Innovative Teaching Approaches Research Articles

Problem-based Learning (PBL) Using Resource Mining as a Teaching Approach: An Action Research

Problem-Based Learning (PBL) is a teaching approach wherein learners are immersed in different issues to create real-life solutions. This approach is widely used to increase learners’ academic performance and promote positive behavioral change. Following the positive impacts of this approach, this study was conducted to uncover the possibility of merging PBL with secondary resources (articles, videos, recorded lectures) to create an innovative teaching approach responsive to the call for ICT integration in 21st-century education in teaching scientific concepts. A quasi-experimental research design was used in this study with a total of 240 Grade 7 participants (six sections). The selection of this target group is based on the PISA 2022 result wherein the Philippines have attained a very low performance in the scientific literacy component. Following this, a pretest was administered to each volunteered participant, and groupings were assigned based on the mean score of their result (control and experimental). Analysis shows no statistically significant difference in the targeted group’s pre-test performance, confirming that all groups have the same knowledge on the topic (atmospheric phenomena). The developed approach was implemented in the experimental group, and the control group was immersed in the traditional way of teaching. Data shows that the overall post-test performance of the experimental group is fairly satisfactory (%=79.73), while the control group’s performance did not meet the expectation (%=60.13). Analysis further revealed a statistically significant difference between the experimental and control groups. Moreover, when analyzed by Hake’s gain method, the experimental group achieved a medium gain performance while the control have achieved a low gain performance. The findings of this study imply that merging PBL with secondary resources can increase learners’ performance on atmospheric phenomena topics. Thus, this study suggests to use PBL with secondary resources in teaching environmental-related concepts to increase learners’ knowledge and awareness.

Exploring Uncharted Territories: An In-depth Analysis of Undiscovered Learning Strategies in Higher Education

Globalization has significantly impacted higher education, increasing economic, cultural, and educational connectivity. This research examines how higher education institutions (HEIs) utilize multicultural simulation-based learning to navigate these complexities. We explore the role of simulation technologies in enhancing multicultural education across various disciplines and their effectiveness in fostering inclusive learning environments. The study offers practical guidance for educators and policymakers, recommending strategies for developing more inclusive curricula and addressing challenges faced by minority students. Our findings emphasize the need for innovative pedagogical approaches to prepare students for a globalized world.

The paradigm shift in science education: Namibian science teachers’ perceptions and experiences with inquiry-based instruction

This study explored Namibian science teachers’ perceptions of and approaches towards integrating inquiry-based instruction in science education. A survey questionnaire with 133 participants determined their opinions, attitudes, and beliefs revealing a strong preference for inquiry-based methods, with an average rating of 4.36 on a five-point Likert scale. Teachers emphasised its effectiveness in engaging learners, fostering critical thinking, and connecting scientific principles to real-world scenarios. The study examines key factors that impact the enactment of inquiry-based instruction, including teachers’ prior experiences, understanding of inquiry, and philosophical viewpoints on the nature of science. The findings from this study showed that the allocation of time in the curriculum, the behaviour of learners, and the availability of resources were recognised as important factors impeding the successful implementation of inquiry-based instruction. The study suggests tailored professional development to address challenges and enhance teachers’ ability to embrace inquiry-based practices effectively. These insights contribute to understanding determinants influencing innovative pedagogical approaches in Namibian science classrooms, informing educational policies and initiatives for teacher training in the country.

Experiential learning in sport tourism curriculum: A case study at the university of the Algarve

Sport is an important activity for tourists when they travel away from home, and travel experiences are accompanied by different types of sport. This paper focuses on an innovative pedagogical approach based on experiential learning activities. With this study we intend to describe the context, the teaching and learning process, and a real case package proposal that was successfully implemented by a group of undergraduate students. This education approach has been developed for the last three academic years as part of a 3rd year module ‘Sport, Leisure and Tourism’ within Sports undergraduate degree at the University of Algarve (Portugal). The case study method and reflective portfolio, underpinned by experiential learning theory, were designed to create an authentic, enriching and transformative learning experience for all students. The authentic experiential learning had positive impact on the dynamics established in the classroom, where we could see active participation of the students. This education experience allowed the creation of a tourist sport package that fits the objectives of a specific hotel, and allows the diversity of their offer and the attraction of new senior clients.

