Related Learning Experiences Research Articles

Nursing Students’ Spiritual Care: Implications to Related Learning Experience (RLE)

The integration of spiritual care into the education of nursing students is paramount for fostering holistic and patient-centered healthcare. As the nursing profession evolves, there is a growing recognition of the interconnectedness of physical, emotional, and spiritual well-being. However, traditional nursing curricula often inadequately address the spiritual dimension of care, potentially leaving nursing students ill-prepared to address the diverse and complex needs of their future patients. Therefore, this study aimed to examine the level of spiritual care practices and knowledge among nursing students in a private tertiary higher education institution during the new normal in one of the private colleges in Pampanga. This study establishes facts that are used to analyze nursing students’ level of spiritual care practices and knowledge. A descriptive design is applied specifically, the descriptive-evaluative and descriptive-comparative research designs in this study. Purposive sampling was utilized and included a total sample of 154 nursing students who have face-to-face classes and clinical duty, particularly levels II and III from one of the Colleges of Nursing in Pampanga, Philippines. This study will utilize a two-parted questionnaire. Part 1 involved the profile of the respondents as their age, gender, civil status, year level/religion. Part 2 will use an adopted standardized instrument, the Spiritual Tool Questionnaire contains (Robles, 2014) that a 64-item questionnaire that focuses around seven elements. The result of the study shows that there is no significant difference between institutional support. Thus, the null hypothesis is accepted. Additionally, the researchers propose that student nurses incorporate a transcultural approach in their patient interactions. This is essential for minimizing bias, building positive relationships, and fostering an environment where patients feel at ease expressing their emotions to student nurses. Furthermore, armed with verified facts and data, nursing institutions can formulate targeted strategies and interventions aimed at enhancing education in spiritual care. Consequently, this contributes to the progression of clinical competence among nursing students.

Preschool educators’ use of commanding language in China and Japan: a cross-cultural comparative study

ABSTRACT The manner in which educators use commands, a form of language that serves to guide and regulate behaviour, constitutes an essential component of children’s learning experiences in relation to language and social interactions. This study investigated nine Chinese and nine Japanese educators’ use of commanding language in educator-child free play interactions. Totally, 4296 clauses generated by the educators were analysed, drawn on systemic functional linguistic theory that classifies command based on its semantic feature. The results show that Chinese educators generally uttered more commanding language than Japanese educators. The proportion of direct & non-suggestive commands (revealing speakers’ authority) dominated in both cohorts, yet Chinese educators rated significantly higher than Japanese educators. The proportion of indirect and suggestive commands (carrying negotiation tones) in Japanese educators’ language was significantly higher than Chinese educators. The effect of child age on the educators’ commanding language was identified. Compared to the Chinese educators, Japanese educators uttered much less commands when interacting with children under four years, however, the gap was narrowed when communicating with children above four years. The findings illustrate how the educators create culturally-different language experiences for children in daily interactions, which has implications for worldwide preschool education in multicultural contexts.

How Learners Perceive Inter-Disciplinary Dialogic Science Related Learning Experiences: A Mixed-Method Study

Well-designed, dialogic, and interdisciplinary learning opportunities in science related disciplines can promote many educational goals. The difficulty lies in providing these opportunities in schools. Can out-of-school focus days fill the void? Here, we performed a mixed methods study to discover how middle school learners perceive focus days that included dialogic, interdisciplinary activities in mathematics, science, and philosophy, all around socio-scientific dilemmas. We also sought to understand the experiences’ impact on learners’ self-perceived dialogic engagement in the school classroom. We focused on (1) learners’ perceptions and recollections of the dialogic climate during the focus days; (2) the perceived contribution of the three disciplines (mathematics, science and philosophy) to the interdisciplinary focus days; and (3) the focus days’ effects on the dialogic climate in the everyday school environment. Our findings suggest that (1) learners generally considered the focus days as enjoyable and different than their everyday school experience; (2) students did not consider each discipline equally relevant to the focus days’ main topics; and (3) the effects of the focus days were localized, that is, no impact was found on the dialogic climate at school. We discuss implications for promoting interdisciplinary, dialogic science related learning in secondary schools.

