Lecture Teaching Research Articles

Learning Process of Online Class by Using Language Politeness Principles

This article results from research on language politeness in the learning process in the "Language Curriculum Evaluation and Design" class. Leech's politeness principle theory consists of six maxims: tact maxim, generosity maxim, appreciation maxim, modesty maxim, agreement maxim, and sympathy maxim. This study aimed to find out the language politeness used in that class. Then, this study focused on the Lecturer's utterances to the students. The type of this study was descriptive qualitative. The instrument of this study was the researchers themselves and the audio recorder. The technique of collecting the data was tapping techniques to tap the conversation of the Lecturer with the students, field notes and observation. This research showed that Leech's politeness principles were used in that class. The maxim of politeness included tact maxim 22,7%, generosity maxim 13,6%, appreciation maxim 18,2%, modesty maxim 9,1%, agreement maxim 18,2%, and sympathy maxim 18,2%. Most of the maxims used in that class are tact maxims. After analyzing these six maxims, it is essential to have them when we are a lecturer teaching in the class. A teacher with the six maxims can control the class to run well.

Discussion method accuracy in Islamic higher education: the influence of gender and teaching duration

Discussion method are increasingly popular in the learning, but in terms of its accuracy, mixed results are reported without clear reasons. This research aims to explore the impact of gender and teaching duration on discussion method accuracy in Islamic higher education. To evaluate the accuracy of the use of the discussion method, lecturer's teaching duration and gender, a quantitative study with a correlation approach was used. A research project, which deals with the use of discussion methods in lectures using questionnaires, was carried out in two faculties at two universities. Data were collected from 175 lecturers involved in this research. The analysis is differentiated based on the gender and level of teaching duration of lecturers in the competencies being assessed. The results show that the accuracy of the use of the discussion method is low and is related to the gender of the lecturer, that males perceive themselves to be higher in the use of the discussion method than females, and that even using method analysis with methods and implementation in the classroom. Lecturers who teach more than 30 years tend to have higher accuracy in using the discussion method than those with lesser tenure. The findings of this study have implications for the development of "the use of discussion methods in higher education" and it is necessary to examine the reasons behind this difference and to look for steps to improve the accuracy of the use of the discussion method.

Methods of Teaching and Performance of Lecturers in Uganda

This study assessed the correlation between effective methods of teaching and performance of lecturers in Uganda. The study adopted a descriptive research design with quantitative and qualitative approaches. A sample of 210 respondents out of 3482 target population were selected using a table developed by Morgan & Kreijcie (1970). Data was collected using questionnaire and interview guide and analyzed using frequencies, percentages(Descriptive statistics) and Pearson linear correlation coefficient (Inferential analysis) for quantitative data and thematic analysis was used for analyzing qualitative data. The study findings established a significant relationship between effective methods of teaching and performance of lecturers, a case of Kampala International University (KIU) in Uganda. Professional development provides avenues for continued learning and growing scientifically. It enhanced lecturers’ capabilities to acquire more knowledge and skills which led to increased use of different teaching strategies and methods. This consequently boosted student’s performance since knowledge and skills were shared. It was therefore concluded that networks with other lecturing programs should be established to enable students listen to advice, support and encouragement for purposes of academic improvement. The study recommended that university management should establish a time for professional development so that all lecturers are able to attend lecture education courses to acquire appropriate methods of teaching as part of professionalism.

Pengaruh Kompetensi Dosen Akuntansi, Metode Mengajar Dosen Akuntansi, Dan Kecerdasan Intelektual Mahasiswa Akuntansi Terhadap Tingkat Pemahaman Akuntansi

The level of student accounting understanding must be considered to create quality accounting students. This study aims to determine the effect of the competence of accounting lecturers, teaching methods of accounting lecturers, and intellectual intelligence of accounting students on the level of accounting understanding of students in the accounting study program at the Hindu University of Indonesia. All students of the accounting study program at the Hindu University of Indonesia were the population, while the object of research (sample) were 7th semester students who had already received a full accounting course, as many as 225 people. The sampling technique used was purposive sampling method. The data were tested using validity test, reliability test, multicollinearity test, heteroscedasticity test, multiple regression analysis, hypothesis testing and coefficient of determination. The results showed that the variables of accounting lecturer competence, accounting lecturer teaching methods, and accounting students' intellectual intelligence had a positive and significant effect on the level of accounting understanding of students.