Assessing LLIN distribution implementation using evidence-informed intervention core elements: a qualitative study in a resource-constrained setting

BackgroundThe National Malaria Elimination Programme implements the mass LLIN Distribution Campaigns in Ghana. Implementation science promotes the systematic study of social contexts, individual experiences, real-world environments, partnerships, and stakeholder consultations regarding the implementation of evidence-informed interventions. In this paper, we assess the core elements of the mass LLIN distribution campaign in a resource constrained setting to learn best implementation practices. Three core domains were assessed through the application of Galbraith’s taxonomy (i.e., implementation, content, and pedagogy) for evidence-informed intervention implementation.MethodsSix districts in two regions (Eastern and Volta) in Ghana participated in this study. Fourteen Focus Group Discussions (FGDs) were conducted across these communities. Eligible participants were purposively sampled considering age, occupation, gender, and care giving for children under 5 years and household head roles. All audio-recorded FGDs were transcribed verbatim, data was assessed and coded through deductive and inductive processes. NVivo software version 13 was used for the coding process. Themes were refined, legitimized, and the most compelling extracts selected to produce the results.ResultsSixty-nine (69) caregivers of children under 5 years and sixty (60) household heads participated in the FGDs. All caregivers were females (69), whilst household heads included more males (41). Core elements identified under implementation domain of the LLIN distribution campaign in Ghana include the registration and distribution processes, preceded by engagement with traditional authorities and continuous involvement of community health volunteers during implementation. For pedagogy domain, core elements include delivery of intervention through outreaches, illustrations, demonstrations, and the use of multiple communication channels. Core elements realized within the content domain include information on effective malaria prevention, and provision of information to enhance their self-efficacy. Yet, participants noted gaps (e.g., misuse) in the desired behavioural outcome of LLIN use and a heavy campaign focus on women.Conclusion and recommendationsAlthough the implementation of the mass LLIN distribution campaigns exhibit components of core elements of evidence informed interventions (implementation, content and pedagogy), it has not achieved its desired behavioural change intentions (i.e. continuous LLIN use). Future campaigns may consider use of continuous innovative pedagogical approaches at the community level and lessons learnt from this study to strengthen the implementation process of evidence-based health interventions. There is also the need for standardization of core elements to identify the number of core elements required within each domain to achieve efficacy.Ethical approvalEthical clearance was obtained from the Ghana Health Service Ethics Review Committee (GHS-ERC: 002/06/21) before the commencement of all data collection.

Analysis of The Implementation of Inclusive Education Policy in Indonesia : A Literature Review

This literature review aims to analyze the implementation of inclusive education policies from early childhood education to higher education in Indonesia. Articles were selected through a screening process from 2015-2022. The review was conducted on an online database found on Google Scholar. There were 9 articles reviewed based on the inclusion criteria. Based on the results of the literature review, it was found that inclusive education is an innovative and strategic educational approach to expand access to education for all children with special needs at all levels of education. The inclusive education model has been supported by stakeholders, but in practice there are still various barriers that come from teachers, schools, parents, special education experts and the government. However, the evaluation of inclusive education revealed positive impacts such as increased public awareness and understanding of inclusive education, government efforts to increase the number of educators and improve their quality, and improved accessibility of public facilities for people with disabilities. Recommendations are also provided, especially regarding regulations governing the improvement of educators' competencies, socialization for subject teachers, community support and arrangements for funding the implementation of inclusive education in Indonesia.

