Teaching-learning Strategies Research Articles

Teaching through integration - Action research at a private nursing institution in Karachi, Pakistan.

This research aims to explore the outcome of teaching through integration, on nursing students learning using Harden model (1984) of curriculum strategy. The study used action research as a methodology. Two modules of Year II BScN curriculum were taught through integration to 120 students at a private nursing institute in Karachi, Pakistan. The Data was collected from February to May 2018. Four focus group discussions (FGD) of six students each were conducted, before and after module implementation. The data were analysed using Creswell method. The study findings consist of three themes "integration adds to contentment", "integration carries challenges and "integration supplements teaching learning strategies" with their respective subthemes as Complete connected and comprehensively concise" Integration carries challenges, added burden, and lacked creativity and logistics. The findings show that teaching through integrated modules help students to become focused and responsible learner, optimize understanding of concepts, and strengthen theory practice integration for delivering holistic care. The study recommends to use integration strategy as a step towards enhanced student learning and better patient outcome.

Teaching-learning strategies for professional nursing care: consequences of COVID-19

Objetivo: identificar las estrategias de enseñanza-aprendizaje para el cuidado profesional de enfermería por las consecuencias de la COVID-19. Métodos: estudio cualitativo mediante enfoque teórico fenomenológico. La población fueron 11 docentes y 10 estudiantes de la Licenciatura en Enfermería de una Universidad Pública, se les aplicó una entrevista a profundidad, siendo audio-grabadas para posterior transcripción. Se utilizó categorización abierta; el análisis de contenido permitió la identificación de las categorías: Estrategias de enseñanza-aprendizaje, Aprendizajes adquiridos y competencias profesionales. Resultados: las estrategias de enseñanza y aprendizaje más relevantes son las metodologías activas y el trabajo colaborativo. La adaptabilidad de estudiantes y docentes es lo más importante a destacar, potencializando el desarrollo de competencias mediante la vinculación de la teoría y la práctica. Conclusiones: es evidente que los actores coinciden que las estrategias tienen una mejor aplicación y resultados sobre el aprendizaje del cuidado a través de la modalidad de educación presencial, facilitando el acercamiento a escenarios reales para generar un aprendizaje significativo. Contribuciones para la práctica: el panorama completo de la transición educativa por la que pasaron docentes y estudiantes durante la pandemia, respaldó la identificación de estrategias de enseñanza-aprendizaje que favorecen el aprendizaje significativo.

Study on the Learning Strategies of Chinese High School Students Using English as a Second Language

By analyzing the theory of second language learning strategies, this paper discusses the common mistakes of senior high school students in the process of English learning, and puts forward the problems that should be paid attention to in the application of second language learning strategies in senior high school teaching.

Analysis of Physics Students' Conceptual Understanding of Image Formation in Lenses

Purpose of the study: This research aims to analyze physics students' understanding of the concept of image formation in lenses. Methodology: This method uses qualitative methods with a research design, namely documentation studies, data collection instruments using interview sheets with data analysis techniques, namely the Miles and Huberman technique. Main Findings: Based on the research results, it can be seen that the level of students' conceptual understanding of image formation is increasing. This is shown by the number of student respondents who answered correctly during the written test, the number increased during the interview test and the average number of respondents who answered correctly was more than half of the total number of respondents. The increase in understanding of this concept occurred because the student respondents were better prepared when taking the interview test than when taking the written test. The respondent students were better prepared because the respondents' memories were revived after the written test. Novelty/Originality of this study: This innovative approach not only highlights the importance of active learning strategies in education but also underscores the potential of sequential testing to foster deeper conceptual understanding among students.

Effect of Self- Regulated Learning Instructional Strategy on Students' Achievement in Physics Concepts Among Senior Secondary Schools

Effect of Self- Regulated Learning Instructional Strategy on Students' Achievement in Physics Concepts Among Senior Secondary Schools

Benefits and Barriers of Using Virtual Reality in Teaching Undergraduate Nursing Students: A Scoping Review.