Issues, Innovations, and Challenges: Simulation Technologies in Related Learning Experiences

Issues, Innovations, and Challenges: Simulation Technologies in Related Learning Experiences

Stressors and Coping Strategies as Perceived among Nursing Students during Related Learning Experience (RLE)

Background: Stress in relation to academic studies is identified to be one of the reasons behind suicide cases in higher education institutions around the world. Locally, there is none to less studies that explored this area among nursing students. As stress is inevitable in nursing students’ Related Learning Experience (RLE), recognizing the stressors that affect their quality of RLE is necessary.Purpose: This study aimed to investigate the stressors and coping strategies that nursing students commonly use in managing stress during their RLE and their relationship to each other.Methods: A descriptive correlational research design with total enumeration sampling was employed. A pilot-tested questionnaire was used to gather data from 191 junior and senior nursing students from two nursing schools in Iligan City. Weighted mean, standard deviation, percentages, and Spearman rho were used to analyze the data.Results: The findings show that the "Clinical Instructor" (Mean=3.01) is perceived to cause higher stress among all the intrapersonal and interpersonal stressors identified. Students highly utilize both intrapersonal (Self-Concept Mean=3.75) and interpersonal strategies (Role Function Mean=4.13, Interdependence Mean=3.46) to cope with stress. When students’ clinical “skill confusion” increases, they tend to work less with others (r=-0.259, p=0.000). When “staff nurses” cause them less stress, their use of positive “self-concept” decreases as well (r=0.152, p=0.035). Furthermore, when students are stressed with their “Duty-mates,” they rely more on “physiological” coping mechanisms (r=0.160, p=0.027). When their “clinical instructor” causes them stress, they cope less with “physiological” (r=-0.237, p=0.001) and “interdependence” strategies (r=-0.317, p=0.000).Conclusion:Among all the stressors, clinical instructor causes more stress to the students. The students’ perceived stressors affect their effective use of intra and interpersonal coping strategies. Nurse educators, nursing schools and regulating bodies can consider these results in designing a holistic curriculum and helping students manage stress healthily.

Correlation Between Health Assessment and RLE 2 Courses at Tobruk University

Health Assessment (HA) and Related Learning Experience 2 (RLE 2) are foundational courses for nursing students at Tobruk University. This study aimed to investigate the potential correlation between student performance in HA and RLE 2 to enlighten curriculum adjustments and improve student preparation for clinical practice. This study employed quantitative methodology consisting of three batches from the school year endings 2021, 2022, and 2023. A total of 263 student records were selected for this study. The collected data were measured using the Pearson product-moment correlation coefficient based on the final grades in both HA and RLE 2, together with the semester grade average (SGA). As for the mean, RLE was higher than HA in all batches. The highest correlation between HA and RLE2 belonged to batch 2021, with r=0.6197. Correlation for batch 2023 was the highest between HA and SGA with r=0.8777. Batch 2021 tops in RLE2 and SGA correlation with r=0.73119. Other study findings were also presented in terms of variation and graphical presentation. Limitations and suggestions for further research were addressed. This study sought to inform the relationship between theoretical knowledge and clinical skill development in nursing students. The research findings can contribute to decision-making potential for possible curriculum development at the University, and consequently, bring about continuous improvement in the area of nursing education and practice.

Sleep Deprivation, Clinical Exposure Anxiety, and Psycho-Emotional State of Nursing Students

Nursing students face various concerns as they pursue a profession related to healthcare. This study determined the levels of sleep deprivation, clinical exposure anxiety, and psycho-emotional state of nursing students in one of the private institutions offering the Bachelor of Science in Nursing in the Islamic City of Marawi. The descriptive-correlational research design was used in the study. There were 120 nursing students who served as the respondents, and they were identified through stratified random sampling. Researcher-made questionnaires were utilized in gathering data. Mean, Standard Deviation, and Pearson Product-Moment Correlation Coefficient were the statistical tools used in analyzing the data gathered. Results showed a high level of sleep deprivation among the respondents with the number of academic and related learning experiences they had to comply with. Also, the respondents claimed having severe anxiety during clinical exposure, being apprehensive of the outcomes of their close contacts with patients who could have serious illnesses or other healthcare workers who might have contracted contagious diseases. Nevertheless, the nursing students’ psycho-emotional state was high. They sustained a desirable level of well-being to enable them to withstand the rigors of the nursing profession. The study further disclosed that the level of the nursing students’ sleep deprivation was influential to their clinical exposure anxiety and psycho-emotional state. Without adequate sleep, the respondents became prone to anxiety in clinical settings but still developed a sound psychological and emotional conditions. The study concludes that while nursing students can be experiencing difficulties being deprived of quality sleep and experiencing anxiety, they have been resilient in pushing themselves toward the nursing profession.

