Influence Of Teaching Methods Research Articles

English in Science Education Significantly Enhances Student Achievement in Iraq

General Background: The influence of teaching methods in science education is critical for student achievement, particularly in multilingual contexts. Specific Background: This study focuses on the Al-Mutamaizeen and Al-Mutafawqeen secondary schools in Iraq, where students study scientific subjects in English and Arabic, respectively. Knowledge Gap: Limited research exists on how language of instruction in scientific subjects impacts English language proficiency and overall academic achievement among high-achieving students. Aims: The research aimed to identify the effect of teaching scientific subjects in English on the academic achievement of students in the English language, comparing students from Al-Mutamaizeen (studying in English) with those from Al-Mutafawqeen (studying in Arabic). Results: The study employed an experimental design and included a sample of 76 students from Najaf High School for the Distinguished and 80 students from Kufa High School for the Gifted. Statistical analysis revealed significant differences in favor of the students who studied science subjects in English, attributing their success to the continuous use of English during scientific instruction. Novelty: This study provides novel insights into the direct relationship between language of instruction in science and English language proficiency, showing how integrating English into scientific subjects enhances overall academic performance. Implications: The findings suggest that teaching scientific subjects in English could be generalized to similar student groups to improve both English proficiency and academic achievement in science, particularly in multilingual settings. Highlughts: Language instruction influences student achievement in multilingual science education. English use in science improves language skills and academic performance. Teaching science in English benefits high-achieving students' overall achievement. Keywords: Teaching methods, English instruction, science education, academic achievement, multilingual schools.

Practical and Theoretical Aspects of Teaching Methods from the Faculty of Fine Arts in France

In the current changing world, named the era of knowledge explosion, diversity and modernity, art professors and teachers as well as those who have been involved in teaching art in institutions and any related centers have been trying to find out the influence of teaching methods in the field of art. Several studies about practical and theoretical methods of teaching art in French faculties and schools have been undertaken. It is worthy to mention that these methods are very useful to apply in other schools outside of France. Art faculties and schools of Fine Arts dedicate some practical and theoretical methods to teach their required matters perfectly. There are some lectures and exercises that in theoretical and practical actions of the professors whose initial idea is to solve problems on the spot during the process of making artworks. These methods are constantly upgrading after each lecture and exercise to improve the ethods of teaching art at the faculties and schools of Fine Arts. The main objective of this paper is to describe some methods that directly relates to the interactive effect between professors and students. These methods provide an opportunity to develop further teaching methods and the formation of the methodological framework of lectures and exercises. The research handles comparative and descriptive teaching methods as well as academic. The result of this research is one of the possible methodological structures that proposed teaching aids that can be further developed and upgraded to improve teaching at the Faculties and schools of Fine Arts.

The Influence of Teaching Methods on the Consumer Psychology of College Students and Its Practical Strategies

With the rapid development of science and technology and the increasing globalization of society and economy, college students, as the backbone of the future society, have a far-reaching impact on the concept of consumption psychology not only directly related to their individual development, but also on the sustainable development of the whole society. However, traditional teaching methods may lag in the face of diversified student needs and an informationized learning environment. Therefore, how to more effectively guide college students to form a positive psychological concept of consumption through innovative teaching methods has become an important issue facing contemporary higher education. By deeply analyzing the influence of different teaching methods on students' consumption psychology and proposing corresponding practical strategies, this paper will provide a useful reference for the reform of higher education and promote students to be more rational and responsible in the face of the increasingly complex consumer society.

