Teaching Program Research Articles

5-Years of Wellness: Changes in Wellness Scores in a Conceptual-Based Instructional Physical Activity Program Before, During, and After COVID

Background: With instructional formats changing due to COVID-19 and college student wellness being affected by the pandemic, it is essential to examine the effects of Instructional Physical Activity Programs (IPAP) on college student wellness. These results show that prior to, during, and after COVID, an IPAP program can play a role in helping college students achieve and maintain wellness. Aim: This study reports the impact of an IPAP on college students’ wellness over five years. Methods: Undergraduate college students enrolled in sections of an online wellness course within an IPAP from Fall 2019 through Spring 2024 semesters (n =15,615) were assessed using the Wellness Inventory, which examines 12 dimensions of wellness. Assessments were conducted at the beginning (pre) and end (post) of the semester. Paired sample t-tests were used to assess significance of changes and effect sizes (Cohen’s d). Results: All 12 dimensions of wellness increased from pre- to post-test semester to semester. Results were statistically significant (p > .05), and effect sizes ranged from small (d = .24) to large (d = 1.13). Conclusions: Instructional Physical Activity Programs that include a wellness component can be a useful intervention to help students improve multiple dimensions of wellness.

Influence of Contemporary Philosophical Teaching Approaches on Students’ Learning Performance in Selected Universities in China: Basis for an Enhanced Teaching Program

This study explores the influence of contemporary philosophical teaching approaches on students' learning performance in selected universities in China. The research specifically examines the extent to which philosophical approaches like Perennialism, Essentialism, Progressivism, Reconstructionism, and Behaviorism are manifested among educators and how these approaches impact students' engagement, attitudes, assignment quality, and grades. Utilizing a mixed-methods approach, the study involved a comprehensive survey of university teachers, followed by a quantitative analysis of the data. The results indicate that Progressivism and Reconstructionism are the most prevalent approaches, showing significant correlations with enhanced student engagement and improved learning outcomes. However, Behaviorism demonstrated a notable predictive ability in influencing students' performance through structured reinforcement strategies. The study highlights the importance of integrating diverse teaching methodologies to cater to varying student needs and promote holistic educational development. These findings provide a basis for proposing a more enriched and adaptable teaching program aimed at fostering a more interactive and student-centered learning environment.

Preparing health students for climate change: the impact of an innovative ‘Plan Health Faire’ course

Abstract Introduction Recent studies highlighted the need for climate change (CC) training in universities, especially for health students. In France, a collaborative teaching program, “Plan Health Faire” (PHF), addresses this need. This study aimed to assess PHF’s impact on health students’ reactions, knowledge, and behaviour. Methods A cross-sectional study was carried out among all second-year health students enrolled in Medicine, Pharmacy, Odontology, and Maieutics at the University of Poitiers in September 2022. During a mandatory seminar, all students took part in the innovative and scientific PHF teaching program which aims to raise awareness of the challenges of CC as applied to healthcare. Two structured questionnaires based on the Kirkpatrick evaluation model were administered before and after the course. Using a comparative statistical analysis, the changes in students’ knowledge were assessed. Results In all, 294 students took part in the study, and 97.4% were satisfied or very satisfied with PHF. An average score of 8.6/10 was given to the collaborative dynamics of the training. In terms of changes in their level of knowledge and their perception of these changes, 98.3% of students felt that they had learned new knowledge about CC and healthcare. A comparative analysis of the answers to the knowledge questions showed that students’ level of knowledge is indeed significantly higher at the end of the course (p<0.0001). Finally, 94% of students expressed their probable or certain intention to integrate these issues into their future professional practice. Conclusions These results indicate that the PHF training program has a significant impact on health students, particularly in terms of satisfaction and knowledge. PHF could be an interesting way to teach health students about the challenges of CC in healthcare. PHF is currently tested in other French Universities and health care facilities. Key messages • Plan Health Faire is an innovative and collaborative educational program aimed at raising awareness among healthcare stakeholders about the challenges of climate change. • Plan Health Faire is an effective program for raising awareness among health students about climate change and is also an interesting lever for integrating climate change into their future practice.