Enhancing algorithmic reasoning and critical thinking through game- based learning: A graph theory approach

In recent years, the educational landscape has witnessed a transformative shift with the emergence of game-based learning (GBL) as a dynamic and effective strategy. This innovative educational approach engages students in a captivating manner, fostering the acquisition of essential skills vital for their intellectual growth. Among these skills are problem-solving, critical thinking, and algorithmic reasoning, which play pivotal roles in preparing students for the challenges of the modern world. This research article takes a pioneering step by delving into the integration of graph theory concepts into educational games. This approach is conceived as a novel method to amplify cognitive skills, offering a unique blend of theoretical knowledge and practical application. Graph theory, renowned for its abstraction and representation of relationships between entities, brings a fresh dimension to the educational gaming experience, promising enhanced learning outcomes for students. The core objective of this study is to meticulously explore the impact of graph-based educational games on students' overall learning outcomes. Furthermore, the research endeavors to assess how these immersive games contribute to the development and application of algorithmic thinking in real-world scenarios. By seamlessly integrating graph theory into the fabric of educational games, this study aims to uncover the potential synergies between engaging gameplay and the cultivation of critical cognitive skills.

Implementasi P5 PPRA dalam Pengembangan Minat dan Bakat Siswa MI YMI Wonopringgo 03 Kabupaten Pekalongan

This study explores the implementation of the Pancasila Student Profile Strengthening Project (P5) and Rahmatan lil 'Alamin Student Profile (PPRA) within the Merdeka curriculum at MI YMI Wonopringgo 03, Pekalongan Regency. The research aims to address the challenges in nurturing and developing students' interests and talents at Madrasah Ibtidaiyah (MI). Initial observations identified several issues affecting student engagement, including laziness, lack of responsiveness, and a tendency to give up easily. These behaviors hinder the optimal development of students' potential. Through a comprehensive analysis, the study examines how innovative teaching approaches and collaborative planning can enhance student engagement and achievement. The findings highlight the significance of integrating religious practices with modern educational strategies to foster a holistic learning environment. The Merdeka curriculum's emphasis on religious habituation is found to be instrumental in motivating students and uncovering their latent talents. MI YMI Wonopringgo 03, known for its consistent student achievements at various levels, serves as a model for effective implementation of the curriculum. The study concludes that tailored educational models and methods significantly contribute to the development of students' interests and talents, leading to improved educational outcomes and the overall quality of the institution. This research underscores the importance of continuous innovation and personalized learning approaches in education, particularly within religious institutions. The successful integration of P5 and PPRA within the Merdeka curriculum at MI YMI Wonopringgo 03 offers valuable insights for educators and policymakers aiming to enhance student potential and academic performance in similar educational settings.

Conceptions of The Instruction of Maxima And Minima Problem-Solving to Calculus Students: A Study on University Education

Theoretical Framework: The teaching of calculus is indispensable in many scientific careers, and maxima and minima problems hold a prominent place among its contents. However, students often encounter difficulties solving optimization problems. Objective: Considering this, our study aims to determine the perception of calculus teachers regarding the importance of contextualization and the use of diverse resources when they teach these problems. Method: Our study has a descriptive nature and to achieve our goal, a sample of university calculus professors from the Dominican Republic was analyzed using a Likert-type test. Results and Discussion: The results demonstrate a favorable trend towards contextualization and the integration of resources in teaching maxima and minima problems, although some professors still prefer traditional methods based on textbooks. Research Implications: The findings highlight the importance of exploring contextual teaching strategies, promoting resource diversity, and adopting innovative pedagogical approaches to enhance learning, comprehension, and student motivation.

Research of Professional Preferences of Teachers in Kazakhstan: Analysis of Teaching Methods and Training Courses

The study aims to identify the professional preferences and needs of teachers in Kazakhstan in the areas of teaching methods and training courses. The survey involved 41,231 teachers from various regions of the country, providing representative data. The main objective of the research was to determine which professional development directions are most in demand among teachers and how these preferences vary by region, years of experience, and subjects taught. The research methods included quantitative analysis conducted through questionnaires. The analysis revealed that most teachers show interest in courses on teaching methodology for their specific subjects, as well as courses related to the use of interactive and innovative teaching methods, the integration of digital technologies, and the preparation of students for competitions. It was found that teachers' preferences vary depending on their experience: novice teachers are more interested in general professional development courses, whereas experienced teachers prefer specialized courses that enhance their professional skills. Based on the collected data, recommendations were formulated for the development of educational programs for teachers' professional development, emphasizing methodological training, modern educational technologies, and innovative teaching approaches. These findings can contribute to improving the quality of teaching and the overall effectiveness of the educational process in Kazakhstan.

