Teaching Methods Research Articles

Evaluating the Oral Method in Foreign Language Teaching: Historical Perspectives, Modern Applications, and Pedagogical Insight

This article explores the Oral Method in foreign language teaching, focusing on its historical significance, core principles, and relevance in contemporary education. Originally developed by Harold Palmer and A.S. Hornby, the Oral Method emphasizes verbal repetition, situational learning, and structured grammar acquisition as foundational tools for language proficiency. Through an analysis of its strengths—such as pronunciation accuracy, fluency development, and practical application—and its limitations, including restricted learner autonomy and cognitive engagement, this study highlights the method’s enduring value. The article also discusses the potential of integrating the Oral Method with communicative and task-based approaches, leveraging digital tools and personalized techniques to enhance its effectiveness for diverse learners. Ultimately, the Oral Method’s adaptable principles make it a valuable component of a comprehensive language teaching framework.

Making comedy for learning spaces

Expansion of technology-mediated learning spaces creates opportunities for disrupting traditional learning and teaching norms and practices. Combining technological affordances and humour in online learning environments offers potential gains in student engagement and learning. Current research reports effectiveness of using humour for teaching but less on practical guidance for educators in how to professionally develop this. This paper is a critical autobiographic narrative about the experience of developing short comedy videos for teaching concepts that students commonly struggle with in an undergraduate methods of research course. Insights for practice include a seven-step method and critical reflection for educators interested in developing skills and networks for disrupting traditional teaching methods to create targeted humorous videos for specific concepts in their courses.

Instructor’s Leadership Style Improves Student Learning Motivation at Akademi Penerbang Indonesia Banyuwangi

The study "Instructor’s Leadership Style Improves Student Learning Motivation at Akademi Penerbang Indonesia Banyuwangi" examines how instructor leadership influences student motivation at API Banyuwangi. Learning motivation is key to academic success, and both intrinsic and extrinsic factors affect it. This study highlights the significant role instructors play in shaping student motivation through their leadership style. Using a quantitative approach, the researchers collected data from students and flight instructors via surveys. Two questionnaires were used: one to measure leadership style and another to assess student motivation. The sample was selected using stratified random sampling to ensure broad representation. The data was analyzed using SmartPLS 3, a tool that supports structural equation modeling and bootstrapping. Key findings show that specific leadership behaviors, such as giving clear instructions, offering constructive feedback, and using varied teaching methods, significantly enhance student motivation. Students are more motivated when instructors are seen as fair and engaging, which positively impacts their learning commitment. The analysis demonstrated that 74.2% of the variance in student motivation could be attributed to instructor leadership style, highlighting its importance. The study concludes that effective instructor leadership is crucial in boosting student motivation at API Banyuwangi. By fostering a supportive and engaging learning environment, instructors can enhance academic outcomes. The research emphasizes the importance of continuous professional development and innovative teaching practices to keep students motivated and committed to their studies.

God's word for gen alpha: the use of Multimethods to attract interest in the Indonesian Bethel Church in the city of Madya Bogor, West Java

The church is the center of Christian education in teaching God's word. Through the study of God's words, leaders educate and mature God's people. Therefore, the essence of the church is to provide good Word education, especially among the Alpha generation. The alpha generation, which is growing in the midst of the development of extraordinary information flows, needs to protect its faith from the hedonistic and secular lifestyle of this century. However, in the reality of church ministry that is found today, it turns out that the alpha generation is less interested in learning the Word. A more innovative approach is needed to increase the interest of the alpha generation in learning the word. Based on the above background, the researcher intends to conduct research on the use of Multimethods to increase interest in learning God's word of the alpha generation. This research was held considering the importance of the use of Multimethods which is suspected to be still rarely used in the study of God's Word in the Sunday school of the Indonesian Bethel Church synod in Bogor. From the results of the researchers' observations, it was found that the lack of interest in learning the Word of God was influenced by several factors, which consisted of: the learning process was less interesting, so that it caused a feeling of boredom; and Second, the use of teaching methods that are less varied. Therefore, this study was conducted with the aim of examining how much direct influence the use of Multimethods in teaching God's word on the learning interest of the Alpha generation in the Indonesian Bethel Church in the Municipality of Bogor. This research was conducted using a quantitative approach, using path analysis and survey research methods. The data collection methods used are questionnaires and documentation. This study involved 86 respondents from 102 Sunday school teachers of the Indonesian Bethel Church in the Municipality of Bogor, West Java, using the Krejcie and Morgan formulas. From the results of the study, it was found that: Variable Multimethods has an indirect influence in explaining the variable of Interest in Learning God's Word through Learning Media. The indirect influence of Multimethods on the Interest in Learning God's Word through Learning Media was 64.3%, while the remaining 35.7% was influenced by other factors that were not spoken in the study (epsilon).

