Learning Approach In Education Research Articles

A Mixed Approach Stand Effective in Developing Interest in Teaching - Learning Writing Skills among the High School Level Learners of Rural Areas: A Study

This paper is an attempt to identify the effectiveness and suitability of the mixed teaching-learning approach in developing language proficiency among learners from rural backgrounds. The survey was held to examine the views of the learners towards the application of a mixed teaching-learning approach that includes group learning and the use of online platforms in teaching English as a second language. The present study is held through a survey from which the data in the form of responses was gathered from the learners of rural areas of the Rayalaseema region of Andhra Pradesh, India. The survey data was analyzed through SPSS for statistical analysis. The interpretations of the analysis were drawn and presented through tables and figures. The paper focuses on the consent of the target learners towards the implementation of the mixed approach and the same is structured through a proper understanding of the approach, the methodology adopted, the survey held, and analysis of the data for the conclusion of the interpretations drawn after the analysis. Keywords: Mixed teaching-learning approach – group learning – cooperative learning -Technology in ELT – ICT - TPACK

Scaffolded cooperative problem-based approach in entrepreneurship education for vocational preservice teacher

PurposeThis study aims to comprehend vocational preservice teachers' recalled experiences with the Cooperative Problem-based Learning (CPBL) pedagogical approach in an entrepreneurship course and to reveal how these experiences will impact their future teaching practice. The course under study intends to improve preservice teachers' entrepreneurial attitudes while equipping them with the skills necessary to create a comparable teaching strategy at school after graduation.Design/methodology/approachThis study used the semi-structured interview data to triangulate the qualitative data collected from the students' reflection journals. The data were thematically analyzed whereas the codes with comparable elements were combined, resulting in themes that describe the relevance of scaffolding used with each component of the MUSIC motivational model.FindingsThe results revealed that the student teachers who took part in the research stated in their comments how the scaffolds used in the CPBL sessions impacted their learning. Additionally, they could articulate the experiences that strengthened their perceptions regarding entrepreneurs and entrepreneurship education.Practical implicationsBy implementing scaffolded CPBL in entrepreneurship course during the teacher preparation program, the preservice teachers would be able to put a similar approach into the practice of their future teaching profession in guiding students to accomplish instructional outcomes.Originality/valueThis study highlights the importance of providing more innovative practices for entrepreneurship education across teacher preparation curricula to help develop the skills necessary for entering the future profession. The findings also emphasize the value of scaffolding in PBL, including expert, peer and activity design scaffolding. It also completes the body of research indicating that PBL-based entrepreneur education instruction can help students develop their entrepreneurial skills and attitudes while also providing a great chance to improve their teaching abilities.

지속가능발전교육(ESD)에 기반한 유아 텃밭활동 프로그램 개발

This study was conducted to foster the essential capacities for coexistence between humans and nature, in order to achieve sustainable development. The “Children's Garden Activity Program Based on Education for Sustainable Development (ESD)” was implemented following prior research and literature review, early childhood teachers' perception, actual status and needs survey, in-depth interviews, expert content validity verification, and field application feasibility verification stages. A preliminary version was created. The finalized “Children's Garden Activity Program Based on Education for Sustainable Development (ESD)” was designed to efficiently integrate Education for Sustainable Development (ESD) and holds significance in the following aspects. First, the four core values of development, including respect development—respect for humans for the future for cultural diversity, for diversity. development. The educational content for each session was developed in alignment with the Sustainable Development Goals (SDGs) established by the United Nations. Thirdly, the teaching-learning approach was segmented into teaching-learning phases and teaching methods, encompassing a total of 15 sessions. Following the development of the program, the field applicability and validity of the content were confirmed through evaluations by children and teachers.

Too much of a good thing? Teacher performance during the COVID-19 pandemic and the ambiguous role of high teacher autonomy

The Covid-19 pandemic and the associated school closures have challenged teachers to quickly develop and implement effective distance learning concepts. This article examines the success of teachers in meeting these challenges by analysing their performance during the pandemic. Using a mixed-method approach, the study conducts a secondary data analysis of 135 questionnaires from a pupil and parent survey conducted by a German elementary school. These surveys are analysed across the three basic dimensions of teaching quality, elucidating the teaching experiences during the pandemic. The results reveal a considerable variation in teacher performance, highlighting instances where some teachers made inadequate decisions regarding the selection of teaching content or supporting strategies, while also displaying limited engagement with their students. Given the identical school conditions across the research setting for all teachers, this article focuses on individual effectiveness and efficiency of teachers during the pandemic, prompting an inquiry into the extent to which the high degree of teacher autonomy may have influenced performance. To address this further, this article introduces a framework based on current interdisciplinary research findings, which predicts a “too-much-of-a-good-thing” effect of teacher autonomy on teacher performance and integrates numerous established research approaches. This article contributes to a better insight into the performance of teachers during the pandemic and the identification of effective distance learning teaching approaches. Simultaneously, this article proposes a theoretically grounded framework for varying teacher performance, the exploration of which provides a compelling avenue for enhancing teacher performance and serves as a well-founded starting point for further research.