Efektivitas Model Pembelajaran Generatif: Pemahaman dan Keterlibatan Siswa dalam Pembelajaran Matematika

Enhancing the quality of mathematics education requires innovative and interactive teaching approaches. Generative Learning Model offers a framework that allows students to actively participate in the learning process, potentially improving their understanding of mathematical concepts. This research aims to conduct a systematic analysis of existing literature on the use of Generative Learning Model in mathematics education, focusing on effective strategies for developing interactive and effective learning tools. The research methodology involves developing a review protocol, conducting a comprehensive literature search through databases such as Google Scholar, and selecting studies using the PRISMA flowchart. The results of the analysis show that the Generative Learning Model can significantly improve mathematical concept understanding and student engagement. Effective strategies in developing learning tools based on the Generative Learning Model include the use of interactive tools and contextual approaches in teaching. The conclusions of this research confirm that the use of the Generative Learning Model contributes positively to the interactivity and effectiveness of mathematics learning, and provides recommendations for further research and practical application in educational contexts.

Enhancing the acquisition of basic algebraic principles using algebra tiles

Introducing initial algebraic principles poses a significant challenge, often compounded by the inherent abstract nature of algebra. This article introduces an innovative pedagogical approach that promotes the use of algebra tiles, a didactic manipulative material formed by a collection of geometric pieces symbolizing distinct algebraic monomials. Additionally, this article includes the findings of a quasi-experimental study that applied this inventive teaching method. This research was carried out across two separate classes of 15 students (10 boys and five girls) of first year of compulsory secondary education. One group of students adhered to the conventional teaching approach (the control group), while the other class embraced the proposed methodology using algebra tiles (the experimental group). The disparities in algebraic proficiency observed between these two student groups, as assessed through various examinations conducted during the intervention were statistically significant, with the experimental group consistently achieving superior results. Moreover, mathematical and algebraic errors of students were assessed using eight distinct indicators. In all cases, the experimental group demonstrated lower error percentages, and these errors showed a marked decrease as the intervention progressed. In summary, this innovative methodology markedly enhanced students’ comprehension of algebra, their knowledge, and their motivation while significantly reducing mathematical errors.

Factors Deterred BA English Major Students’ Academic Achievements at Nangarhar University

Learning academic and professional English is essential for nonnative speakers. However, learning this international language is not as simple as students and teachers think in the EFL context. In Afghanistan, students study English language programs up to undergraduate and graduate levels. They join the programs to overcome written and oral communication problems, comprehend English text, and learn language-related issues such as linguistics, EFL research, and macro skills of the English language. The major purpose of this scientific study is to find the factors that challenge students from achieving academic success in BA English studies at Nangarhar University Moreover, it aims to identify appropriate strategies for implementing creative teaching approaches and their effects on undergraduate students’ academic achievement. This study was conducted through a systematic review of literature and individual interviews. Twenty-four senior and junior students were interviewed about levels of student engagement through semi-structured interviews. The participants pointed out factors such as lack of innovative teaching approaches, shortage of technological tools in the classroom, no or less motivation, outdated teaching materials, lesson extracurricular activities, and students’ weak English background as factors that deter learners from fluent speaking, critical reading, and creative writing. The scientific study found that creative teaching approaches develop critical thinking and help students to become autonomous learners which is important for academic achievement in undergraduate programs.

THE INNOVATIVE PEDAGOGICAL APPROACHES & CHALLENGES IN THE EARLY CHILDHOOD EDUCATION: INSIGHTS FROM SAUDI ARABIA

Early childhood education is vital for children's foundational development. This study explores innovative pedagogical approaches in ECE settings in the Saudi Arabia, focusing on practices, challenges & strategies for improvement. Using thematic analysis of 60 semi-structured interviews with ECE teachers in Jeddah, key themes were identified like, play-based learning, technology integration, culturally responsive pedagogy, and collaborative learning. Play -based activities foster creativity & social skills; technology aids personalized learning & digital literacy; culturally reactive pedagogy supports inclusivity and identity formation; and collaborative learning enhances teamwork and communication skills. However, educators face challenges such as the limited resources, inadequate professional development, traditional cultural norms, & administrative constraints. Recommendations include increased resource investment, enhanced the professional development, community & parental engagement, flexible policies & the ongoing research. Therefore, addressing these challenges can foster environment conducive to educational innovation in Saudi Arabian ECE, contributing towards global discussions on effective educational practices.