Although studies have been conducted using virtual reality (VR) in nursing education, evidence distinguishing the benefits and barriers of adopting VR pedagogical methods to teach undergraduate nursing students is not well-defined in nursing literature. To identify current evidence on the benefits and barriers of adopting VR as a pedagogical method in nursing education. A scoping review of 6 databases using PRISMA-ScR reporting guidelines. Data were managed using Covidence® software. Table of Evidence illustrates the themes. Seventeen articles identified 5 thematic benefits of VR (knowledge acquisition, student engagement, improved self-confidence, teaching strategy, and cost factors) and 4 barriers (physical discomfort, learning outcome challenges, challenges to integrating into curricula, and technology challenges). VR is an effective teaching-learning strategy to reinforce nursing concepts and build competencies. It is not a substitute for clinical education.

Determining skills of basic schoolteachers in test item construction

AbstractAssessment practices play a crucial role in fostering student learning and guiding instructional decision‐making. The ability to construct effective test items is of utmost importance in evaluating student learning and shaping instructional strategies. This study aims to investigate the skills of Ghanaian basic schoolteachers in test item construction. The study focused on the revised Bloom's taxonomy. A cross‐sectional survey design was employed, and a questionnaire was developed and used to collect the needed data. The data were collected from 560 basic schoolteachers selected by using a simple random sampling technique. The participants comprised 280 male teachers and 280 female teachers. The data were collected and subjected to descriptive statistics analysis via mean, and standard deviation. While the p‐value (α ≤ 0.05) was used to determine the differences in the teachers' test item construction skills, the independence t‐test was used to compare the differences between the proficiency of male and female participants. The analysis revealed a notable contrast in how participants perceived their abilities in constructing test items, indicating a statistically significant difference. Specifically, female teachers demonstrated a stronger proficiency in test item construction skills compared to their male counterparts. Also, most teachers prioritised the lower levels within Bloom's taxonomy while crafting test items. Regular in‐service training on test item construction was recommended at the district level for teachers to update and upgrade their skills.

Menumbuhkan Tunas Kreativitas: Strategi Pembelajaran Pendidikan Pancasila yang Efektif untuk Kelas 1 SD/MI

Education is the main foundation in forming the character and intelligence of the nation's next generation. In Indonesia, Pancasila education has a very important role in directing students' moral and ethical development from an early age. Therefore, this research was conducted to analyze effective Pancasila education learning strategies for grade 1 SD/MI. This research is qualitative research that uses the literature review method with Google School as a database. Based on the literature review that has been carried out, it can be concluded that creative learning methods, such as stories, games and art activities, are very effective in increasing grade 1 SD/MI students' understanding of the values ​​of Pancasila. These methods not only make the learning process more interesting and enjoyable, but also help students internalize the values ​​taught, develop critical thinking and problem solving skills, and form character in accordance with the principles of Pancasila. The successful implementation of creative learning methods is very dependent on the role of the teacher, family support and the school environment. Therefore, joint efforts are needed from various parties to overcome challenges and maximize the potential for creative learning in Pancasila Education.

STRATEGI PEMBELAJARAN PENDIDIKAN JASMANI ADAPTIF BAGI SISWA BERKEBUTUHAN KHUSUS DI SEKOLAH LUAR BIASA

Strategy is one of the methods, actions and decisions that teachers apply in learning to achieve the goals of the learning. Based on the curriculum in Indonesia for the past few years, physical education has been a mandatory form of learning. The aim of this research is to determine adaptive physical education learning strategies for students with special needs in special schools. This research uses a qualitative approach using observation, interviews and documentation methods. The subjects in this research were physical education teachers at SLBN Juwetkenogo Porong and at SLB B Dharma Wanita Sidoarjo. The results of this research are (1) Planning learning strategies using semester programs, RPP, RPI and following them according to the phase level. (2) The learning strategies used are physical activity modification techniques, modification techniques and modification techniques. (3) Physical education aims to ensure that students have good physical fitness and so that students can adapt to the environment even though they have limitations. It is also one of the objectives of physical education to develop students who are talented in sports and achieve the highest achievements