Effects of Collaborative Support on Learning in Serious Games for Programming

This study examines the effectiveness of a collaborative support method in enhancing programming learning outcomes in a serious game. The game Code Hasp was developed to facilitate the comparison between two support methods, worked examples and a collaborative peer support approach. A total of 111 elementary school students participated, divided into two groups. The experimental group received collaborative support from teammates alongside worked examples, while the control group relied solely on worked examples. Pre- and post-test results and in-game data revealed that the collaborative support method improved learning efficiency and problem-solving skills. A notable effect of the process was the emergence of a leadership role in most collaborative groups. The game’s support design and shared goal structure mitigate potential problems associated with unbalanced participation. These findings suggest that collaborative support systems in serious games are a promising strategy for promoting engagement and improving learning outcomes in programming education.

Institutional Examples of Applying the SHAPE Appropriate Instructional Practice Guidelines for Higher Education Physical Activity Programs

This educational brief provides examples of applications of the recently updated Society of Health and Physical Educators (SHAPE) Appropriate Instructional Practice Guidelines for Higher Education Physical Activity Programs across several institutions (SHAPE America, 2022). Research has shown that movement and physical activity are essential for managing physical and mental health; therefore, the current low level of physical activity among college students is concerning (American College Health Association, 2024; Rodríguez-Romo et al., 2022). Academic instructional physical activity programs (IPAPs) provide students with quality learning environments that promote and support opportunities for lifelong physical activity and movement. Empowering physical activity instructors with appropriate instructional practices increases the likelihood of positive experiences for both students and instructors. The intent of this brief is to demonstrate how SHAPE IPAP Guidelines are incorporated in universities today. The institutional examples can serve as models to facilitate discussions within other colleges and universities. The information provided will assist program administrators and faculty in developing, better aligning, and supporting their respective IPAP with teaching, administrative, and instructional practices as identified in the SHAPE IPAP Guidelines document.

Editorial: The Imperative of Instructional Physical Activity Programs (IPAP) in Higher Education

No abstract available.

College/University Instructional Physical Activity Program Support: History, Advocacy and Wellbeing Promotion Enhancement Through Inaugural National Summit

College/University Instructional Physical Activity Programs (IPAP) have a long history in higher education and can effectively promote wellbeing among a large number of students. Despite IPAP benefits, prevalence has declined over the last few decades. Quality assurance, support, advocacy, innovation, and assessment are needed to strengthen IPAP. However, organizational support and resources for IPAP are lacking; thus, an inaugural National IPAP Summit was hosted in the Fall of 2023 to bring together IPAP professionals. Education, networking, support, resources, and innovative ideas were offered at the summit. Participants had unanimous positive feedback and support of future endeavors for IPAP professionals. Professional organization endorsement is needed to continue to offer opportunities, education, and support for IPAP professionals to maximize the wellbeing promotion potential and sustainability of IPAP.

Pengaruh Motivasi Belajar Dan Self Efficiacy Terhadap Hasil Belajar Mahasiswa Pada Mata Kuliah Metodologi Penelitian

This research is motivated by the importance of educational quality which is influenced by internal and external factors in learning achievement. Motivation drives students to achieve academic goals, while self-efficacy strengthens self-confidence and perseverance in facing challenges. With the global challenges facing education in Indonesia, analysis of these factors is crucial. The purpose of this study is to analyze the effect of learning motivation and self-efficacy on student learning outcomes. This study uses associative research with a quantitative approach, through a survey research method by distributing questionnaires to students of the Office Administration Education Study Program class of 2022 at the State University of Jakarta as the population in this study. With a sample of 41 students from classes A and B who meet the criteria for filling out the questionnaire, then the data was analyzed using SPSS version 30.0.0.0. The results of this study indicate that learning motivation and self-efficacy have a positive and significant effect on student learning outcomes. Partially, students who have high motivation and self-confidence tend to get better learning outcomes. The implication of the results of this study is that lecturers and educational institutions need to pay attention to increasing students' motivation and self-efficacy through teaching methods and programs that support and can increase their academic self-confidence, thereby optimizing learning outcomes and the quality of graduates.

Strengthening Policies for Education, Innovation, and Digitization Through Teacher Training: Evaluating ProFuturo’s Open Model in Ecuador

Teacher training and a commitment to innovation in teaching are determining factors in the success of technology adoption processes. This article presents a study on the opportunities produced through the collaboration of the Ecuadorian Ministry of Education and the ProFuturo program, which arose during the COVID-19 pandemic. This collaboration resulted in the improvement of digital competency among teachers and pupils and in transference to educational practise. It also strengthened the existing limited capabilities for developing mass training programs for teachers in the country. The research was conducted through an online survey, with a cross-sectional, quantitative, and non-experimental focus from two data sources. A total of 3,565 teachers answered the digital survey for teachers trained using the Open Model in Ecuador between 2020 and 2022. On the other hand, 7,257 teachers answered the ProFuturo Self-Assessment of Digital Skills of Teachers (https://competencyassessment.profuturo.education/?lang=en). The results show an improvement in the competency of teachers following their participation in the program and confirm that they considered digital transformation in the classroom to be of great utility. Teacher training remains a cornerstone of high-quality education and research as this contribution proves a positive impact on learning experiences, where there was a significant transference, driven by an improvement in digital skills applied to the teaching process.