Visual interpretation of clinical images among dental students using eye-tracking technology.

Tele-consultations are increasingly used for screening and diagnosis. Only a few studies have assessed dental students' visual attention to clinical images. To (i) determine dental students' gaze behavior, visual fixations, and diagnostic competence while viewing clinical images, and (ii) explore potential opportunities to strengthen the teaching-learning approaches. Tobii Pro Nano-device captured the eye-tracking data for 65 dental undergraduate students in this cross-sectional study. The predetermined areas of interest (AOI) for all five clinical photographs were uploaded onto Tobii software. All participants used a think-aloud protocol with no restrictions to view time. A total of 325 clinical pictures were analyzed, and the average view time was 189.25±76.90 s. Most participants started at the center of the image (three frontal photos), spent a significant share of their view time on prominent findings, did not follow a systematic pattern, and exhibited diagnostic incompetence. Also, most participants followed a "Z" viewing pattern (oscillating movement from left to right) for the remaining two pictures. Subjects frequently fixated on the prominent AOI, however, failed to make the correct diagnosis. Their view patterns revealed no sequential viewing. Therefore, emphasizing knowledge about common dental abnormalities and focusing on full coverage of clinical pictures can improve dental students' diagnostic competence and view patterns.

Designing our Thinking: Examining the Effects of Experiential Learning and Design Thinking on Creativity, Innovation, and Collaboration Skills Development in the Undergraduate Classroom

This paper shares initial findings from a study of the way that design thinking and experiential learning informed approaches to teaching can help programs and institutions in the higher education community meet the teaching and learning objectives identified by the World Economic Forum (WEF) as critical for our global future. The project surveyed undergraduate students in a large first year introductory course to learn more about how design thinking based learning practices might serve to extend an experiential learning pedagogical approach toward the successful development of innovation, creativity, interpersonal, self-paced, problem-based and lifelong learning skills. Results from the survey of 600 students reveal that using a design thinking model of learning as part of an experiential learning curriculum may be an effective way to enhance the development of the identified skills and approaches within an experiential learning framework. Students who experienced the addition of design thinking based learning practices to an experiential learning framework reported higher levels of confidence in their innovation and creativity skills and were more likely to seek opportunities for collaboration and self-paced learning than those who participated in an experiential learning focused section of the same class. This article provides an illustration of the impact of using design thinking as an extension of experiential learning in an undergraduate higher education class and offers recommendations for institutions and professional programs seeking to meet World Economic Forum Education 4.0 Initiative goals.

Construction management students’ perception of BIM adoption and its implications in a non-mandated country

Building information modeling (BIM) is increasingly being recognized and gradually adopted by the construction industry in India, even though it is still not mandated by the Government. As the demand for trained BIM professionals grows, many educational institutes in India have started including BIM in their respective architecture, engineering, and construction (AEC) related curriculum courses, mostly at a beginner level. This study tries to access the perceptions of these AEC students towards various aspects related to the BIM practice and its adoption in India. It aims to provide a reference point, and help bridge the gap between the industrial BIM proficiency requirements, and the institutional BIM teaching-learning approach. As students are the prospective BIM professionals, this study gives important insights for the BIM practice stakeholders to understand the learners’ individual motivation, bias and experience. The methodology consisted of conducting an online questionnaire survey to collect the students’ demography and background data; as well as their perceptions (on a five-point Likert scale) towards BIM benefits, BIM functionalities, BIM as a career option, and challenges to BIM implementation in India. The 188 responses were divided into subgroups and statistically compared based on two-sample t-test and analysis of variance (ANOVA). Findings are discussed with their possible implications in the academia as well as the industry. The study emphasizes having a better engagement of the academia with the BIM industry and policy makers to develop a synergic BIM learning ecosystem.