INFLUENCE OF METHOD OF LEARNING AND SKILLS SELF- CONFIDENCE OF SCIENCE PROCESS SKILLS IN CLASS V ELEMENTARY SCHOOL OF CITY OF SERANG

This research discusses the influence of teaching methods and ability of self- confidence of the science process skills. This research was conducted at the State Elementary School fifth grade of City of Serang. The study design using analysis of variance 2 lanes (ANOVA). The results of this study were (1) the difference in science process skills of elementary school students who learn using Discovery methods between students who learn using Inquiry methods (2) The interaction between the learning methods and self-confidence of students to the science process skills Elementary School Students. (3) The science process skills between student elementary school students who learn by using Discovery methods which has self-confidence high is higher result than the students who learned by using Inquiry methods who has self-confidence high (4) The science process skills of elementary school students between students who learn to use Discovery methods that have self-confidence low is lower result than the students learn to use the Inquiry methods that has self-confidence low

INFLUENCE OF METHOD OF LEARNING AND SKILLS SELF- CONFIDENCE OF SCIENCE PROCESS SKILLS IN CLASS V ELEMENTARY SCHOOL OF CITY OF SERANG

This research discusses the influence of teaching methods and ability of self- confidence of the science process skills. This research was conducted at the State Elementary School fifth grade of City of Serang. The study design using analysis of variance 2 lanes (ANOVA). The results of this study were (1) the difference in science process skills of elementary school students who learn using Discovery methods between students who learn using Inquiry methods (2) The interaction between the learning methods and self-confidence of students to the science process skills Elementary School Students. (3) The science process skills between student elementary school students who learn by using Discovery methods which has self-confidence high is higher result than the students who learned by using Inquiry methods who has self-confidence high (4) The science process skills of elementary school students between students who learn to use Discovery methods that have self-confidence low is lower result than the students learn to use the Inquiry methods that has self-confidence low

Effect Analysis of Language Education Based on Computer and Network Sensors

Language talent education is an essential education in education, but today’s language talent education needs to be improved because of the influence of teaching methods and other factors. This paper puts forward an idea of sensor‐assisted education. The sensor is connected to the computer to help improve the language ability and information acquisition ability of the educated by means of network sensing and try to intelligently classify the relevant languages in language education, so as to reduce the time for the educated to process information, so as to realize the matching between language and reception. At the same time, the research also found that the sensors based on computers and networks have the function of intelligently strengthening the language, and the meaning of expression is simpler and more accurate. By studying the improvement of the effect of language education based on computer and network sensors, this paper provides a reference for the application of network sensors in the future.

Influence of Teacher-Centered and Student-Centered Teaching Methods on the Academic Achievement of Post-Basic Students in Biology in Delta State, Nigeria

Teaching methods are essential for effective teaching and learning and to a great extent influence academic achievement of students. The objective of this study therefore was to examine the influence of teaching methods on the academic achievement of senior secondary school students in Biology in Oshimili South Local Government Area of Delta State. The descriptive survey research method was adopted in the study. Two research questions were formulated to guide the study. The population of the study comprised 1,550 biology students in public schools in Oshimili South Local Government Area of Delta State. Simple random sampling technique was used to select forty biology students from five randomly selected schools making it a total of two hundred (200) students. A questionnaire titled “Influence of Teaching Methods on Students' Academic Achievement in Biology Questionnaire (ITMSAABQ) was the main instrument for data collection. Cronbach Alpha analysis was used to test for the reliability of the instrument and it was found reliable with a reliability co-efficient of 0.75. Data collected was analyzed using descriptive statistics of frequency counts, percentages, mean, and standard deviation. Findings from the study revealed that student-centered teaching method increases students’ academic achievement while teacher-centered teaching methods decreases students' academic achievement in biology. The study recommended that teachers should create an environment that will enable students participate fully in the teaching-learning process of biology. Also, State Education Boards should organize seminars to educate biology teachers on the need for and how to use innovative methods in teaching biology.

Impact of Edutainment Programme in Developing Life Skills with Specific Reference to Critical and Creative Thinking among Adolescent Students of Chattisgarh State

This study examined the influence of teaching methods, relevance, and effect of edutainment on the development of life skills. Using an Experimental research paradigm, the study compared the F values of Pre-test and Post-test of both Control and Experimental groups to know the influence of different variables on each other. The study was conducted in rural and urban areas of Bastar district, Chattisgarh demonstrated that the means of edutainment used such as brainstorming sessions, games, screening of Hindi movie „Siddharth‟, and group discussions to convey subject matters like Human Rights, especially Rights of Children, were successful in developing both positive and creative thinking in them. The level of achievement using edutainment was more among Government school students, both in rural and urban areas.