Enhancing cardiology trainee competence through simulation-based pericardiocentesis training: a pilot programme evaluation

Abstract Introduction Cardiology training requires trainees to manage clinical duties whilst developing practical skills. Changes to the UK curriculum have resulted in reduced time available for procedural teaching. Pericardiocentesis is one of many required competencies. The Joint Royal College of Physicians Training Board cardiology curriculum cites the importance of simulation-based education to teach procedures. Procedural training encompasses the development of clinical reasoning alongside motor skills. Gange (1962) and Carless (2010) emphasized the importance of expert-guided practice, interactive teaching, and instant feedback in motor skills teaching to maximize the educational experience. Aim Develop a simulation teaching programme to enhance trainees' confidence and competency in pericardiocentesis. Procedures form part of a summative Direct Observation of Procedural Skills, enabling trainees to learn in a safe environment and use as evidence at their Annual Review of Competence Progression (ARCP). Method We developed a pilot programme for pericardiocentesis facilitated through high-fidelity equipment between February 2023 and February 2024. Participants were recruited through medical education departments. The sessions were delivered on a one-to-one basis by a cardiology consultant to facilitate discussion and interactivity. The teaching involved a core knowledge presentation, discussion of trainee experiences, case studies as examples, including review of echocardiography features. This was followed by clinical skills teaching of pericardiocentesis, utilizing a model, and transthoracic echocardiography. Trainees were sent anonymous feedback forms after the session. Results 46 cardiology registrars participated; 48% were within their first few years of training. 87% reported difficulty in practicing this skill in clinical practice due to: lack of exposure, other clinical responsibilities taking priority, and the need for consultant-delivered care on patients requiring an urgent or emergency procedure. Mean trainee confidence before teaching was 3.24 out of 5 (SD = 1.14), with a significant improvement to 4.48 (SD = 0.59 p<0.001). 52% improved in confidence by 1 unit and, 31% improved in confidence by 2 or more units. Trainees reported the following themes regarding the session: knowledgeable trainer, high fidelity equipment, instant feedback to predict, prevent, and overcome challenges, and a multi-modal approach to teaching, incorporating presentation and discussion on pericardial effusion, tamponade, and drainage. Conclusion Our programme offers a unique multi-modal teaching approach, with dedicated time with an expert. We supported the progress of 46 trainees and enhanced their training competencies. We aim to expand the programme to incorporate more procedures in line with growing curriculum requirements. Tracking trainee progress until ARCP outcomes will reveal the impact of simulation teaching on their experience and professional development.

Real-Time Collaborative Programming in Undergraduate Education: A Comprehensive Empirical Analysis of Its Impact on Knowledge, Behaviors, and Attitudes

Real-time collaborative programming (RCP), which allows multiple programmers to work concurrently on the same codebase with changes instantly visible to all participants, has garnered considerable popularity in higher education. Despite this trend, little work has rigorously examined how undergraduates engage in collaborative programming when using RCP. This study utilized a quasi-experimental design to investigate the impact of RCP on undergraduates’ programming knowledge and skills, behaviors, and attitudes toward collaboration. Eighty-two participants were randomly assigned to either the RCP group or the Traditional Collaborative Programming (TCP) group. The data analysis yielded noteworthy findings. First, RCP significantly improved learners’ problem-solving skills and led to higher knowledge test scores compared to TCP. Second, there were no significant differences in attitudes toward collaboration between the two groups. Third, analysis of programming behaviors indicated that the RCP group exhibited more efficient coding practices, including producing a greater volume of code and executing it more successfully. Additionally, the RCP group’s code-testing activities were predominantly concentrated at the first half of the class sessions. Based on the empirical research results, three major pedagogical implications were proposed. These findings highlight the benefits of integrating RCP into programming education and suggest avenues for future research into collaborative learning dynamics.