Effect of Concept Mapping Teaching Strategy on Students’ Misconceptions about Chemical Bonding in Rivers State

This study examined the effect of concept mapping teaching strategy on Senior Secondary Students’ misconceptions about chemical bonding in Rivers State. Mixed method design, specifically, exploratory mixed method design was adopted. The sample comprised 174 SS2 Students. The instruments were Chemical Bonding Misconceptions Diagnostic Test and Interview Schedule validated by two Science Education Lecturers. The reliability coefficient of 0.87 for the Chemical Bonding Misconceptions Diagnostic Test was determined by test-retest method using Pearson Product Moment Correlation Coefficient formula. Careful piloting of the interview schedule was carried out, and the use of scientific terms as well as discussions were avoided to ensure reliability of the interview schedule. Research questions were answered using percentage and hypotheses tested at 0.05 level of significance using Analysis of Covariance. Findings of the study revealed a remarkable reduction in the high extents of students’ misconceptions about chemical bonding on the use of concept mapping strategy while negligible reduction was found with lecture teaching method. Also, statistically significant difference in the misconceptions of students taught with concept mapping strategy and those with lecture method was found. This suggests that students’ misconceptions about chemical bonding were corrected on application of concept mapping strategy. There was gender related difference in misconceptions of students taught chemical bonding using concept mapping strategy. It was recommended among others that; teachers should embrace the use of conceptual change strategies such as concept mapping in teaching chemical bonding and other abstract concepts in chemistry. Also, students’ misconceptions should be identified at the beginning of the lesson to facilitate correction. Keywords: misconceptions, concept mapping, chemical bonding, and teaching strategy

The Use of Instagram Blog to Promote Students’ Writing Skill in Descriptive Text of English Tour and Travel

Students’ in tourism business management vocational education program of Banyuwangi State Polytechnic must have excellent writing skill to promote tourist destination in Banyuwangi by writing a description of tourist destination in Instragram blog. This study aims to identify and to describe teaching learning process by using Instagram blog. This research used qualitative design. The researcher began to investigate the classroom online teaching and learning classroom activities by using several research instruments such as observation checklist, interview, and questionnaire. The lecturer tried to use Instagram blog as teaching aid during teaching and learning process especially in writing descriptive text about some popular tourist destinations in Banyuwangi. She also made them interested to begin write their idea. It could give the students a greater chance to write and express their ideas in English. This research was hold in Banyuwangi State Polytechnic on February 4th until 4th March, 2021. The result of this research was Instagram blog can help the lecturer taught well besides that the lecturer had already prepared learning contract well therefore she taught clearly.

A Study on the Teaching Method of Judo Subjects as Practical Personality Self-Reflection and Martial Arts