Education Management: Decision-Making Strategies in Technology Integration in The Digital Age

In an increasingly digitally connected environment, the right use of technology can open doors for innovation, collaboration, and improved results. However, to succeed in applying technology, informed decision-making is required. This study aims to explore decision-making strategies for technology integration in educational management during the digital era. The research employs a qualitative descriptive analysis approach, a method used to discover knowledge or research theory at a specific time. Primary data, collected directly from the source, is central to this case study. Focusing on "TechEd University," an institution known for its innovative educational approaches, the study examines the challenges of technology integration, including catering to diverse technological needs within limited resources. TechEd University's strategies include thorough needs assessments, active stakeholder involvement, reliance on data-driven insights, pilot projects, professional development opportunities, and flexible policies. The implementation process involves identifying technology needs, evaluating potential solutions, pilot testing, review, iteration, and continuous monitoring and evaluation. Data collection involved a comprehensive literature review and documentation analysis, revealing critical insights into education management and decision-making strategies. The results of this study show that overall, decision-making in technology integration is not just about technology adoption; It reflects strategic efforts to harness the potential of technological transformation to achieve significant results. By leveraging technology integration models, carefully evaluating technology needs, and implementing effective decision-making practices, educational organizations, and institutions can navigate the complexities of technology integration with confidence. As we embark on this journey, it is important to remember that effective decision-making is not just a goal but an ongoing journey of adaptation and innovation from an ever-evolving technological perspective.

Prospects of Interdisciplinary Research into the Problem of Resource Mobilization of Academic Staff

Introduction. Training students for innovative engineering activity is one of the priority tasks of an engineering university. However, so far all existing approaches to its solution involve changes in the curricula of degree programmes. The aim of the research is to substantiate and develop a methodological system of training future engineers in innovative engineering activity in the educational environment. Materials and Methods. The methodology of innovative engineering education, environmental, project, convergent and other approaches was used. A quantitative assessment of the level of development of innovative competencies was carried out during a comparative training experiment based on the average indicator of time series. The Pearson test was used to assess the statistical significance of the data. Results. The possibility of preparing future engineers for innovative engineering activities during a comprehensive course projecting in general engineering disciplines without departure from the curriculum is substantiated. To create conditions for such training, a project-based and activity-based educational environment has been proposed, pooling into one system all the resources available at the university and ensuring their interaction on the basis of a convergent approach associated with the approximation and interpenetration of scientific, pedagogical and information technology knowledge. A system for teaching innovative engineering activities in this environment has been developed, including conceptual-target, content, procedural-technological and reflective components, implemented within the framework of a business game. Discussion and Conclusion. The conclusions made by authors contribute to the development of the environment approach to learning in terms of designing new educational environments, theory and methodology of teaching technical disciplines, as well as project-based learning – in terms of their focus on innovative training of students.

Utilizing ChatGPT on Designing English Language Teaching (ELT) Materials in Indonesia: Opportunities and Challenges