Readiness of Student Nurses in Clinical Practice Amidst COVID-19 Pandemic

The Philippine government postponed the face-to-face learning modality due to the COVID-19 pandemic, which was crucial for the application of knowledge, skills and attitude in clinical settings among nursing students. This study attempted to determine the level of readiness of the nursing students of the University of Perpetual Help System DALTA-Calamba Campus in clinical practice amidst COVID-19 pandemic. Further, the study delved into the significant difference in the level of readiness of nursing students when they are grouped according to profile. This study used a descriptive quantitative research design. The total population of the study was 23 nursing students from 3rd year and 4th year of the University of Perpetual Help System DALTA-Calamba Campus in the Academic Year 2022-2023. Purposive sampling was used in this study. The Casey-Fink Readiness for Practice Survey was adapted for this study. The findings presented that 69.6% were aged 20-22, 78.3% were female, and 60.9% belonged to third year. The overall weighted mean of 2.98 revealed that the level of readiness among nursing students was high. There was no significant difference in the level of readiness for Related Learning Experience between the nursing students with ages ranging from 20-22 and 23-25, as the computed p-value of 0.868 is greater than the 0.05 level of significance, this implied that age was not a factor in the level of readiness for the clinical practice of the nursing students. There was no significant difference in the level of readiness in clinical practice between the male and female nursing students, since the computed p-value of 1.00 is greater than the 0.05 level of significance, this inferred that sex was not a factor in the level of readiness for the clinical practice of the nursing students. Lastly, there was no significant difference in the level of readiness for clinical practice between 3rd year and 4th year nursing students, whereas the computed p-value of 0.610 is greater than the 0.05 level of significance, hence the hypothesis was accepted that there was no significant difference on the level of readiness in clinical practice when grouped according to profile.

Self-esteem in new light: a qualitative study of experiences of internet-based cognitive behaviour therapy for low self-esteem in adolescents

BackgroundLow self-esteem is common and can be impairing for adolescents. Treatments that primarily target low-esteem are lacking. Internet-delivered cognitive behaviour therapy (ICBT) is a treatment that can be used for adolescents but ICBT is yet to be evaluated for low self-esteem using qualitative methods. The aim of this study was to investigate experiences of participating in a novel ICBT treatment for adolescents suffering from low self-esteem.MethodFifteen adolescent girls who had received ICBT consented to participate in a semi-structured qualitative telephone interview at post-treatment. Data were analysed and categorised using inductive Thematic Analysis.ResultsFour overarching themes were identified; (1) Increased awareness and agency in difficult situations, (2) Enhanced self-image, (3) Unique but not alone, and (4) Widened understanding and new perspectives. Participants reported positive changes in their thinking and behaviour, as well as helpful learning experiences in relation to themselves and their self-esteem. For instance, participants described a more self-accepting attitude, learned how to manage negative thoughts, and experienced an increased sense of connection to others.ConclusionThe results suggest that ICBT is experienced as helpful and will inform further use and development of ICBT for low self-esteem. Future studies should validate and further evaluate experiences of ICBT for low self-esteem in other settings and in particular for boys as the study only include female participants.

An insight into attitude about usage of ICT by teachers in school for hearing impaired

Background: Information and Communication Technology (ICT) in education is the mode of education that depends on digital medium of information transfer for delivery of course content and related learning experiences. Its focus is on utilization of different technologies in order to support, enhance, and optimise the delivery of information. ICT can be used in many ways to help both the students and the teachers gain knowledge on a particular topic/subject. The present study was inclined to look into the attitude of teacher for the hearing impaired towards usage of ICT in classrooms. Methods: Questionnaire which consists of attitude of teachers towards ICT. The questionnaire used for this study was adopted and modified from the original questionnaire designed by Gulbahar and Guven (2008), Ghavifekr and Athirah (2015) that is considered suitable for this research. Descriptive statistics was carried out for analyzing the data in SPSS version 20.0. Results: For all the questions framed to elicit positive opinions, the median values were either 4 i.e. agree is the common response of all the judges. For questions framed to elicit the common response is either disagree or strongly disagree. The responses of the judges suggest that they consider ICT to be helpful for teaching-learning of hearing impaired children. Conclusions: The study was able to demonstrate that ICT tools have gained popularity among the teachers of hearing impaired included in the study.