Designing a Learning Model with a Contextual Teaching Learning Approach Based on the Flipped Classroom to Improve Science Understanding

This research aims to describe a learning model design with a Contextual Teaching Learning (CTL) approach based on the Flipped Classroom to increase the understanding of science concepts. The research is categorized as qualitative research with descriptive analysis. Data were obtained from literature studies, documentation, and expert opinions related to the design of learning models. Several theories that support the design of learning models with a CTL approach based on the Flipped Classroom to improve understanding of science concepts were studied. The result of this research is a learning model design named Contextual Flipped Group Classroom (CFGC), which has the syntax of Networked Learning, Active Inquiry, Student Empowerment, Reflective Practice, and Authentic Assessment.

Photovoice: An active learning tool with community nursing students.

To assess nursing students' experiences of using photovoice as a pedagogical approach to active learning in the community. A descriptive design with a cross-sectional mixed-method questionnaire was used with 108 students following an educational activity, in which their communities were photographed and the impact of the pandemic on vulnerable populations was reflected. Descriptive statistics and thematic analysis were used to analyze the data. Seventy eight percent of the students felt that photovoice was an interesting and useful tool for nurses, 89% affirmed it helped stimulate reflection on social and health inequities in times of pandemic, 82% described that it developed many emotions and feelings and 86% would like to disseminate their photographs directly to stakeholders, citizens, and politicians. Three themes were identified in the data: "stimulate critical reflection", "develop emotional skills", and "encourage action". Photovoice is a successful active learning pedagogical approach that engages nursing students to develop critical awareness while connecting with their communities, with the real world. It fosters students' sensitivity and motivation and encourages them to take action. Teachers need to introduce new scaffolds for active learning, such as photovoice, to provide innovative academic support that nurtures and develops the next generation of nurses appropriately.

Analisis Respon Peserta didik Terhadap Penggunaan Lembar Kerja Peserta Didik (LKPD) Berbasis Reciprocal Teaching

The research objective is to determine students' responses to the use of Student Worksheets (LKPD) in mathematics learning. The instruments used in this study are student response questionnaires and Reciprocal Teaching-based LKPD. The population for this research is students of SMA Negeri 4 Yogyakarta in class XI MIPA 2. The sample consists of 32 students. The results of this study indicate that Reciprocal Teaching-based LKPD received very good overall responses. From the scale test, think-pair-share-based LKPD received good responses, and from the high-level group (B2), Reciprocal Teaching-based LKPD received very good responses. Based on the analysis, it is known that each aspect of the student response questionnaire has an average value of > 71. This means that LKPD is practically used by students. Therefore, it can be concluded that LKPD is practically used by students in terms of suitability with the Reciprocal Teaching learning approach, with 4 items on question relevance, 4 items on interest, 6 items on material and presentation, and 3 items on language usage. This research will be continued to effectiveness phase

PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VII DI SMP NEGERI 2 BANGKINANG KOTA

This research is motivated by the less than optimal mathematics learning process caused by mathematics learning that is fixated on the teacher. This study aims to determine the effect of the Realistic Mathematics Education learning approach on mathematics learning outcomes for class VII SMP Negeri 2 Bangkinang City. This research is an experimental research with a pretest posttest control group design model. The research subjects were seventh grade students of SMP Negeri 2 Bangkinang City. The sampling technique in this study was random sampling, consisting of 29 experimental group students and 29 control group students. The method of data collection is done by test. Data analysis used parametric statistics with t-test (independent sample t-test) with SPSS for windows version 25.0. The results showed that the Realistic Mathematics Education learning approach had a positive effect on improving mathematics learning outcomes. This is evidenced by the results of the independent sample t-test analysis with a significance value of 0.000 <0.05. Based on the analysis and discussion, there are differences in the final average increase in mathematics learning outcomes, namely the experimental group of 83.45 and the control group of 72.24. The results of the study can be concluded that the use of realistic mathematics education learning approach has a positive effect on improving mathematics learning outcomes.

Penerapan Pendekatan Realistic Mathematics Education untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa pada Materi Statistika Kelas VIII-1 SMP Nurul Islam Indonesia Medan

This research aims to determine students' ability to understand mathematical concepts through the application of the Realistic Mathematics Education learning approach and to find out how the students' answers process in solving problems on tests of students' ability to understand mathematical concepts after applying the Realistic Mathematics Education learning approach in class VIII-1 of SMP Nurul Islam Indonesia Medan. This type of research is classroom action research through cyclical learning stages. The subjects of this research were 13 students in class VIII-1 of SMP Nurul Islam Indonesia Medan and the object of this research was the students' ability to understand mathematical concepts by applying the Realistic Mathematics Education learning approach to statistical material. Based on the research results, it was found that by applying the Realistic Mathematics Education learning approach, students' ability to understand mathematical concepts in statistical material in class VIII-1 at Nurul Islam Indonesia Middle School in Medan was improved, namely in cycle I the average student ability was only 30.76 with a completion percentage of only 8% of students completed. In cycle II the average student ability increased to 92.95 with a student completion percentage of 100%, so that students had met the classical completion percentage, namely ≥85%. The results of this research show that by applying the Realistic Mathematics Education learning approach to statistics material in class VIII-1 of Nurul Islam Indonesia Middle School in Medan, students can improve their ability to understand mathematical concepts.