This study aims to examine the impact of artificial intelligence (AI) on pragmatic English language teaching in universities. The scope of the study is limited to the opportunities and challenges of English language teaching. This study was carried out using a mixed method of conducting surveys and in-depth interviews. A questionnaire link using Google Forms from Spreadsheet was sent to 6 English lecturers via WhatsApp group and personal contact. The study sample consisted of 6 English lecturers from state and private universities in Central Java. Observation, questionnaire analysis, and interview transcripts show that the emergence of artificial intelligence (AI) technology has created opportunities and challenges to teaching and learning English. AI has transformed English language teaching in higher education. The findings and discussion elaborate some novelties of this study; 1) the profile of utilizing ChatGPT in pragmatics ELT teaching, portrays that ChatGPT roles in teaching scenarios play 3 major sessions, like; designing creative and innovative pragmatics teaching materials, setting up the midterm test of pragmatics project, and lastly, assessing and evaluating the pragmatics final test project. 2) The opportunities of using ChatGPT for lecturers, ChatGPT is one of the most sophisticated AI tools available today, and it can write nearly anything that an instructor wants it to. ChatGPT can help lecturers with a variety of tasks, such as creating course outlines, student progress reports, test and quiz questions, and grading rubrics; developing more inclusive and accessible learning activities; interacting with students and their families; and contributing text for websites or bulletin boards to maintain a connection between students and their families. 3) The challenges of applying ChatGPT for lecturers; ChatGPT can provide immediate responses to student questions, ChatGPT can adapt to individual student needs, ChatGPT can increase accessibility and inclusivity by providing language support for students with diverse learning needs, ChatGPT can serve as a valuable tool for language practice and strengthening, ChatGPT can encourage active learning by encouraging students to ask questions, engage in discussions, and seek clarification on challenging concepts, Integrating ChatGPT into language teaching can inspire innovative teaching approaches, such as blended learning models, flipped classrooms, and gamified learning experiences, that leverage technology to improve student learning outcomes

Flipped Classroom Learning Model Using a Digital Self-Learning Network Infrastructure Administration

The flipped classroom model has emerged as a significant pedagogical innovation, offering an alternative approach to traditional teaching methods. This model is particularly relevant for vocational education, where practical skills and active learning are critical. Network Infrastructure Administration, a core subject in vocational high schools (SMKs), presents unique teaching challenges that can be addressed through this model. This study aims to develop and evaluate a flipped classroom learning model integrated with a digital self-learning and diagnostic system for vocational high schools' Network Infrastructure Administration course. A mixed-method research design was employed, involving quantitative and qualitative data collection. The study was conducted in several vocational high schools, with participants including teachers and students of the Network Infrastructure Administration course. Tools used included digital self-learning modules and a diagnostic system to continuously assess student performance and provide feedback. The implementation of the flipped classroom model with digital tools resulted in improved student engagement and learning outcomes. Quantitative data showed a significant increase in test scores and practical skill proficiency. Qualitative feedback from both teachers and students indicated higher satisfaction and motivation levels. The developed flipped classroom model, supported by a digital self-learning and diagnostic system, enhances the learning experience and effectiveness of teaching Network Infrastructure Administration in vocational high schools. These findings suggest that integrating technology with innovative pedagogical approaches can significantly improve vocational education. Future research should explore the long-term impact of this model and its applicability to other vocational subjects.

Exploring Students’ Perspective on Project Based Learning Approach

In recent years, there has been a growing emphasis on innovative pedagogical approaches that aim to enhance language learning experiences, particularly within the realm of English for Specific Purposes (ESP). One such approach that has gained traction is project-based learning (PjBL), which offers a dynamic framework for integrating language acquisition with disciplinary content and real-world problem-solving. This study investigates students’ perceptions of project-based learning (PjBL) within the English for Specific Purposes (ESP) class. With a focus on understanding how learners engage with and perceive PjBL methodologies in ESP contexts, this research employs a qualitative approach, utilizing interviews and observation to gather insights from a participant of 15 students. Findings reveal multifaceted perspectives on the efficacy, challenges, and benefits of PjBL in ESP education. Students express positive perceptionss toward PjBL, noting its effectiveness in enhancing language proficiency, fostering critical thinking skills, and promoting real-world application of language learning. However, issues such as time constraints and varying levels of group dynamics also emerge. These findings highlight the importance of tailored pedagogical strategies that align with students' needs and preferences, suggesting avenues for enhancing PjBL implementation in ESP classrooms. This study contributes to the ongoing discourse on innovative pedagogical approaches in language education, providing valuable insights for educators, curriculum developers, and policymakers aiming to optimize learning experiences in ESP contexts.

“Inverted Classroom” Teaching Model in Higher Medical Education

The “Inverted classroom” model is one of the innovative approaches in higher education using information technology, in which the student is given theoretical material for independent study before meeting with the teacher. Analysis of available literature sources with comparison with the situation in a real university showed that the use of this model in medical education has expanded due to the development of multimedia technologies. The introduction of it at a medical university will ensure the modernization of the educational process and improvement of the quality of higher medical education.