Development of a Web-Based Related Learning Experience for Nursing Students in an Open University

Abstract: When the COVID-19 pandemic began, everyone had to alter their everyday routines. With the introduction of online education, it became difficult for nursing educators to offer specific lectures that required physical demonstration or to test clinical abilities. Since health workers were also in demand, there were few clinical preceptors to guide nursing students to improve their abilities. This study focused on developing a web-based related learning experience that will give students alternative activities for clinical learning experiences without the use of Computer-Generated Imaging and provide a useful platform where they will see a 360 view of different clinical setups and simulations. The researchers employed an ongoing quasi-experimental research design following the Successive Approximations Model (SAM) as a framework. The team developed the prototype currently being implemented and monitored the online platform this coming second semester school year 2022-2023. The researchers plan to share the developed virtual reality with other academic departments that require on-the-job training or on-site exposure for skills enhancement in the future.
 Keywords: E-Learning, Web-based Related Learning Experience, Nursing Education, Successive Approximations Model

PBL Using AI Technology-based Learning Tools in a College English Class

This study aims to develop and implement a PBL framework using AI technology-based learning tools, namely, Naver Papago, Google Translate, and Grammarly. The six-week framework was embedded into a General English course at a university, and a total of 20 students participated in the study. After collecting 19 students’ questionnaires and 4 sets of group journals in which 20 students participated in four groups, the data were analyzed in order to investigate the students’ English learning experiences through the General English course. The findings are as follows. The students had positive English learning experiences in terms of cognitive factors, affective factors, satisfaction, linguistic factors, knowledge construction, and reflective practices. On the other hand, the students had negative learning experiences in relation to the inadequate quality of AI technology-based tools and the rather over-reliance on the tools. The study concludes with some pedagogical implications: the inclusion of a student-initiated grammar session involving feedback provided by Grammarly, and English language practices involving speaking and writing, both of which should serve to lower the over-reliance of the technology-based tools.

What factors contributes to success in an event project? A case study of the learning experiences of students in a Project Management course.

As part of the 2022 Norwegian Skiing Championship, the students at Harstad Business School, UiT the Arctic University of Norway, conducted a successful project event called ‘Sidetrack’ to provide fun and enjoyment for the public and the participants. Our study is based on qualitative interviews with eight students to reveal their learning experiences in relation to factors that contributes to the ‘Sidetrack’ project event being a success. The findings show that in the initial phase of the project it`s important to create support and commitment to the project idea. The implementation of well-planned idea and concept workshop and a report from the process, formed the basis for the activities to take place and are key factors for the success of the ‘Sidetrack’ project event. A further important success factor is the establishment of a clearly defined project organization with a project manager, deputy manager and group leaders for each area of work, where group members can choose tasks and roles based on their experience, knowledge, and skills. The results of the ‘Sidetrack’ project are dependent on factors like good infrastructure that enables effective information and communication flow and regular meetings for status reports, reflection, learning and further progress within and between project groups, related to a well thought out project plan. Common goals and good information, communication and interaction among the project members are factors that created committed, high-performing teams, which also contributed to the ‘Sidetrack’ project`s success.

CORRELATES OF LEARNING SATISFACTION AND LEARNING ENGAGEMENT IN ONLINE DISTANCE EDUCATION

Student nurses’ perceived learning satisfaction and learning engagement are related to experiences and expectations of the courses’ implementation and students’ commitment. Due to the sudden shift to online distance learning caused by the COVID-19 pandemic, it is challenging for Higher Education Institutions (HEIs) to deliver quality instruction and achieved satisfaction of learning and engagement. This study was designed to appraise the correlation between apparent learning satisfaction and student nurses' learning engagement and to determine the aspects that were related to learning satisfaction and engagement in the implementation of Related Learning Experiences (RLE) of the nursing courses. This addresses many gaps in the literature regarding online distance learning during the COVID-19 pandemic and provides HEIs that can lead to increased student satisfaction and engagement with online distance learning (ODL). This study was a descriptive-correlational research design. A total of 133 students completed the two sets of online questionnaires: the Satisfaction of online learning (SOL) and the online student engagement scale (OSE). Pearson’s correlations were utilized to look at the association between perceived learning satisfaction and learning engagement. A logistic regression model was employed to sightsee the associations of age, gender, year level, internet connectivity experience, and apparent learning satisfaction with higher learning engagement. The findings in the correlation among the OSE scores and mean perceived learning satisfaction was 0.36 (moderate degree of significance). Fifty-one students (38%) were classified as highly engaged (cut-off of ³ 3.5 for the OSE mean score). The mean perceived learning satisfaction score was insignificant between highly engaged and not highly engaged students. The logistic regression model presented that a better internet connectivity experience and apparent learning satisfaction were associated with an increase in the probability of higher learning commitment. The outcomes imply that perceived learning satisfaction and internet connectivity forecast learning commitment among student nurses in virtual learning.

