Ineffective Teaching Research Articles

Overcoming Learning Barriers in Faraid Education for Improved Student Outcomes

General Background: Pondok Pesantren (Islamic boarding schools) are vital for character and knowledge development in Indonesia, especially in the study of faraid (Islamic inheritance law). Specific Background: At Wali Barokah Islamic Boarding School in Kediri City, students face obstacles such as ineffective teaching methods, limited resources, and challenges in understanding Arabic texts. Knowledge Gap: Existing research has not thoroughly analyzed these specific barriers and their impact on learning outcomes. Aims: This study identifies the obstacles faced in faraid education and offers strategic recommendations for improvement. Results: Using qualitative methods, the research reveals that methodological issues, insufficient materials, and rigid teaching styles significantly hinder student understanding and motivation. Novelty: This study provides a comprehensive analysis of the barriers affecting faraid learning. Implications: It highlights the need for adaptive teaching methods and improved resources to enhance student engagement and comprehension, ultimately fostering competent graduates in accordance with Islamic law. Highlights: Ineffective Teaching Methods: Predominantly traditional approaches lead to student disengagement and reduced comprehension. Language Challenges: Difficulties in understanding Arabic texts hinder students' ability to grasp complex concepts in faraid. Resource Limitations: Insufficient learning materials negatively impact the applicability and relevance of the knowledge acquired by students. Keywords: Faraid Knowledge, Islamic Boarding School, Learning Obstacles, Teaching Methods, Student Motivation

Leveraging Social Media to Enhance Historical Awareness: A Case Study of the Inspect History YouTube Channel

Limitations in educational curricula, ineffective teaching methods, and insufficient resources can hinder a nation's ability to foster historical awareness. However, advancements in information and communication technology (ICT) present opportunities to address these challenges. The rise of social media platforms, especially YouTube, has become a powerful tool in disseminating historical knowledge. This study employs a qualitative research design with a case study approach, focusing on the YouTube channel "Inspect History." Data were collected through observations of the channel's content, online interviews, and document analysis. The study specifically examines how this platform contributes to enhancing historical consciousness. The "Inspect History" YouTube channel, with 580 thousand subscribers and 257 videos as of July 20, 2022, demonstrates the effectiveness of animated videos in fostering historical awareness. Viewers reported increased engagement with and understanding of historical events through the platform's accessible content. The findings suggest that social media, particularly YouTube, can significantly enhance the public's understanding of history. The case of "Inspect History" illustrates how well-curated digital content can compensate for limitations in traditional educational settings, providing an engaging alternative for learning. This study highlights the potential of social media platforms to promote historical awareness. The success of "Inspect History" underscores the value of utilizing digital tools to overcome educational barriers and cultivate a deeper public understanding of history in the digital era.

Effect of Kinesthetic Learning on Students’ Interest and Achievement in Mathematics

One of the pertinent reasons for poor academic achievement in Mathematics is fundamentally linked to the application of ineffective teaching methods by teachers to impact knowledge to learners. This study adopts a quasi-experimental pre-test post-test research design to examine the efficacy of kinesthetic learning on interest and achievement in Mathematics. Four research questions were raised to guide the study and four hypotheses were formulated and tested at 0.05 level of significance. The sample comprises 101 Junior Secondary School students drawn from two secondary schools in Bekwarra Local Government Area of Cross River State, Nigeria. Two intact classes were randomly selected from each school and assigned to experimental and control group. Data for the study were sourced using a modified Mathematics Interest Inventory (MII) and mathematics achievement test designed by the researchers tagged Students’ Mathematics Achievement Test (SMAT). Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The findings revealed a high post-test interest cluster mean of 3.10 (above the decision benchmark of 2.50) and also a higher post-test mean achievement score with (Mean = 20.82; Standard Deviation = 3.63) for students in the experimental group compared to the control group. The result also indicated that both male and female students taught mathematics using kinesthetic learning in the experimental group had positive interest and achievement after exposure to the treatment. The test of the hypotheses indicated that there is significant difference in interest and achievement between students taught mathematics using kinesthetic learning and conventional method, whereas there is no significant difference on the interest and achievement of male and female students taught mathematics using kinesthetic learning. The study concluded that kinesthetic learning has a positive effect on interest and achievement in mathematics; and that gender is not a sole determinant of good academic performance or interest in mathematics but teaching method. The study recommended that mathematics teachers should adopt kinesthetic learning or play way method in teaching because of its relevance in improving learners’ interest and achievement.