Bee pollination and bee decline: A study about university students’ Knowledge and its educational implication

Abstract Science education plays a crucial role in addressing the pollinator crisis by enhancing knowledge and fostering changes in attitudes toward this environmental challenge. Previous research has been focused on validating a specific instrument related to this subject, although its use for assessing students’ knowledge has been little explored. In the present study, we have evaluated the level of awareness regarding the significance of bees as primary pollinators among students of various disciplines at the Universities of Sevilla, in Spain, and Ouro Preto, in Brazil, emphasizing the importance of the plant–bee interaction. 753 students from the fields of biology, agriculture, and education were invited to complete a questionnaire focused on bee biology. The results indicate that knowledge on the subject is closely linked to professional career choice and that the training program for the future teachers effectively increased comprehension of the crucial role played by bees as main supporters of the ecosystem service of pollination.

Integration of facial expression detection into the design and assessment of programming teaching materials

Integration of facial expression detection into the design and assessment of programming teaching materials

Evaluation of Hafıza-i Saltanat theater play and activities in terms of history teaching

The aim of this study is to evaluate the Hafıza-i Saltanat theatre play and activities, which combines evidence-based learning and history-themed theatre, written based on archival documents, in terms of history teaching. In this study, firstly, Hafıza-i Saltanat theatre play and its activities were introduced. Then, the play was examined in the context of historical reality, 10th grade history course curriculum achievements and textbooks, and the activities of the play were examined with student opinions in the context of age, level, knowledge, skills and 10th grade history course curriculum achievements. Document analysis and holistic single case study design, which are qualitative research methods, were used in the study. While the text of the theatre play, video recording and activities were evaluated through document analysis, watching the play and implementing the activities were handled as a holistic single case. The study group consisted of a total of 19 volunteer students, 6 boys and 13 girls, studying at the 10th grade level of secondary education. The data collection tools of the study were the text of the Hafıza-i Saltanat theatre play, the video recording of the play, the activities of the play, the video recordings of the application and the researcher's observation notes. The data obtained from the data collection tools were analyzed by descriptive analysis method. As a result of the study, it was determined that the archival documents used in the play were taken from the Mühimme Books, where the records of the Divan-ı Hümayun were kept, and the issues that were not included in the documents were included in the fiction by considering the historical facts, and for this reason, the play was written and performed largely in parallel with the historical reality. At the same time, it has been determined that the play and its activities meet and gain the achievements of units 4, 5, 6 and 7 of the 10th Grade History Course Teaching Program. It has been concluded that the use of Hafıza-i Sultanate play and activities in history lessons is appropriate for the specified achievements and that it supports the evidence-based learning approach and provides students with the necessary knowledge and skills.

Trust and ethos in academic development: credibility, identity, and value

ABSTRACT In this study of trust in academic development, we propose a framework to build trust between developers and faculty. This framework was conceptualized while reflecting on a teaching and learning programme and analysing the strategies for building trust that were apparent in its design. Our findings reveal that trust is built and sustained by establishing credibility, developing identity, and adding value. We share the approaches taken that made the programme more credible and valuable, and the emphasis placed on developing participants’ academic identity. We argue for the deliberate consideration of trust as the coordinating factor in building productive relationships with faculty.

Pilot evaluation of an innovative school-based mental health literacy program for teachers and students: The Decode Mental Health and Wellbeing Program

Pilot evaluation of an innovative school-based mental health literacy program for teachers and students: The Decode Mental Health and Wellbeing Program

Diagnosing and promoting learners’ L2 inferential reading development through hybrid computerised dynamic assessment in the Chinese EFL classroom

Dynamic assessment (DA) addresses the limitations of standardised assessments by integrating the understanding and promotion of learners’ emerging abilities during the assessment process for a more comprehensive view of their language performances. However, the conventional interactionist and interventionist DA approaches each have their deficiencies, failing to fulfil both DA practicality and contextualisation in L2 classrooms. Also, there is a scarcity of DA research on exploring learner performances over time. This study aims to address these gaps by putting forward a hybrid computerised dynamic assessment (hybrid C-DA) model implemented as a 7-week pedagogical programme in diagnosing and promoting learners’ L2 inferential reading in the Chinese university EFL classroom. With a quasi-experimental design, two parallel classes of first-year undergraduates participated as the experimental group (n = 34) and the control group (n = 38). Data were collected from participants’ numerical scores in the online pre-test, post-test, intervention tests and transfer tests centring on TOEFL iBT readings. Statistical analysis revealed the effectiveness of hybrid C-DA in promoting learners’ L2 inferential reading abilities as the experimental group performed significantly better than the control group. Within the one-shot hybrid C-DA test, multi-dimensional diagnostic profiles were instantiated through learners’ differentiated responses to mediations and varying mediation levels across question types. Meanwhile, learners’ fluctuated performances across multiple hybrid C-DA tests reflected the non-linear nature of development if viewed dialectically. Overall, we argue that the refined hybrid C-DA model has the capacity to contribute to learners’ L2 development while uncovering fine-grained diagnostic information unobtainable in standardised tests, which significantly informs future L2 instructions.