Architectural Enhancement with Virtual Reality Infused Intelligent Hybrid Learning Approach for Elevated Students Performance-Take English Teaching as an Example

Architectural Enhancement with Virtual Reality Infused Intelligent Hybrid Learning Approach for Elevated Students Performance-Take English Teaching as an Example

Breaking Stereotype in the Development of Employability Skills Using Flexible Learning and Pedagogical Tools: A Multiple Study of Business Schools

The study sought to explore students’ and teachers' perspectives on the development of 21st-century employability skills for business students in four different countries through flexible learning pedagogical tools and approaches. Notwithstanding the notable successes recorded in the field of flexible learning over the years, some people are still wondering about the effectiveness of these teaching and learning tools when compared to students being on campus for studies. This study helps to establish the importance of flexible learning pedagogical tools in the development of employability skills for students in business schools across four different continents. The current study argues that flexible learning pedagogical tools should be paid more attention to by higher education providers to encourage and deepen students' learning experience in business schools. The study has shown that some pedagogical tools are more effective in the flexible learning environment than the traditional universities, due to the level of acceptability by the students and academics sampled for this study. Moreover, the use of pedagogical tools such as lectures, class debates, group projects, case studies, internships, technology-embedded tools such as smartphones or iPads, multiple-choice tests, essay tests and term papers were found to be effective and fit for purpose by most of the participants. They linked the level of effectiveness to the employability skills they offer along with factors such as students’ preferences, learning styles, prior learning, motivation, academic choice based on their previous experiences or willingness to deliver certain pedagogical tools, assessment methods, learning cultural aspects and the backgrounds of both academics and students along with where the learning is taking place. It identifies the key tools used within a flexible learning environment such as lectures and especially videos of lectures uploaded on Moodle for the students to access at any time and anywhere (accessibility of learning materials). The study findings revealed role play, case studies, class discussion, group projects, guest speakers, internships, MCQs/essays/term papers, reading, and homework were efficient post-COVID learning in fostering 21st-century employability skills for business students. Also, due to the flexible nature of teaching and learning technology embedded tools such as social media, mobile devices, games, and simulation are becoming more and more popular and adopted by various academics in their teaching pedagogy. The effectiveness of the learning and teaching tools relies on the employability skills undergraduate students develop during their studies. Most of the students and academics sampled for this study were satisfied with the delivery of the course delivery and the level of employability skills developed from them. The main challenge of educators is to identify the key link between pedagogical tools and employability skills they develop and utilise to promote 21st-century graduate skill sets. The current research project confirmed that the flexible learning approach leverages the benefits of pedagogy and learning technology to offer an engaging, educative, and bespoke learning experience that assists business students to realise their potential. It is recommended that learning providers construct and evaluate learning infrastructures, policies, and practices to provide inclusive and accessible learning opportunities that promote successful learner engagement and belonging, to guarantee a positive experience in business schools.

Impact of the Emergency Remote Teaching-Learning Approach on Acquisition of Scientific Skills

Impact of the Emergency Remote Teaching-Learning Approach on Acquisition of Scientific Skills

Integrating Blended Active Teaching Learning Approach for DBMS Lab Course

Integrating Blended Active Teaching Learning Approach for DBMS Lab Course

Special Needs, Special Efforts: Learners With Intellectual Disabilities and Sustainable Development Goals (SDGs)

This article was undertaken to evaluate the responsiveness of academic faculty teaching various courses at higher education institutions (HEIs) to the special learning needs of individuals with intellectual disabilities. Conducted as an exploratory investigation, this article also sought to understand if and whether the awareness of sustainable development goals (SDGs) and the onset of the COVID-19 pandemic motivated the faculty teaching individuals with intellectual disabilities to revise their teaching-learning approach to make it more effective for such students. Data for addressing these objectives were collected through a qualitative study, which resulted in 38 valid responses from academic faculty teaching at different levels in the United Kingdom. The content of these responses was analyzed to reveal two main themes-academic faculty's experiences in class and HEIs’ responsiveness to the learning needs of individuals with intellectual disabilities. Each main theme comprised three subthemes that discussed the practices as they existed and the changes made by faculties in the light of SDGs and the onset of the COVID-19 pandemic. Findings indicated that while the academic faculty were mindful of introducing pedagogical adjustments to make learning inclusive for individuals with intellectual disabilities, they had not undertaken adjustments in their teaching-learning process to leverage relevant SDGs and counter challenges imposed by the COVID-19 pandemic. In comparison, the faculty respondents perceived their HEIs to be much more responsive to new opportunities and threats presented by the SDGs and the pandemic.