Purpose: The virtues acquired based on the experience of Judo subject as practical personality self-reflection and martial arts should be practiced in their lives by developing them as personality competence. In other words, the purpose of this study is to form personality values through Judo, such as detailed lecture teaching plan and learning education plan, on the personality view of Judo subject as practical personality self-reflection and martial arts. Method: This study was to obtain the amount and quality of lectures and research in the field of education through the study of teaching method innovation of Judo subject as practical personality self-reflection and martial arts. In addition, a learning model for communicating with students was presented and a better teaching method was presented. Furthermore, it will proceed to improve the learner s ability such as critical thinking ability, communication ability, interactive communication, cooperation ability, and creativity of the study according to the teaching method innovation of Judo subject as practical personality self-reflection and martial arts. Results: The advantage of action learning class was that it not only Judo participated in the class through the presentation of discussion and Judo practice but also improved the ability of the students to observe, discover and control their cognitive process from a higher level of perspective. In addition, it is a learning method that is essen-tial for the fourth industrial era because it can improve the ability such as critical thinking ability, communication ability, cooperation ability, and creativity as practical personality education. Conclusion: Personality Classroom As a natural self-reflection and martial arts, various topics such as methods and models for Judo class operation and teaching method innovation methodology, or media production were possible. In other words, there should be a teaching method and a learning model according to the amount and quality of lectures and research in the educational field through the teaching method research method. In addition, it is necessary to plan the class operation that can participate and worry on its own so that learners can mo-tivate, and to have learning programs such as Judo s curriculum as a practical personality self-reflection and martial arts of the learning model, design of learner, learning development, utilization of learners, management of learners and evaluation of learners.

Short- and Long-Term Influences of Flipped Classroom Teaching in Physiology Course on Medical Students' Learning Effectiveness.

The flipped classroom (FC) teaching has been increasingly employed in medical education. Many studies have shown this “student-centered” pedagogical model improves students' overall achievement in the course, with students showing more motivation and better self-directed learning skills when compared to the traditional classroom teaching. However, most of the previous studies have been evaluating the short-term effects of FC teaching conducted upon completion of the course. The retention of the promotion and the long-term effects on learning of students' subsequent courses deserve further attention and evaluation. By adopting and running FC teaching in the whole course of physiology, this study aimed to determine the short-term impact of FC teaching on students' learning of physiology course and also the long-term influences in students' learning of follow-up medical curriculums within 18 months after the completion of physiology course. 119 sophomore students majoring in clinical medicine from Central South University were recruited and they were assigned randomly into two groups: the control group (n =61) who received the traditional lecture (TL) teaching, and the experimental group (n =58), who received the FC teaching. In this study, students' final exam scores were used to assess their learning effectiveness and an independent samples t-test was conducted to compare scores between the two groups. Our study showed that FC teaching significantly improved the learning outcome of physiology in the experimental group compared with the control group (P = 0.0001) without obvious impact on the learning of other subjects conducted in the same period of time. Moreover, our results also demonstrated the long-term benefit of FC teaching, with students from the experimental group scoring higher in pathophysiology (P = 0.006), pathology (P = 0.029), pharmacology (P = 0.0089), diagnostics (P = 0.01) and internal medicine (P = 0.0004) than those from the control group. The study results indicate that FC is a promising teaching approach to increase students' learning effectiveness in physiology course, and the long-term effects of FC facilitate the learning of the follow-up medical courses. Furthermore, this study also demonstrates that although the time investment on physiology is increased by FC teaching, it does not weaken students' learning of other courses conducted in the same period of time.

Online Teaching and Learning Experiences of Higher Education Lecturers and Students in the COVID-19 Era: A Leap to Digital Pedagogies?

The swift transition from face-to-face contact to online learning due to coronavirus (COVID-19) in teaching and learning is unprecedented on the globe, fraught with a myriad of challenges, and many developing economies being hardest hit. However, several efforts have been made, albeit at different levels in the various parts of the world to adjust and to continue with tuition under the difficult circumstances. The study intends to determine the potential of online teaching and learning in a developing country to propose a more applicable and sustainable integration of information and communication technologies (ICT) in teaching and learning in crises and unforeseen circumstances. The study was conducted as a survey based on a case study of a tertiary institution. The objective was to find out lecturers’ and students’ experiences of online instruction since the beginning of lockdown periods due to COVID-19 in early 2020 so as to map future trajectories. The major findings include a lack of digital literacy among both lecturers and students; inadequate data and properly functioning gadgets; resistance to change revealed in limited adoption on the part of both lecturers and students despite efforts to provide training being made; a lack of systematisation of integration of ITCs in teaching and learning making commitment to transition to online modes difficult; a lack of commitment to attending online sessions and plagiarism in assignments by students. However, adequate commitment to online instruction is crucial to embrace the fourth industrial revolution.

