis two and three respectively. The result of hypothesis one show a significant f-ratio for 1/D (F = 4.556 p < 0.05) and insignificant f-ratio of 1.529 D/st ratio. Given the sig fration of 1/D ratio, the result of LCD that teachers with 6 – 10 yrs has high. 1/D ratio than all other teachers while those with 21 yrs of experience was insignificant. The result of hypothesis two shows that 0.00 r value for 1/D ratio and r = 0.18 D/st ratio. This indicates no significant relation between teachers attitude and their classroom interaction pattern. On hypothesis three the result indicates positive relationship between achievement in science and classroom interaction with 1/D (r = 0.19) and D/st ratio (r = 0.39) the critical value rc = 0.19. Findings revealed that teaching experience has a lot to do with classroom interaction pattern which is positively related to students academic achievement and not science teachers attitude has no relationship with their classroom interaction pattern. This paper concluded that most teachers use direct teaching method whereas some science subjects curriculum content requires both direct and indirect teaching method. Nevertheless, science teachers should use more of indirect teaching methods because science is an activity based subject.

Orðaforðakennsla með sögulestri fyrir börn með málþroskaröskun

Tilgangur rannsóknarinnar var að bera saman áhrif beinnar og óbeinnar orðaforðakennslu hjá börnum með málþroskaröskun. Einkenni málþroskaröskunar er slök færni í tungumálinu, bæði í málskilningi og máltjáningu. Beina orðaforðakennslan fólst í að lesa sögubók og skoða hvort börn lærðu ný orð með því að útskýra og vinna sérstaklega með ákveðin markorð sem komu fyrir í textanum. Við óbeina kennslu var sama bók lesin án þess að staldra við markorðin eða útskýra þau. Þátttakendur voru tveir, báðir í elsta árgangi í leikskóla, og höfðu niðurstöður málþroskamælinga fyrir íhlutun sýnt slaka færni, bæði í málskilningi og máltjáningu. Kennslan fór fram í leikskóla barnanna fjórum sinnum í viku, í sex vikur. Niðurstöður leiddu í ljós að góður árangur náðist með þann orðaforða sem kenndur var með beinni kennslu. Orðaforði barnanna jókst hins vegar mun minna við óbeina kennslu. Sú þekking sem börnin höfðu tileinkað sér að lokinni íhlutun hélst að nokkru leyti mánuði eftir að íhlutun lauk. Mikilvægt er að lesa fyrir leikskólabörn og skapa aðstæður þar sem markvisst er verið að kenna ný orð. Jafnframt er nauðsynlegt að huga sérstaklega vel að börnum með slaka málfærni og auðvelda þeim að hlusta á sögu með því að útskýra orð jafnóðum. Þessar niðurstöður gefa vísbendingar um að til að auka orðaforða barna við sögulestur þurfi að útskýra ný orð sérstaklega. Foreldrar, kennarar og talmeinafræðingar geta ekki gert ráð fyrir að börn tileinki sér ný orð með því að heyra þau lesin í sögubók og geti sér til um þýðingu þeirra út frá samhengi.