The Influence of a Mother Tongue on English Pronunciation While Acquiring English as a Second Language

This study aims to investigate the role of the mother tongue on English pronunciation in the acquisition of a second language. Many people face issues while acquiring English as a second language. These issues can be divided into two main categories: the impact of a mother tongue on second language and ineffective teaching approaches. This study focuses on the first category which means the influence of the native language of the learner on their acquisition of the target language. The researcher used a mixed method in the present study and asked the participants to record their voices while pronouncing certain vowels and consonants. After that, the data were collected and analyzed from audio recordings based on the International Phonetic Alphabet system. There are 40 participants including 20 females and 20 males from four nationalities: Saudi, Mexican, Turkish, Filipino. The results showed that the findings of the study answered the research questions about the influence of the mother tongue on learners’ pronunciation while acquiring English as a second language. It showed that participants faced problems because of the influence of their mother tongue. It also answered the second research question about the difference between L2 learners’ pronunciation based on their gender. In general, there was a difference between genders when pronouncing English by learners from different countries, where male participants had higher numbers of mispronunciations than female participants.

Using Overture to enhance students’ aural musical skills and motivation in learning

Aural musical skills are a compulsory course for music students, but studies show that students are weak in this area due to unattractive and ineffective teaching methods. This study investigated the effects of Overture on enhancing the aural musical skills of students in China. In addition the study also investigated whether the utilization of Overture can enhance students' motivation to learn aural musical skills. This quasi-experimental study only used quantitative data. The researchers chose 70 first-year Chinese music students as an intact group sample, from Hunan City University in China, The experimental group was taught using the Overture method, while the control group was taught using the conventional method. The intervention was for eight weeks. The researchers used pre-test, post-test, and questionnaires on learning motivation as instruments to collect the data. The data was analyzed using the SPSS program for Windows, version 25 (ANCOVA test). The results indicated that the experimental group performed significantly better and outperformed the control group in their overall scores in aural musical skills, melodic intervals, rhythmic patterns, monophonic music, and two-voice music, The experimental group also showed significantly higher motivation than the control group. In terms of pedagogical implications, this study suggests that music lecturers need to consider using Overture as an alternative method to improve aural musical skills among students and they have to be trained on how to utilize Overture for teaching music.

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.

Pengembangan Pembelajaran Bahasa Inggris di Madrasah Jamiyatut Tholibin Desa Soket Dajah Bangkalan Madura

This article discusses the English language learning development program at Madrasah Jamiyatut Tholibin, Soket Dajah Village, Bangkalan, Madura. This program was motivated by the low English language skills of students in the area, which were caused by limited educational facilities, lack of teaching resources, and ineffective teaching methods. This program aims to improve students' English skills through a more interactive and contextual approach, which is relevant to their daily lives. In addition, this program also involves training for teachers to improve their competence in teaching English, including the use of media and technology as learning aids. The results of this program showed a significant increase in students' English skills, both in terms of comprehension and communication skills. In addition, this program also succeeded in increasing students' learning motivation and developing teachers' capacity in teaching English. Thus, this program is expected to be a model for the development of English language learning in other rural areas in Indonesia.

Excuse me professor, you’re on mute – a qualitative exploration of experiences of video conferencing and zoom fatigue in university students