PERANAN MOTIVASI DALAM MENINGKATKAN PEMAHAMAN STATISTIK

This study aims to determine the role of motivation by looking at the effect of emotional intelligence, lecturers' teaching style and learning media facilities on statistical understanding. The sample in this study was 239 respondents who were students majoring in Accounting at Prima Indonesia University. The data is processed using path analysis. Emotional intelligence, teaching style of lecturers and learning media facilities strongly support motivation to be better. In learning the teaching style of the lecturer is very supportive in growing student motivation, if the lecturer as the main actor in learning has good pedagogical abilities and uses effective learning media in teaching, it will be able to grow student learning motivation and will produce a high level of understanding in the subject. . Students who have good emotional intelligence will have good behavior and motivation in learning. Therefore, the influence of motivation can be seen from emotional intelligence, lecturer's teaching style and learning media facilities in understanding statistics.

Edukasi Pemanfaatan Aplikasi Teknologi Finansial (Fintech) kepada Masyarakat Desa Kapita, Kabupaten Jeneponto, Sulawesi Selatan

Abstract Purpose: Financial technology (financial technology – fintech) is a breakthrough that connects directly between the financial sector and the general public. However, the understanding of fintech concepts and practices in rural areas is still under-explored. To solve this, this educational and service community activity aims to uncover the views and mindsets of rural communities on the urgency of using fintech applications in everyday life. Method: The selected target participants were the people of Kapita village, Jeneponto Regency, South Sulawesi, totaling 55 people. The method of implementation is carried out by describing the content and practices of Fintech with the lecture teaching. Next, simulate the use of one of the fintech applications directly via a smartphone. Finally, the evaluation is carried out with a questionnaire to measure the level of understanding and interest in people's behavior towards Fintech. Result: The results showed that the participants fintech understanding had not yet reached the specified target, but their interest and desire for the use of fintech in the future was very high. This could be a golden opportunity for the stakeholder to develop and maximize the early intention of the rural financial behavior. Conclusion: Based on the results, it can be concluded that this program was conducted succesfully and already fulfilled the planned goal. In the future, we also hope that this Fintech educational project could be an essential resource to stimulate the intention and attitude of the Kapita village community towards the development of financial technology use in Indonesia.

Establish a Digital Real-Time Learning System With Push Notifications

This study proposes a push notification system that combines digital real-time learning, roll-call, and feedback collection functions. With the gradually flourishing online real-time learning systems, this research further builds roll-call and feedback functions for students to enhance concentration and provide opinions. Additionally, the lecturers can do a roll call irregularly and randomly through the push notification function, avoiding students logging in but away from the keyboard. Lecturers can also send questions to a specific student or invite all students to answer; the replies can show students' learning performance. The system will store each notification in a database and analyse messages automatically to record roll calls. Moreover, the system can record the time and intervals of student feedback, enabling lecturers to check students' attention and learning conditions. Currently, most online digital systems depend on the lecturer to be responsible for the entire system; taking a roll call and asking questions will consume the lecturer's teaching time and strength. The system developed in this article can do roll calls and feedback by push notifications, reducing lecturers' workload. Furthermore, the roll-call and automatic record functions can save the time of paperwork after a course.