Goal-Setting, Active Practice, Self-Monitoring: a Web-Based System to Improve Programming Proficiency

Mastering programming fundamentals poses a significant challenge for students, especially in demanding higher education environments. This pilot study investigates the effectiveness of a web-based system, SoftwareSkills, designed to enhance programming proficiency among second-year bachelor students. SoftwareSkills leverages, active practice, and self-monitoring to support programming practice. Thirty-six students (n=36) participated in a quasi-experimental design, divided into independent exploration and instructional session groups. User interaction data, exercise performance, and behavioural patterns were analysed. The study revealed four distinct learning strategies: reviewing skill masteries, dedicating sufficient time to each question, striving for mastery, and adapting spaced practice. However, some students exhibited rapid responses and minimal practice, suggesting a need for deeper learning strategies. These findings highlight the suitability of self-regulated learning and deliberate practice in programming education. Future work will involve first and second-year programming students and integrate AI-driven personalised learning features to optimise the learning experience. This research contributes insights into effective practices and the potential of technology-aided learning to support student success in programming education.

Exploring the rationale for lesson design as a tool for developing and evaluating science pre-service teachers' topic-specific pedagogical content knowledge

The primary goal of initial teacher education programmes is to develop pre-service teachers' pedagogical content knowledge (PCK). In science education, there have been calls for programmes to help pre-service teachers develop this knowledge at a topic-specific level. In this study, I investigated how lesson planning using a specific guideline called the rationale for lesson design (RfLD) can be used as a tool to develop science pre-service teachers' topic-specific pedagogical content knowledge (TSPCK). This study is positioned within the collective PCK realm of the refined consensus model of PCK and the five components of TSPCK. The participants were six third-year Life Sciences pre-service teachers. Data were collected through lesson plans on the topic of evolution and narrative interviews. A 4-point scale rubric was adapted to score the quality of pre-service teachers' PCK in terms of the five components of TSPCK in each section of the RfLD. Results indicate that the pre-service teachers showed higher levels of PCK especially, in terms of learner prior knowledge and curricular saliency. I argue these scores can be attributed to the RfLD guidelines. I recommend that science pre-service teacher programmes need to expose students to this guideline as a way of developing their PCK in teaching methodology modules. Furthermore, I argue for the value of the RfLD in tracking pre-service teachers' PCK.

Evaluating Employability Skills Integration in a Citizenship Education Textbook

The International Labour Organization (ILO) generated a strategic plan for skills and lifelong learning from 2022 to 2030, aiming to improve students’ access to future jobs. One of the target goals of the ILO's plan was to ensure that educational programs meet the changing needs of labour markets. Therefore, there is a rising need to assess whether teaching programmes can prepare learners for the requirements of future jobs. In this study, we investigate how employability skills are integrated in teaching resources. For this purpose, 54 learning activities from a Grade 6 Citizenship Education textbook in Bahrain were analysed using 56 predefined codes elaborated by the Conference Board of Canada in a document that was developed by the Corporate Council on Education, a program of the National Business and Education Centre since 2000. This study employs quantitative analysis, including Pearson correlation coefficients and regression analysis to evaluate the integration of employability skills in the learning activities using three major factors: Fundamental Skills (FS), Personal Management Skills (PMS) and Teamwork Skills (TS). The results show that Fundamental Skills (Mean = 3.87, Standard Deviation = 1.26) are well integrated, whereas Personal Management Skills (Mean= 3.17, Standard Deviation = 1.54) demonstrate moderate integration with notable variations. In contrast, Teamwork Skills display a low level of integration (Mean = 1.02 Standard Deviation = 1.88). The correlation analysis confirms a relationship (r = 0.615, p < 0.01) between FS and PMS but shows insignificant correlations between TS and the other skill sets. These findings highlight a critical gap in teamwork skill integration and suggest a need for increased focus on teamwork in educational materials, while recommending further research to focus on expanding the sample size, incorporating more qualitative analyses, and exploring effective strategies for integrating employability skills into educational resources.