ABSTRACT Background Despite the great feasibility of video conferencing platforms, concerns regarding Zoom fatigue, the exhaustion experienced after prolonged virtual meetings, arise. Although often examined from a quantitative standpoint, there remains a significant lack of qualitative exploration of Zoom fatigue. Objective This study aimed to explore Indian university students’ qualitative experiences with synchronous classes and zoom fatigue. Method Thematic Analysis (TA) was used to analyze in-depth interviews of 24 university students (age = 20.38 ± 1.74, 15 females) enrolled in synchronous courses, i.e. online courses attended by students at the same time they are delivered. Results Nine primary themes and ten sub-themes were identified by study participants for zoom-delivered courses: (i) beyond screen time; (ii) physical issues; (iii) anxiety; (iv) cognitive difficulties (difficulty in sustaining attention and remembering, multi-tasking, and distraction); (v) experiencing awkwardness (turn-taking and interruption, eye-contact, self-consciousness, and home environment); (vi) technological barriers and discomforts; (vii) lack of sympathy from instructors and administration (regarding self and family’s health and regarding technical glitches); (viii) mixed feelings toward instructors (ineffective teaching pedagogy and gratitude and admiration for instructors); and (ix) feeling gratitude. Conclusion Participants in this study were generally fatigued and dissatisfied with the experience of zoom-delivered classes. Addressing factors contributing to zoom fatigue can ensure the sustainability and effectiveness of synchronous learning.

Abstract Concept Visualization: Innovative Teaching Mode for Engineering Mechanics Experiments

There are persisting issues in the ineffective teaching of mechanics laboratory courses within vocational education systems. Hence, this study aimed to investigate the utility of finite element analysis (FEA) for developing instructional resources. Solid and hollow shaft models were numerically analyzed to examine their stress distributions and deformation patterns. This digitized content was incorporated into the existing curriculum. An experimental teaching activity was organized and evaluated using questionnaires and instructor-student exchanges. Results indicated that FEA-based visualization significantly improved student comprehension of stress distributions and deformation modes along the shaft. Overall satisfaction with the teaching experiment was 30 out of 33 participants, though this innovative approach enhanced interest, it lacked in fully facilitating positive discussions. In summary, FEA can effectively augment traditional torsion experiment instruction by providing clear, engaging visual representations. Further case studies merit exploration and practice by educational researchers to realize the full potential of FEA for mechanics laboratory pedagogy.

The Students Ignorance In Practicing English Speaking

Mastery of English has become an increasingly important requirement in this era of globalization. As an international language, English plays a crucial role in various aspects of life, ranging from education, career, to cross-cultural communication. In Indonesia, although English has been taught since elementary school level, there are still many students who experience difficulties in English speaking practice. This phenomenon raises concerns among educators and education stakeholders. Many university students have studied English for years but are still reluctant or unconfident to use it in everyday conversation. This reluctance is often referred to as "ignorance" or indifference to the importance of English speaking practice. Various factors can contribute to this problem, including ineffective teaching methods, lack of exposure to the use of English in real contexts, and psychological factors such as language anxiety and fear of making mistakes. Given the importance of English speaking skills in today's globalized world, it is important to delve deeper into the phenomenon of students' indifference in practicing spoken English.

Perceptions of Effective and Ineffective Teaching: Insights From Students

The aim of this study was to assess how students perceive teacher behaviors. The participants, responded to a survey consisting of a short version of the Teacher Behavior Checklist (TBC). The result revealed five dimensions of teacher behavior. We named these dimensions Superlative/Superhuman, Pro-social, Professional, Absent, and Insecure. The positive dimensions, superlative and pro-social had the highest overall rankings, and professional came third. The two negative aspects were behaviors that the students associated with negative teacher behaviors. The analysis revealed differences according to gender as female students rated four of the five dimensions as more important. There were also differences according to educational level. Students at Upper secondary school students rated the pro-social dimension with characteristics, such as, good listener, relation builder and understanding higher. University students had lower tolerance for the absent dimension and stressed the behaviors associated with improving critical thinking skills when compared to the younger sample.