Marginalization, Technology Access and Study Approaches of Undergraduate Distance Learners during Covid-19 Pandemic in India

The Covid-19 pandemic, for the past years, had led to disruption of classroom activities and adoption of online teaching-learning in almost all parts of the globe, including India. Sudden switch over from the classroom blackboard to the laptop screen may have influenced study approaches of students especially when there were challenges for access to technology and non-readiness for online learning among the Indian students. Since different social and economic factors bring differences in students’ learning, an online survey was conducted with 296 randomly selected undergraduate distance learning (DL) students of Indira Gandhi National Open University (IGNOU) to examine how technology access during the pandemic has influenced study approach of Indian DL students belonging to different marginalized and non-marginalized groups. The research results showed that marginalized students had lower access to technology than their non-marginalized counterparts, although no gender differences were found in access to technology in both the groups. Lower access to technology was found associated with more surface approach to study in the DL students in general and the marginalized students in particular. The marginalized females were found at risk in terms of both, access to technology and approaches to study. The findings, as discussed, are intended to further enrich our understanding of the role of technology vis-à-vis study approach of distance learning students during the pandemic, and formulate appropriate teaching-learning strategies for the future.

Empowering education through digital transformation: Confronting educational wastage in basic education schools in Jordan

Activating digital transformation in basic education holds the potential to effectively address educational wastage by leveraging innovative technologies and strategies to optimize teaching and learning processes, enhance student engagement and outcomes and mitigate inefficiencies in educational practices. The objective of this research was to explore the feasibility of implementing digital transformation as a solution to address educational wastage in basic education schools within the Irbid Governorate. The study adopted a descriptive and analytical methodology employing a random sampling technique to select a sample of 270 principals and teachers from elementary education schools in Irbid Governorate. Data collection was facilitated through the utilization of a questionnaire as the research instrument. The validity and reliability of the instrument underwent a meticulous examination and validation process through a series of rigorous steps. The findings revealed several obstacles hindering the activation of digital transformation in basic education including the absence of integrated digital systems that function cohesively, limited utilization of modern techniques, technologies and teaching methods and insufficient teacher proficiency in technology usage and training. The study recommends overcoming these challenges by transitioning the school environment into a digital ecosystem, supporting the professional growth of teachers in scientific, educational and technical domains, establishing systems and regulations to enhance the school environment and improving teaching methods and learning strategies.

Konsep Dasar Strategi pembelajaran (Direct Instruction)

In the learning process, strategy is a determining factor in the success ok learning. With this strategy, it is hoped that learning can achieve optimal results as desired. Based on data analysis, it can be concluded that the Islamic Religious Education learning strategy at SDN Loksado, Loksado District, Hulu Sungai Selatan Regency, can be said to have not been implemented well. This can be seen from the absence of strategies used by teachers in learning, and there are still factors that are less supportive, such as incomplete facilities, a school environment that is less supportive, and students' interest is still lacking.

Strategi Pembelajaran Pendidikan Islam dalam Meningkatkan Literasi Keagamaan di MAN 2 Payakumbuh

The article is entitled "Islamic education learning strategies in increasing religious literacy. This article was written because students still lack interest in reading Islamic education books. This article explores what kind of application of Islamic education learning strategies in increasing religious literacy by teachers of Islamic education subjects such as moral beliefs at MAN 2 Payakumbuh. The aim is to find out what obstacles there are in its implementation. This type of research uses a qualitative approach to describe the implementation of Islamic education learning strategies to increase religious literacy at MAN 2 Payakumbuh. We obtained data through interviews with class XI Aqidah Akhlak teachers, and interviews with class XI students as well as observations. This research obtained the results that the implementation of Islamic education learning strategies implemented by schools and implemented by teachers was not satisfactory and still had many shortcomings. There were 5 strategies implemented, namely: visiting the library, asking students to read for 20 minutes before learning started, making wall magazines, organizing a literacy corner for each class, organizing competitions related to literacy. Even though all strategies have been implemented, there are still gaps. The obstacles to students' lack of interest in reading textbooks, especially Islamic education books, are students' lack of interest in reading textbooks and students' lack of awareness of the importance of reading textbooks, external factors, namely the environment, from friends, from the family environment and school facilities that are rarely used.