University lecturers’ preparedness to use technology in teacher training of mathematics during COVID-19: The case of Ethiopia

The study aimed to investigate Ethiopian university lecturers’ readiness to use technology for teaching mathematics at the tertiary level during the COVID-19 pandemic when they were compelled to adapt to distant education. Using Google Forms, online questionnaires were distributed to 41 lecturers in three Ethiopian universities, of whom eighteen participated. Before the research, the questionnaire was piloted with eight lecturer participants to categorise questions and validate the instrument using the Rasch measurement model. The questionnaire was locally developed based on guidelines from the literature. It purposed to investigate university lecturers’ individual preparedness for technological instruction in terms of their knowledge, beliefs and current, and historical exposure to this mode of instruction. As a counterbalance, some circumstantial factors influencing their readiness were investigated too. Lecturers’ optimistic beliefs about using educational technologies have been found to contrast with some disabling circumstantial factors. This study revealed that the lecturers were generally able and interested in integrating technology into the teaching process but that barriers, primarily at the institutional level, hindered them from doing so. In addition to the technologies suggested in the questionnaire, participants enriched the research findings by adding more possible technologies that lecturers may use for educational purposes. The data was analysed using WINSTEPS (Student Version of WINSTEPS 4.7.0.0) and SPSS version 20. The results showed the reliability of using the instrument was 0.77 based on Cronbach’s alpha. The PT-measure correlation value determined the construct validity (PMC), ranging from 0.23 to 0.71 except item PUT15’s infit and outfit MNSQ between 0.1 to 1.86 and ZSTD range -1.05 to 1.61, which was acceptable. The fit statistics showed that the person separation index, 1.97, was considered good and that the item separation index, 0.63 was within an acceptable range. Person and item reliability were at 0.8 and 0.28, respectively. The result indicated that the new instrument with five items after eliminating unfit items (such as items FAT19, PTT10, KDT1, PTT8 and PTT 12) was reliable and valid to measure the use of technology in the teaching and learning process of the university lecturers.

University lecturers’ preparedness to use technology in teacher training of mathematics during COVID-19: The case of Ethiopia

The study aimed to investigate Ethiopian university lecturers’ readiness to use technology for teaching mathematics at the tertiary level during the COVID-19 pandemic when they were compelled to adapt to distant education. Using Google Forms, online questionnaires were distributed to 41 lecturers in three Ethiopian universities, of whom eighteen participated. Before the research, the questionnaire was piloted with eight lecturer participants to categorise questions and validate the instrument using the Rasch measurement model. The questionnaire was locally developed based on guidelines from the literature. It purposed to investigate university lecturers’ individual preparedness for technological instruction in terms of their knowledge, beliefs and current, and historical exposure to this mode of instruction. As a counterbalance, some circumstantial factors influencing their readiness were investigated too. Lecturers’ optimistic beliefs about using educational technologies have been found to contrast with some disabling circumstantial factors. This study revealed that the lecturers were generally able and interested in integrating technology into the teaching process but that barriers, primarily at the institutional level, hindered them from doing so. In addition to the technologies suggested in the questionnaire, participants enriched the research findings by adding more possible technologies that lecturers may use for educational purposes. The data was analysed using WINSTEPS (Student Version of WINSTEPS 4.7.0.0) and SPSS version 20. The results showed the reliability of using the instrument was 0.77 based on Cronbach’s alpha. The PT-measure correlation value determined the construct validity (PMC), ranging from 0.23 to 0.71 except item PUT15’s infit and outfit MNSQ between 0.1 to 1.86 and ZSTD range -1.05 to 1.61, which was acceptable. The fit statistics showed that the person separation index, 1.97, was considered good and that the item separation index, 0.63 was within an acceptable range. Person and item reliability were at 0.8 and 0.28, respectively. The result indicated that the new instrument with five items after eliminating unfit items (such as items FAT19, PTT10, KDT1, PTT8 and PTT 12) was reliable and valid to measure the use of technology in the teaching and learning process of the university lecturers.