The Effectiveness of Flipped Classroom Pedagogy in Promoting learning engagement in Organic Chemistry in Grade-12 Students in the Context of South Africa and Covid-19

ABSTRACT Technology-mediated flipped classroom pedagogy has been increasingly adopted at the university level owing to its potential efficacy in improving student engagement and performance while reducing dropout rates. However, at the high-school level, particularly in under-resourced schools, traditional face-to-face teaching which does not promote active learning persists. There is a paucity of research on the effectiveness of the flipped classroom in promoting engagement at these high schools. Research shows that organic chemistry, rated as difficult and associated with ineffective teaching, results in diminished learning engagement. Consequently, a mixed-methods study focusing on Grade-12 students studying organic chemistry was conducted during the peak of the COVID-19 pandemic in South Africa. The Grade-12 participants were randomly placed into two groups – experimental and control – and were taught using flipped classrooms and traditional face-to-face teaching method, respectively. Data were collected using surveys (quantitative) and semi-structured interviews (qualitative). Quantitative data were analysed using descriptive and inferential (t-tests) analyses. Qualitative data were subjected to thematic, content and comparative analyses. Both analyses drew from the engagement theory and found that flipped classroom was effective in fostering learning engagement. The study contributes to the engagement theory by closing the highlighted gap while highlighting interesting factors at play at the high-school level.

Design and teaching application of a virtual simulation training system for bridge engineering drawing recognition based on Unity3D

In response to the common issues in practical training in vocational engineering construction courses, such as dangerous operation of training equipment, insufficient number of training equipment, and ineffective teaching, a vivid and interactive virtual simulation training system was developed using Unity3D software, taking the U-shaped bridge abutment in the course of Bridge Engineering as an example. Detailed introduction to the development and design process of 3D model establishment, ZSpace device adaptation, file format conversion, model rendering and disassembly, model zooming in and out, script writing and function implementation, UI interface design, etc., in order to achieve immersive interaction functions such as free observation, assembly disassembly, and ZSpace integrated VR virtual experience in the virtual simulation training system. The practical results show that the interactive effect simulated through the simulation training system is superior to that of the physical system, which can enhance the sense of experience, improve learning enthusiasm, and deepen the understanding of the knowledge points in Bridge Engineering Drawing Recognition. After the system is successfully established and applied in the training and teaching process, it will provide an important reference for the training and teaching of relevant courses for students majoring in road and bridge engineering, and also enhance the cultivation of high-quality skilled personnel in engineering majors in vocational colleges.

The Influence of the Demonstrative Method on the Learning Outcomes of Digestive System for Fifth Grade Students at Cokroaminoto Cluster Elementary School Blora District

This research addresses issues in understanding the human digestive system material at Cokroaminoto Elementary School Cluster, Blora district, due to ineffective teaching methods. It aims to assess the impact of the demonstration method on fifth-grade students' learning outcomes. The Quasi-Experimental design revealed a significant improvement in the experimental group compared to the control group across three schools, accepting the alternative hypothesis (Ha). Conversely, the control groups did not show significant differences, accepting the null hypothesis (H0). In conclusion, implementing the demonstrative method positively impacts fifth-grade students' learning outcomes in the study of the digestive system.

Fiqh Learning at Madrasah Ibtidaiyah: Enhancing Students’ Academic Performance through a Collaborative Learning Model

In the context of Madrasah Ibtidaiyah, Fiqh is a mandatory subject facing challenges due to ineffective teaching methodologies, leading to suboptimal learning outcomes. This study explores the potential of collaborative learning models to enhance these outcomes, hypothesizing that such methods could improve student engagement and comprehension. Utilizing a quantitative approach, data were collected through a structured questionnaire administered to Fiqh teachers via Google Forms, focusing on the effectiveness of current teaching methods and their impact on student performance. The analysis indicated that collaborative learning significantly improves learning outcomes by fostering greater student cooperation in understanding Fiqh concepts. This enhancement in learning is evident in both the quality of student engagement and academic achievements. While the findings affirm the benefits of collaborative methods, the study is limited to these strategies and suggests further research into a variety of instructional techniques to broaden educational effectiveness in religious studies. The success of collaborative models in this setting supports their potential utility in similar educational contexts, recommending an expansion of research to include diverse pedagogical approaches.