The Implementation of Collaborative Strategy in Teaching based on Virtual Instructor System to Improve Learning Outcomes in Sports Health Education

This research aims to improve the quality of learning in Sports Health Education courses using Collaborative Strategy In Teaching Based on the Virtual Instructor System (VIS) for sixth semester students of the Physical Education Study Program, FKIP, Bengkulu University. Virtual Instructor System (VIS) is an application as a place to work well collaboratively. The Virtual Instructor System (VIS) also tells the team during task evaluation how specific the instructions are and will be carried out. This research uses descriptive qualitative, where the practice of adopting the Virtual Instructor System (VIS)-based Collaborative Strategy In Teaching learning approach is described in each context. Where data collection is carried out through test and non-test techniques. As a result, achievement targets were obtained in cycle II with the following details; 15 students or 42% got category A, 17 students or 47% got category B, 4 students or 11% got category C, and none or 0 students got category D. The results of the response questionnaire distributed to students showed the results The final score was 24.61 or an average of 4.1, which means that the category most often chosen by students was agreed. These results show that the implementation of learning in the application of Collaborative Strategy In Teaching for sixth semester students of the Physical Education Study Program, FKIP, Bengkulu University is of interest to students. It not only reaches aspects of knowledge implementation but also increases students' creativity and interest in learning activities.

The Effect of Implementing the Contextual Teaching Learning (CTL) Approach on the Formation of Students' Physics Behavior

Purpose of the study: This research aims to determine the effect of implementing the Contextual Teaching Learning (CTL) approach on the formation of junior high school students' physics behavior.
 Methodology: This research is quantitative research with associative causal type. The total research sample was 69 students with a sampling technique using purposive sampling. The instruments used in this research were questionnaires and interviews. The data analysis techniques used in this research are descriptive statistics and inferential statistics.
 Main Findings: Based on the results of statistical analysis using SPSS 21, it was found that there was an influence of the application of Contextual Teaching (CTL) on the formation of physics behavior in class VIII SMP students with an influence percentage of 42%. With the regression equation Y = 45.508 + 0.363X. This means that if the CTL approach is not used in the physics learning process, the student's physics behavior score will be 45.508. Then, for every 1% increase in the level of the CTL approach, the physics behavior of class VII middle school students will increase by 0.363.l.
 Novelty/Originality of this study: The findings of this research indicate that this approach in the teaching process is important to use as a means to increase the nuances of learning in the classroom to be more meaningful. The novelty of this research is that it is useful as a means of improving physics teaching and learning strategies in the classroom in order to shape students' positive behavior.

Improving Mathematics Learning Activity and Outcomes through the Culturally Responsive Teaching (CRT) Learning Approach for Class VII Middle School Students

The choice of learning approach carried out by the teacher can influence student activity and learning outcomes. This research aims to determine the application of the Culturally Responsive Teaching (CRT) approach in improving the activity and mathematics learning outcomes of class VII junior high school students. The subjects in this research were students in class VII-A of SMP Negeri 3 Sidoarjo for the 2022/2023 academic year, totaling 32 students. This research uses a research method in the form of Classroom Action Research (PTK) with 2 cycles and each cycle consists of 4 stages, namely the planning stage, action implementation, observation/observation, and reflection. Research data collection techniques include observation, tests and documentation. The results of the research showed that student learning activity in the pre-cycle was still in the low activity category, namely with a percentage of 51.95%, then in cycle I it increased to the moderate activity category with a percentage of 67.09%, and in cycle II it again increased to the high activity category. with a percentage of 79.10%. The percentage of students' classical mathematics learning outcomes in the pre-cycle was 43.75% (14 students in the complete category out of a total of 32 students), then in cycle I it increased to 75% (24 students in the complete category out of a total of 32 students), and in cycle II experienced another increase reaching 81.25% (26 students in the complete category out of a total of 32 students). Based on these results, it can be concluded that the application of the Culturally Responsive Teaching (CRT) learning approach can increase the activeness and mathematics learning outcomes of class VII-A students in the statistical material of presenting data at SMP Negeri 3 Sidoarjo for the 2022/2023 academic year.