The "competence" concept in the educational system of European countries within a competence-oriented approach

The object of research is the concept of "competence" in the educational system of different countries.
 Investigated problem. Theoretical generalization of the concept of "competence" and the peculiarities of its formation in the process of professional training of applicants for higher education in European countries. Creation of a model of professional training for applicants for education of the first (bachelor's) level.
 Main scientific results. The definition of the concepts "competence" and "legal competence", which are most often used in pedagogical research, has been analyzed. The definition of "competence" within the competence-oriented approach is given. The competence-based approach in education is understood as training not just a specialist with a system of knowledge, but a high-level professional and a comprehensively developed personality. A model for the formation of legal competence of applicants for higher education has been created. Through the introduction of innovative methods into educational processes, the legal thinking of bachelors is developing. Legal competence presupposes a set of knowledge, skills, characteristics acquired by students in the learning process, necessary to perform certain actions in order to solve problems, tasks, situations in accordance with the prescriptions of the rule of law. The formation of a system of knowledge, abilities, skills, methods of activity in students in the learning process are significant. This requires both their psychological "restructuring" and the improvement of curricula and educational technologies. The traditional teaching of lectures and the conduct of seminars should be complemented by elective courses and special courses.
 The area of practical implementation of the research results. Formation of competencies in the process of professional training of applicants for higher education of the first (bachelor's) level in order to achieve programmatic learning outcomes, apply the acquired knowledge in future professional activities and everyday life.
 Innovative technological product. Creation of a training model for applicants for higher education based on a competence-oriented approach.
 Application area of an innovative technological product. Introduction of the educational model into the process of professional training of applicants for higher education of the first (bachelor's) level in order to promote the creation and strengthening of legal culture and creativity of students.

Enhancing Students’ Green Ethic-Based Problem Solving Skills in English for Tourism Subject Course

This study aims to examine the development of students' core competencies in learning English for Tourism at Tourism Department Politeknik Negeri Bali, where the main product is a green ethical-based measurement instrument for Core Competencies Practices of Problem Solving Skills. Two types of instruments have been created and designed and then used to assess the level of Development in the teaching and learning process for students and lecturers. The results of the Students' Report trial show that overall the instrument is suitable for widespread use. Confirmatory factor analysis results also show the validity of the sub constructs for each main construct. The results of the level of development of Core Competencies show that the minimum development of students' Core Competencies is above 4.2. This means that the development of student Core Competencies has been achieved. For this reason, the Core Competencies development model must maintain to be developed, tested and finally implemented.

Dramatizing Chemical Bonding Concepts towards Correcting Students’ Misconceptions in Senior Secondary Schools in Rivers State, Nigeria

Aims: Chemical bonding is a fundamentalconcept which provide essential information for interpretation of chemical reactions and understanding of related concepts in chemistry. This relevance notwithstanding, the general perception of most students is that chemical bonding, as a topic is very difficult to understand. This study therefore, is an attempt to correct students’ misconceptions about chemical bonding in Rivers State, Nigeria using drama teaching strategy, with a view to addressing the issue.
 Study Design: Mixed method design was adopted.
 Place and Duration of Study: Science Education Department, Faculty of Education, Rivers State University, Port Harcourt, Nigeria. The study lasted about four months from June to October 2021.
 Methodology: The sample comprised 170 SS2 chemistry students. The instruments were Chemical Bonding Diagnostic Test with reliability coefficient of 0.98 and Interview Schedule. Percentages and graphs were used to answer research questions and hypotheses tested at 0.05 level of significance using Analysis of Covariance.
 Results: Results of the study revealed a remarkable reduction in the high extents of students’ misconceptions about chemical bonding on teaching with drama strategy while the misconceptions of students taught with lecture method persisted at a high extent; This implies that, drama teaching strategy is useful in correcting students’ misconceptions about chemical bonding while lecture teaching method is not. A significant difference in misconceptions of students taught chemical bonding with drama and those with lecture method was obtained. Also, there was significant gender related difference in students’ misconceptions about chemical bonding.
 Conclusion: Drama teaching strategy is effective in correcting students’ misconceptions about chemical bonding and other related concepts. Also, there is gender related difference in misconceptions based on gender.