The influence of teaching methods on creative problem finding

Problem finding is an important component of creativity, but research on it does not offer much guidance to teaching. The present research takes a step in that direction with two investigations. The first was a between-subjects evaluation of a short-term classroom teaching process, using creative Chinese problem finding (CCPF) to assess the impact. The second was a long–term, mixed-design of creative scientific problem finding (CSPF) as it developed in response to teaching that emphasized problem finding. Results showed that there were improvements, but different teaching methods had varied impact on students’ creative problem finding (CPF) performance. A mixed teaching method that included both lecture- and inquiry-based teaching was superior to the lecture-based or inquiry-based methods when used separately. The mixed teaching showed the strongest improvements in students’ flexibility and originality on the problem finding tasks. Finally, there was a significant interaction between teaching methods and instructional type (opened, closed) in flexibility and originality of CPF. Practical implications and limitations are discussed.

Parental Choice: Influence of Teaching Methods

Fast improvements in technologies provide customers a great opportunity to know about the product and service information in and around the world. When ease in access to the world increase, customers show different types of buying behaviour and processes (Jeannet and Hennessey, 2004). This is also applicable to education. Under these circumstances, the study intends to measure the influence of teaching methods on parental choice regarding primary schools and to identify the role of parents‘ demographics. The research was carried out in Erode, one of the developing cities in Tamilnadu, through survey method. A questionnaire has been designed in English and Tamil to provide ease to respondents according to their preference. Data analysis has been carried out using SPSS techniques such as-frequency distribution, t-test to analyse the difference between the two independent variables (groups), one way Analysis of Variance to analyse the differences among more than two variables (groups) with Scheffe post hoc tests, bivariate correlation to measure the covariance between two variables and Chi-square statistic with cross-tab to assess the association between two categorical variables. Factor analysis technique was used to determine the inter-relationship and to understand the structure of the elements. Through research findings, it is confirmed that the student centred learning method was more preferred convincingly than the didactic method. Findings suggest that the process of support resources and inter-activeness are keys to educate learners.

Constructivism in Teaching Elementary Algebra: It’s Influence in Mathematics Performance of Students in Large Classes

This study determined the effect of constructivist method in students’ mathematics achievement. It sought to answer the influence of teaching methods in students’ achievement scores in large classes in terms of knowledge, comprehension, application, and analysis questions. A pretest- posttest quasi-experimental control group design was used. The experimental group was exposed to constructivist method while the control group to traditional method. To determine the influence of the methods in the students’ achievement scores, the one way ANCOVA was used. The researcher handled the two classes. Results showed that there was a significant difference in the students’ achievement scores in terms of knowledge, comprehension; application and analysis questions. The control group performed better than the experimental group in all levels of questions. Constructivist approach is ineffective in large classes while the lecture method is an appropriate teaching approach for large classes. Keywords - constructivism, large classes, mathematics achievement, experimental

A influência da consciência fonológica em crianças alfabetizadas pelos métodos fônico e silábico

OBJETIVO: comparar o nível de consciência fonológica em classes alfabetizadas pelos métodos fônico e silábico, investigando a influência do método de alfabetização no desenvolvimento da consciência fonológica. MÉTODOS: participaram deste estudo 12 crianças com idade média de 7 anos, estudantes de duas escolas particulares do Distrito Federal, em que 6 destas crianças foram alfabetizadas pelo método fônico e 6 pelo método silábico, conforme a escola. Estas crianças foram submetidas à aplicação do teste "Perfil de Habilidades Fonológicas". RESULTADOS: o desempenho entre os alunos das duas escolas no total geral do teste e na maioria das provas foi semelhante. Nas provas de adição de fonemas, subtração de sílabas e subtração de fonemas, as crianças alfabetizadas pelo método fônico apresentaram resultados superiores. Na prova de segmentação frasal, os participantes do sexo feminino apresentaram melhores resultados em ambas as escolas. CONCLUSÃO: na população estudada, os participantes das duas escolas obtiveram resultados semelhantes na pontuação geral do teste de consciência fonológica.