Teaching innovation: enhancing undergraduate student pharmacist consultation skills by introducing ‘Fishbowl’ prescribing workshops

Abstract Introduction The new ‘Standards for the initial education and training of pharmacists’1 outline the skills, knowledge, and attributes required to enable pharmacists to independently prescribe at the point of registration. Third-year MPharm students at the University of Nottingham have previously practised consultation skills in professional practice workshops, conducting shorter form, over the counter-type consultations. These lacked the depth required for pharmacy students to develop skills they will now need. Therefore, we identified a requirement for advanced consultation practice, including prescribing, alongside clinical history taking, to better prepare students to be prescribers. Creation of a new module occurred, ‘Pharmaceutical Care and Prescribing’, including ‘Fishbowl’ workshops. ‘Fishbowl’ is a small group teaching method where an individual student engages in a discussion, while observers form a circle around them2. Students were able to ‘tap out’ of consultations at any point, to discuss consultation direction with their peers. Five case studies were written to incorporate a variety of clinical conditions, patient demographics and clinical settings, with a key emphasis of holistic, patient-centred care. All third-year students were timetabled for five workshops, in groups of around 25. Facilitators regularly discussed consultation progress, outstanding care issues and gave feedback on areas done well or needing improvement. Aim Do students perceive ‘Fishbowl’ workshops to enhance their clinical history taking skills and prescribing knowledge? Methods Following the five workshops, all third-year students (n=256) were invited via email to complete a Microsoft Forms questionnaire, to evaluate the workshop aims . The questionnaire included ten 5-point Likert-scale questions and free-text answers. Primarily quantitative methods were used with free-text responses used to contextualise results. This study obtained ethical approval from the University of Nottingham, School of Pharmacy Postgraduate Research Projects Ethical Approval group. Results 82 students (32%) completed the questionnaire. 91% of students felt they helped practice taking a clinical history. 80% of students felt they better understood how to include share care decision making into their consultations. One student commented, they were ‘very thought-provoking sessions and easy to interact and learn from each other’. 67% said the sessions helped them to better understand the pharmacist’s role in prescribing. With regards to prescribing awareness, a student commented ‘It would have been nice to have scenarios where we prescribed a POM in the end for more of the sessions to help us get used to thinking like prescribers.’ 85% of students would recommend the teaching technique to other MPharm students, 76% felt these sessions should be introduced in earlier years of the MPharm course. A few students commented that the facilitation style varied considerably depending on academics involved. Discussion/Conclusion ‘Fishbowl’ method of teaching provides a suitable environment for practising clinical history taking and prescribing and were generally well received by students. Further work is needed to integrate this teaching technique earlier in the MPharm programme. Facilitator skills play a significant part in student engagement, we need to ensure there is appropriate staff training to run this session type. Limitations of the study include lack of comparison against other student teaching tools.

Computer-Modeling System of Agronomist’s Labor Functions

The goal of the paper is to develop the computer-modeling system of an agronomist’s labor functions as the most optimal solution for teaching preschoolers and primary schoolchildren about trends and technologies in farming, aimed at increasing the attractiveness of professions in the field of agriculture. Among the main objectives of the research is the study of the essence of computer modeling as a teaching method in the works of domestic scientists, as well as the construction of models and their implementation using high-level programming languages in order to obtain an information system for the labor functions of an agronomist.Materials and methods. In the course of the analysis, a study was carried out of scientific and technical literature on the use of computer-modeling systems in the educational field. The analysis of the market for computer-modeling systems in the agricultural sector of crop production was carried out. When visualizing and describing system models, UML modeling notation was used. A diagram of use cases for this notation made it possible to describe the functional requirements and interactions between the system and its user. A UML notation sequence diagram was used to model the interaction of the main menu, game scene, and game character over time. The class diagram made it possible to define the structure of the system and the relationships between its objects, as well as an overview of the attributes and operations of the identified classes. The designed system models were implemented in the C# programming language in the Visual Studio development environment.Results. The study revealed the need to introduce new forms, methods and means of teaching into the content of the modern educational process, the implementation of which, largely, is carried out using information technology. The most optimal solution to the issue of teaching children about trends and technologies in agriculture, which has become relevant in the light of the rapid development of agriculture and its digital transformation, was the introduction of computer- modeling systems. The analysis of literature on the research problem has shown that in the works of L. Zhuk, M. Larionova, N. Rozova, etc. great attention is paid to the use of computer modeling as a teaching tool. According to the author, the use of this technology in the educational process makes it possible to implement such teaching principles as the principle of integrative learning, the principle of a practice-oriented approach, the principle of differentiation of learning and the principle of dialogical learning. There are no domestic developments in the subject area under consideration on the information systems market. The author of the study designed and implemented, using the object-oriented programming language C#, the computer-modeling system of agronomist’s labor functions as a technology for teaching professional tasks of an agronomist at various stages of agrarian evolution. The proposed solution allows you to be acquainted with four significant agrarian revolutions that played a decisive role in the transformation of agriculture: the Neolithic revolution, the Renaissance agricultural revolution, the green revolution and the digital revolution in agriculture. Conclusion. It is important to note that the computer-modeling system of the labor functions of agronomist is of interest for preschool and primary education institutions. This development can also be used in the system of additional education for children. Using a computer game in the educational process will expand children’s knowledge about agriculture: it will familiarize them with different agricultural processes, such as planting, growing and harvesting crops, as well as with various types of crop cultivation technologies. This will contribute to the development of interest in the study of agriculture and, as a result, the growth of students’ motivation to connect their professional activities with agriculture.