Empowering Nursing Students to Adopt and Embody Strengths-Based Nursing and Healthcare.

This paper presents an international academic partnership in teaching and research with two case studies. The cases explore the integration of Strengths-Based Nursing and Healthcare (SBNH) and SBNH-Leadership (SBNH-L) in nursing science programs. SBNH values and foundations were integrated within an undergraduate-level community health course in Canada and SBNH-L was introduced into a graduate-level program in Brazil. Both cases comprise active learning activities promoting the uptake of the values and foundations of SBNH and the capacity to identify strengths and innate capacities. This paper synthesizes the issues and provides recommendations to enhance teaching-learning strategies to support SBNH adoption by students to support the humanization of healthcare. International partnerships in education and research and facilitating factors are discussed.

Blended learning teacher competencies: exploring the integration of adaptive and technical skills among college teachers in Pakistan

Blended learning is a teaching-learning strategy that combines ICT and other digital learning platforms with traditional classroom settings. Blended learning teacher competencies are required for 21st-century teaching. This study aimed to explore the integration of adaptive and technical skills among college teachers in Pakistan. The International Association for K-12 Online Learning (iNACOL) has listed these skills in the Blended Learning Teacher Competency Framework. Social constructivism and connectivism served as the theoretical framework for this study, demonstrating how learning facilitated by digital networks connects specialised information sets to empower students to take an active role in their education. A descriptive survey research design was employed to gather information from 206 college-level teachers who were chosen randomly. Domains of adaptive and technical skills from the blended teaching competencies framework were used as an adapted questionnaire with 26 statements on a 5-point Likert scale. The results indicate a low number of teachers are using adaptive and technical skills in a blended learning classroom. It is recommended that specialised training by experts in the field be conducted for college teachers to boost personalised teaching skills and technical know-how for adopting blended learning as the 21st-century teaching strategy.

Citizenship Education Learning Strategy Effective in Elementary Schools

The aim of this study for know the learning strategies for Pancasila and Citizenship Education then secondly factors what that's the only thing that hinders it learning Pancasila and Citizenship Education. The research method this researcher uses method literature review that is compare and analyze from theory already There is previously as well as look for reference on base theory that fits the problem studied. Research result this research shows experience obstacle. The most basic obstacle in learning strategies PPKn the among others; Learning objectives, learning materials, students, facilities, time, teachers. This includes the teacher 's ability in still using IT-based learning media not yet maximum. For overcome obstacle to learning must keep going increase self competence, esp competence pedagogical and professional. special competence pedagogy that is really needed by ppkn teachers the related with mastery and understanding regarding models and methods learning and use of learning media.

Neurolinguistic channels: an important tool in the teaching-learning process in the Clinical Propedeutics and Medical Semiology course

Introduction: the ways in which we perceive, store, and encode information in our minds are known as neurolinguistic channels: visual, auditory, and kinesthetic. The learning style can be developed through teaching-learning strategies and one way to do this is to build on the student's neurolinguistic channel. Objective: to identify the neurolinguistic channel of students and teachers. Correlate the neurolinguistic channels of students and teachers. Correlate the neurolinguistic channels of students and teachers with the results of the test question. Method: an observational, analytical, and cross-sectional study was carried out with an intentional universe of 61 students of the 5th semester of the Medicine career in the subject Clinical Propaedeutics and Medical Semiology and 3 professors of the Faculty of Medical Sciences "Miguel Enríquez". Data analysis was performed descriptively, qualitative variables were expressed in numbers and percentage, and non-parametric chi-square statistics were performed. Results: it was observed that in cases where the student-teacher channels coincided, 51,3 % of the students obtained grades between 4 and 5 points; whereas when the channels didn't agree, 73,7 % of the students obtained a grade of 2. The comparison shows a trend towards statistical significance (Χ2=3,31; p=0,1915). Conclusions: the auditory canal predominated in the students. A tendency towards better academic results was evidenced when there is convergence between the neurolinguistic channels of the teacher and the student