Design of a Web-Based Lecture Scheduling Information System During Pandemic Covid-19 (Case Study: Faculty of Engineering and Science, Ibn Khaldun University)

During the Covid-19 pandemic, the lecture process was carried out online, so it impacted other academic activities such as the preparation of lecture schedules. The results of observations at the Faculty of Engineering and Science found that the practice of lecture schedules was carried out manually, such as the schedule coordination process was carried out face-to-face between study programs, faculties, and lecturers to overcome conflicts in the use of rooms and teaching time. Changes in the teaching schedule need to be re-checked on the use of the room and the lecturer's teaching time because it has not been documented with the information system. Hence, this study aims to build an information system for preparing lecture schedules using the Greedy Best First Search Method based on the willingness of lecturers to teach. The system was developed using the RAD (Rapid Application Development) and testing using BlackBox testing. The results of this study succeeded in building a lecture scheduling information system that was able to generate lecture schedules automatically and quickly without having to coordinate face-to-face to support online lectures during the Covid-19 pandemic.

Influence of Institutional Inclusive Policy on Curriculum Adaptation and Participation of Students With Disabilities on Academic Activities in Public Universities in Kenya

Globally, it is estimated that close to 140 million learners are out of school and among them are those with disabilities as a result of physical, mental and sensory impairments. Out of that number, it is further estimated that 70% of learners with disabilities can attend and benefit from regular education programs as long as effective institutional changes that are guided by sound inclusive policies are done. So, this study examined institutional inclusive policies on curriculum adaptation, and how the policies affect the way Students with Disabilities participate academically. The study was guided by the social model theory of disability. A descriptive research design and a comparative approach were used to scientifically compare curriculum adaptation in Kenyatta and Jomo Kenyatta University of Agriculture and Technology Universities which were purposively chosen as the sample owing to their longer establishment. Lecturers teaching and Students with Disabilities enrolled in different programs were targeted. The two registrar academics in charge of admission and the two coordinators of the disability offices from both universities were purposively selected. Data collection instruments were interviews, questionnaires, observation guide, focus group discussions and document analysis. The findings showed that the appropriate adaptation of the University curriculum has not been fully made to respond to the diverse academic needs of all learners with various disabilities.

Current Trends in Removable Partial Prosthodontics Teaching in Undergraduate Dental Colleges of Sindh, Pakistan

Objective: To explore current trends in removable partial prosthodontics teaching in undergraduate dental colleges of Sindh, Pakistan.
 Study Design: Descriptive Cross-sectional.
 Place and Duration of the Study: Department of prosthodontics in dental colleges of Sindh in September 2019.
 Methodology: A descriptive cross-sectional study was done in which a questionnaire was sent by email to head of Prosthodontics department of 16 dental institutes of Sindh, Pakistan. The survey included different questions regarding current trends in removable partial prosthodontics education in undergraduate dental colleges.
 Results: Out of sixteen questionnaires, fourteen were completely filled and returned. Majority (69.2%) of the institutes teach fabrication of removable partial dentures (RPDs) in third year of dental college. Students of only one dental college fabricate 10-12 RPDs in their clinical rotation. All dental colleges teach acrylic RPD construction in their preclinical years. Faculty in 12 (85.7%) dental colleges always give clinical demonstrations to students before their clinical rotations. Eleven out of the fourteen colleges teach cast partial dentures (CPDs) theoretically, but no CPDs are fabricated by the students during their clinical rotation. About 70% dental schools do not have in-house facility to fabricate cast partial dentures.
 Conclusion: This study describes current trends of removable prosthodontics teaching in undergraduate colleges of Sindh. A large majority of undergraduate dental students are not fabricating the minimum number of partial dentures as per PMC requirement. Although theoretically cast partial dentures are taught in lectures but students do not construct them in their undergraduate years. Efforts should therefore be made to improve teaching practices and clinical skills of undergraduates, for them to be able to treat partially dentate patients after graduation.