Problem-based learning is helpful in encouraging academic institutions to strive for excellence: perceptions of Sudanese physiologists as an illustration

BackgroundProblem-based learning (PBL) is a well-known teaching method which promotes self-directed learning (SDL) in many medical programs worldwide. This study aimed to examine the perceptions of Sudanese physiologists on applying PBL in teaching their physiology courses or sessions.MethodsA cross-sectional survey was conducted with 82 physiologists (70% of the total Sudanese physiologists). The data were collected using questionnaires that included questions about attitudes towards, effectiveness of, and barriers to PBL implementation. The internal reliability of the questionnaire (over 0.7) was good, as measured by Cronbach’s alpha. The Mann‒Whitney U test, Kruskal–Wallis test, multiple linear regression and correlation (Spearman) analysis were performed to assess various factors associated with physiologists’ perceptions of the research domains.ResultsPhysiologists generally had a positive attitude (overall score percentage of 76.9 ± 23.97%) towards PBL compared to other teaching methods and had good perceptions of the effects of PBL (overall score percentage of 77.1 ± 25.13%) on the student learning process. Furthermore, physiologists had a notable knowledge gap about common challenges affecting PBL application (overall score percentage was 56.93 ± 19.43%) at their relevant institutes. Physiologists’ perceptions of common factors affecting PBL application were significantly related to participants currently working inside or outside Sudan (p value = 0.010) and applying PBL at their relevant institutes (p value = 0.008). In addition, the attitude score was significantly associated with the current workplace (governmental/private) classification (B= -14.083, p = 0.031). Additionally, attitude toward PBL had a significant positive correlation with age (r = 0.233, p = 0.005) and the perception score of PBL’s effects on students’ learning processes (r = 0.788, p < 0.001).ConclusionIn general, physiologists have good attitudes towards and perceptions of PBL’s effectiveness, although they are unaware of the main challenges that PBL faces. The findings of this study can help the Federal Ministry of Higher Education make informed decisions about how to improve teaching methodology by implementing such novel approaches.

MPharm students’ views and experiences of the teaching of pharmaceutical calculations and their importance in pharmacy practice

Abstract Introduction Accurately undertaking pharmaceutical calculations is an important professional skill as part of a pharmacist’s role ensuring patient safety1. Effective teaching in this area supports safe, high-quality care from future pharmacists. In the United Kingdom, the need to accurately perform calculations is stipulated in the General Pharmaceutical Council (GPhC) standards for initial education and training of pharmacists2. During a review of teaching in this area, the views and experiences of pharmacy students were sought, in order to inform course design. Aim This project aimed to explore undergraduate MPharm students’ views regarding the importance of pharmaceutical calculations to their future careers, experiences of current calculations teaching, and opinions on improving course design. Methods A questionnaire was developed and distributed to Years 1-4 pharmacy students (n=524) at the School of Pharmacy, Queen’s University Belfast (QUB), in December 2023. The questionnaire consisted of 45 questions, collecting demographic information, as well as students’ views and experiences of pharmaceutical calculations, various teaching methods, and student confidence with calculations. Data was transcribed into Microsoft Excel, followed by analysis using descriptive statistics in IBM SPSS. Ethical approval was received from the QUB Faculty of Medicine, Health &amp; Life Sciences Research Ethics Committee (MHLS23_159). Results A total of 271 students responded to the questionnaire, providing a response rate of 52%. Students felt that being able to perform calculations is important to their future career, with 97% of respondents agreeing or strongly agreeing with this statement. Hospital pharmacy was considered the sector where calculations were most important (96% agree/ strongly agree). Overall, 75% of respondents agreed/ strongly agreed that they were confident in undertaking pharmaceutical calculations. Students felt most competent using provided formula, and with dose and dosage regimen calculations. Conversely, students felt least competent performing displacement value and dilutions questions. With respect to teaching design, students preferred blended-learning to self-directed study or traditional lectures. Eighty-seven percent of respondents reported blended-learning as beneficial/ very beneficial, compared to 57% and 46% for the other approaches. Students reported formative quizzes as the most beneficial activity for learning (92% beneficial/ very beneficial). This was followed by provision of worked examples, with a preference for handwritten solutions. Recommended textbooks and online discussion boards were considered least beneficial. Having dedicated introductory calculations teaching in Year 1, with repeated opportunities for practice and support in subsequent years had the most support for improving teaching, with 87% stating this would be beneficial/ very beneficial. There was also support for the NUMBAS3 e-assessment system for formative examples, along with video or pencasted worked examples, with 80% and 70% of respondents respectively classing these as beneficial/ very beneficial. Discussion / Conclusion QUB MPharm students appreciate the importance of pharmaceutical calculations to their future careers. They prefer a blended-learning approach to teaching, incorporating formative quizzes and worked examples. Dedicated Year 1 teaching, the use of NUMBAS, and pencasting were identified as methods to improve teaching. These findings will aid future course design, with the aim of improving patient safety relating to pharmaceutical calculations.