Critical Thinking and Teaching Conception of Nigerian Physics Teachers in Inquiry-based Learning Classroom

In as much as teaching is meant for attending people’s experience and beyond then teachers must be ready to negotiate their conceptions to tally with the people’s aspirations. This study revisited the long averted aspect of teaching (teaching conception and critical thinking) particularly in physics amongst secondary school physics teachers in Nigeria. Classroom observation and interview was conducted within a period of three months on a sample of 4 secondary school physics teachers who claimed to adopt the inquiry-based learning while teaching. The recordings were transcribed and analysed using content analysis method. The physics teachers were found to be more inclined towards the traditional method of teaching instead of the constructivist teaching method which serves as the main goal of teaching. A framework is therefore developed from the findings to assist physics teachers and educational planners to effectively implement the constructivist paradigm in physics lessons with particular reference to inquiry-based learning teaching strategy.

Constructive alignment in a graduate-level project management course: an innovative framework using large language models

Constructive alignment is a learning design approach that emphasizes the direct alignment of the intended learning outcomes, instructional strategies, learning activities, and assessment methods to ensure students are engaged in a meaningful learning experience. This pedagogical approach provides clarity and coherence, aiding students in understanding the connection of their learning activities and assessments with the overall course objectives. This paper explores the use of constructive alignment principles in designing a graduate-level Introduction to Project Management course by leveraging Large Language Models (LLMs), specifically ChatGPT. We introduce an innovative framework that embodies an iterative process to define the course learning outcomes, learning activities and assessments, and lecture content. We show that the implemented framework in ChatGPT was adept at autonomously establishing the course's learning outcomes, delineating assessments with their respective weights, mapping learning outcomes to each assessment method, and formulating a plan for learning activities and the course's schedule. While the framework can significantly reduce the time instructors spend on initial course planning, the results demonstrate that ChatGPT often lacks the specificity and contextual awareness necessary for effective implementation in diverse classroom settings. Therefore, the role of the instructor remains crucial in customizing and finalizing the course structure. The implications of this research are vast, providing insights for educators and curriculum designers looking to infuse LLMs systems into course development without compromising effective pedagogical practices.

Cross-Study of English Education and Cognitive Science: Language Processing and Learning Mechanisms

With the acceleration of globalization and the rapid development of information technology, English, as the main language of international communication, has increasingly prominent importance in education and learning. English education, as a discipline that studies the theory and practice of English education, has been exploring more effective teaching methods and learning strategies. At the same time, cognitive science, as a discipline that studies cognitive processes such as human thinking, learning, and memory, provides a profound theoretical foundation for understanding language processing and learning mechanisms. The cross-study of English education and cognitive science helps to build a more complete theoretical framework for language processing and learning mechanisms. By integrating the theoretical achievements of the two disciplines, we can more fully understand the cognitive processes and laws of English learning, revealing the intrinsic connection and essential characteristics of language processing and learning mechanisms. This can not only enrich and develop the theoretical systems of English education and cognitive science but also provide new ideas and perspectives for research in other related fields. In addition, with the continuous development of artificial intelligence and big data technology, research on language processing and learning mechanisms can also provide technical support and innovative ideas for fields such as natural language processing and intelligent education. Therefore, the cross-study of English education and cognitive science not only has far-reaching academic value but also has broad application prospects and social significance.