Learning in Clinical Settings: Lived Experience of Postgraduate Nursing Students

The educational landscape for nursing education increasingly includes clinical practice facilities. This research aimed to provide an in-depth understanding of the challenges, facilitators, and transformative aspects shaping the learning journey of these students within the dynamic and complex healthcare environment. Through a phenomenological lens, the study employed semi-structured interviews with 11 postgraduate nursing students enrolled in China. Thematic analysis extracted and interpreted rich, nuanced narratives, uncovering the essence of their experiences. Findings revealed various experiences, ranging from profound learning, personal growth, and professional development to challenges encompassing emotional stress, uncertainties, and ethical dilemmas. Participants articulated the pivotal role of clinical mentors, interprofessional collaborations, and reflective practices in shaping their learning trajectories. The influence of patient interactions, exposure to diverse clinical scenarios, and integrating theoretical knowledge into practical application emerged as significant elements in their learning journey. The study underscores the significance of experiential learning within clinical environments, illuminating the complexities and nuances that impact nursing students' educational experiences. These findings hold implications for nursing education, suggesting the need for tailored support systems, enhanced mentorship programs, and strategies to optimize the clinical learning environment. Ultimately, this research contributes valuable insights to the field of nursing education, offering a deeper comprehension of the lived experiences of nursing students in clinical settings and highlighting avenues for fostering an enriching and supportive learning environment within the healthcare practice platform. The study led to the development of the Clinical Learning Model in Clinical Settings, which may be referenced by stakeholders involved in nursing education. Keywords: learning, clinical settings, postgraduate nursing students, lived experience, related learning experience, inter-professional collaborations

DEVELOPMENT OF DELIVERY ROOM (DR) AND OPERATING ROOM (OR) CASE BOOK FOR STUDENT NURSES

This study, development of case book specifically in the Operating Room (OR) and Delivery Room (DR) provide students guidelines on the data that are needed to accomplish while handling the DR and OR cases and serves as monitoring guide on the actual experience of the students in those special areas of the hospital as a requirement of Professional Regulation Commission (PRC) prior to taking the Nurse Licensure Examination (NLE). The Bachelor of Science in Nursing (BSN) program consist of 22 Nursing Care Management (NCM) Professional Courses with emphasis on the nursing concepts with Related Learning Experiences (RLE) for a total of 2,703 required hours as stated in the CMO of the BSN program (CMO 15, series 2017). One among the Program Outcomes is applying guidelines and principles of evidence-based practice in the delivery of care in clinical practice and part of the areas are Delivery Room (DR) and Operating Room (OR). The content of case book composes of OR scrub minor case (ODC Form 2B OR), OR scrub major case (ODC Form 2A OR), DR actual delivery case (ODC Form 1A), DR assisted case (ODC Form 1B), DR cord care case (ODC Form 1C).

Implementation, Success And Challenges Of The Omsc Learning Continuity Plan : From The Lens Of Faculty