The Contribution of Using Cooperative Learning Methods on Students’ Achievement and Retention in Secondary Schools during Chemistry Lesson

This investigation was made necessary as a result of the inconsistently poor achievement that secondary school students have repeatedly achieved on chemistry exams in Nekemte Administration Town throughout the years. These poor results can be credited with the reality that the majority of secondary school teachers use ineffective teaching strategies that do not encourage students’ active learning through involvement. Therefore, this investigation examined the contribution of cooperative learning on high school students’ chemistry achievement and retention. Quasi-experimental research with a pretest–posttest nonequivalent control group design was adopted. One hundred twenty-eight students were involved, drawn from two intact classes in two different schools. A reliability value of 0.89 for the chemistry achievement test was employed. The findings of this investigation demonstrated a significant difference between students instructed through cooperative learning and students instructed using lecture-based teaching in terms of their chemistry achievement and retention (t (126) = 5.544, p<0.001) and (t (126) = 4.167, p<0.001), respectively. Pretest, posttest, and retention test results of the treatment group showed a significant difference that favors the posttest (r = 0.91, p<0.001) and retention test (r = 0.81, p<0.001). Gender differences did not exist in chemistry achievement (t (62) = −1.243, p<0.001) and retention (t (62) = −1.036, p<0.001).

Student and Faculty Perceptions of Ineffective Teaching Behaviours

Student and Faculty Perceptions of Ineffective Teaching Behaviours

Professional Standards and Quality Concern in Teacher Education

The National Education Policy 2020 (NEP 2020) of India aims to revamp the education system and lay a roadmap for a progressive educated country. The policy recommends moving the teacher education system into multidisciplinary colleges and universities, with a four-year integrated B.Ed. program becoming the minimum degree qualification for school teachers by 2030. A common guiding set of National Professional Standards for Teachers (NPST) will be developed by 2022. The National Education Policy 2020 in India aims to improve the quality of teacher education by addressing quality concerns such as outdated curriculum, lack of subject-specific training, and ineffective teaching methods. Key provisions include a four-year integrated teacher education program, standardized teacher eligibility tests, and technology integration. To successfully implement the policy, collaboration between the government, teacher education institutions, and stakeholders is essential. Key reforms include ongoing continuing professional development, strengthening accreditation processes, developing mentorship programs, and promoting global exposure.

Ratio and proportion through realistic mathematics education and pendidikan matematika realistik Indonesia approach: A systematic literature review

Foundational mathematical concepts like ratios and proportions are indispensable for solving both everyday problems and those encountered in professional settings. However, many students need help to grasp and apply these concepts effectively, often due to ineffective teaching methods, variations in students' levels of comprehension, and shortcomings in existing learning models. Realistic Mathematics Education (RME) and Pendidikan Matematika Realistik Indonesia (PMRI) have emerged as promising solutions to address these challenges. This study aims to systematically review the literature on ratio and proportion learning design using RME and PMRI approaches. It focuses on three specific research inquiries: profiling the literature, analyzing employed learning designs, and identifying gaps and recommendations for further research in learning design development. Conducted through a Systematic Literature Review (SLR) approach, the research involved planning, implementing, and disseminating review results. One hundred forty-four documents were scrutinized, leading to the identification of 19 pertinent papers. This study provides a comprehensive analysis of the literature on learning design in the context of ratio, proportion, scale, and level, utilizing RME and PMRI approaches while highlighting research gaps and offering insights for future studies. Its findings hold significant implications for educators and researchers seeking to enhance mathematics education through RME and PMRI approaches.

Problematization of the Sudanese Engineering Education

The purpose of engineering education is to prepare engineering graduates for employment as professional engineers in various industries. However, a small portion of the engineering graduates may seek other options, like research and/or graduate studies. Well-trained engineering graduates is essential for development of any country. Nevertheless, Sudan, like most of Sub Saharan African countries, has been facing profound engineering education issues; of them are: poor funding, outdated curricula, ineffective teaching and learning methods, inadequate human capacity, poor research/publishing condition, inappropriate facilities, inadequate educational technology and ICT environment, weak university/industry relationship, lack of academic freedom, imbalance between diploma and bachelor graduates from engineering college, and missing of quality control and accreditation measures. All of these issues led to low number of well-trained engineering graduates; hence, the country’s development has been exceedingly suppressed. Any efforts to improve engineering education in Sudan should start with addressing those inadequate elements of engineering education. This paper discussed the current engineering education issues and concluded with recommendations that might help resolve them.