The COVID-19 pandemic has had a profound and rapid impact on higher education institutions across the world resulting from the lockdowns and movement restrictions which resulted to cancellation of face to face classes and necessitated the crafting and implementation of a learning continuity plan. This study focused on the extent of the implementation, success and challenges of the OMSC Learning Continuity Plan viewed from the lens of the faculty members. The qualitative-quantitative approach and Reflective Cycle design were used to gather and give meaning to the experiences of the faculty as the plan was implemented. A questionnaire was used to gather data and virtual focus group discussions were conducted to contextualize the narratives of the respondents. Results of the study indicate that the faculty believe that LCP was highly implemented in terms of its four majors components of: instructional management and supervision, human resource development, learning resource development and delivery and safety and conducive learning environment. Moreover, the LCP was highly successful in terms of attainment of learning outcomes, resource mobilization; and equity in access to learning resources. Finally, the common challenges encountered by the faculty members in the implementation of the LCP were: limited access to internet and unstable internet connection, difficulty in assessing performance-based tasks and related learning experience especially laboratory subjects, difficulty in tracking, checking student’s outputs especially for large class sizes in online modality, late submission of students’ outputs particularly those in modular distance learning, dissertation/Thesis defense schedule could not be fixed due to students’ connectivity problems and students’ inability to participate in group activities.

The Impact of a Project-Based Learning Experience on the SAE Self-Efficacy of Preservice Teachers

The Supervised Agricultural Experience (SAE) program is a valuable component of school-based agricultural education (SBAE). SAE component outcomes consist of real-world career exposure and skill development through experiential learning. Unfortunately, the SAE program is often the weakest component of SBAE in local programs. As such, SBAE teachers regularly request professional development in supervising student SAE projects. To address this need, we evaluated preservice teachers’ self-efficacy for teaching SAE throughout a semester-long course focused on the topic. We were especially interested in how self-efficacy changed over time, and we used an explanatory mixed-methods approach to do so. Our findings revealed that preservice teachers increased their perceived SAE self-efficacy by one full point on a 5-point scale, as a result of the course, when comparing data from Week 1 to Week 16. Financial data records of SAEs were perceived as the lowest SAE self-efficacy item for preservice teachers. Focus group members identified mastery experiences in the form of experiential learning and vicarious experiences of course instructors as contributing factors to their increase in SAE self-efficacy. It was recommended to course instructors to continue experiential learning projects and employing current and previous SBAE teachers as course instructors and guest speakers while also revising instruction related to The Agricultural Experience Tracker. Peer institutions should consider an experiential learning experience in relation to SAE supervision in their SBAE teacher preparation program.

Pre-Service Teachers’ Perceptions of College Tutors’ Use of Student-Centred Approach of Teaching and Learning Mathematics

The study sought to explore pre-service teachers’ perceptions of tutors’ use of student-centred approach of teaching and learning Mathematics in Akatsi College of Education. The study also evaluated pre-service teachers’ learning experiences in relation to their active and passive learning. The study used descriptive survey design. A structured questionnaire was used to collect data from one hundred and ninety-seven pre-service teachers who were purposively sampled for the study. The data collected was analysed using means and standard deviations. The results of the study revealed that College tutors used both student-centred and teacher-centred approaches of teaching Mathematics. In addition, students’ learning experiences could be described as a mixed bag, incorporating both active and passive learning experiences, with most of the pre-services involved in active learning. Consequently, it was recommended that during the development and implementation of the subject course manuals, tutors should be encouraged to use student-centred approach of teaching and learning Mathematics in the Colleges of Education. Also, since stakeholders of Initial Teacher Education programme, made provision for 60% of continuous assessment marks in the implementation National Teacher Education Assessment Policy, tutors no matter the circumstances, should engage pre-service teachers in student-centred Mathematics lessons.

Social Media; Negative Effect on Academic Performance of Secondary School Students In Nigeria

The study sought to explore pre-service teachers’ perceptions of tutors’ use of student-centred approach of teaching and learning Mathematics in Akatsi College of Education. The study also evaluated pre-service teachers’ learning experiences in relation to their active and passive learning. The study used descriptive survey design. A structured questionnaire was used to collect data from one hundred and ninety-seven pre-service teachers who were purposively sampled for the study. The data collected was analysed using means and standard deviations. The results of the study revealed that College tutors used both student-centred and teacher-centred approaches of teaching Mathematics. In addition, students’ learning experiences could be described as a mixed bag, incorporating both active and passive learning experiences, with most of the pre-services involved in active learning. Consequently, it was recommended that during the development and implementation of the subject course manuals, tutors should be encouraged to use student-centred approach of teaching and learning Mathematics in the Colleges of Education. Also, since stakeholders of Initial Teacher Education programme, made provision for 60% of continuous assessment marks in the implementation National Teacher Education Assessment Policy, tutors no matter the circumstances, should engage pre-service teachers in student-centred Mathematics lessons.