Perceptions of Faculty and Students in Online Learning: Lessons From the COVID-19 Pandemic

The COVID-19 pandemic significantly changed how universities provide education -- teachers switched to online teaching methods, while students quickly adapted to the online learning environment. This study adopts the Community of Inquiry (CoI) framework to examine differences in student and faculty perceptions of online learning due to the impact of the COVID-19 pandemic. Student and faculty perceptions can be used to evaluate and ultimately improve the quality of education. This study used survey methods and data collection instruments with a Likert scale sample of 150 students and 150 faculty from a US university. This study’s results indicate a significant difference between perceptions of pedagogy, technology challenges, and difficulties in online Zoom courses. Furthermore, the authors provide practical implications for educators and administrators to navigate the rapid growth in online learning.

Overcoming barriers and harnessing facilitators in the implementation of interprofessional education in pharmacy: insights and future directions

Abstract Introduction Interprofessional education (IPE) is increasingly recognized as vital for preparing pharmacy students for the collaborative demands of healthcare. Effective integration of IPE into pharmacy curricula not only aligns with educational standards but also equips students with essential skills for collaborative practice. However, the practical challenges and facilitators influencing the success of these initiatives remain underexplored. This systematic review aims to fill this gap by examining the real-world challenges and enablers encountered during the implementation of IPE within pharmacy education, drawing insights from existing literature and case studies. Aim This study seeks to identify key barriers and facilitators in the implementation of IPE among pharmacy educators and to propose strategies that can enhance the effectiveness and sustainability of IPE in pharmacy curricula. Methods This review was registered with PROSPERO (CRD42021244892) and included peer-reviewed articles published after September 2015 that discuss IPE implementation in pharmacy education. Relevant databases such as MEDLINE, CINAHL, PsycINFO, and Web of Science were meticulously searched in March 2021. The Kirkpatrick’s Evaluation Model (KEM) was utilized to assess the impact levels of IPE activities, focusing particularly on the qualitative aspects of implementation challenges and facilitators. Data extraction was performed, and the methodological quality of the studies was critically appraised using the Mixed Methods Appraisal Tool (MMAT). The research was approved by The University of Lincoln Ethics Approval System (LEAS), Research Ethics Committee on 15/02/2021 (Ref: 2021_5301). Results Fourteen studies met the inclusion criteria, showcasing a range of outcomes from successful to challenging implementations. The analysis identified several facilitators that contributed to successful IPE, including strong institutional support, active faculty engagement, and alignment of IPE activities with core curricular goals. Effective communication and ongoing professional development were also highlighted as critical. Conversely, significant barriers included logistical constraints, such as scheduling conflicts and resource limitations, resistance from faculty accustomed to traditional teaching methods, and a lack of standardized assessment tools to measure long-term outcomes of IPE initiatives. Discussion/Conclusion The findings underscore the complexity of implementing IPE in pharmacy education, pointing to the need for comprehensive strategies that address both pedagogical and logistical challenges. It is imperative that future IPE initiatives consider these factors to enhance the integration and sustainability of interprofessional collaboration in pharmacy training programs. Understanding the dynamics of implementing IPE within pharmacy curricula is crucial for fostering effective educational practices. This review not only sheds light on the current landscape of IPE implementation but also serves as a foundation for developing actionable strategies to overcome barriers and leverage facilitators. Future research should focus on longitudinal studies and innovative pedagogical models to bridge the gap between theoretical frameworks and practical execution, ensuring that pharmacy education remains responsive to the evolving needs of the healthcare sector. Reference 1. El Nsouli, Dayana, et al. “The application of Kirkpatrick’s evaluation model in the assessment of interprofessional simulation activities involving Pharmacy Students: A Systematic Review.” American Journal of Pharmaceutical Education, vol. 87, no. 8, Aug. 2023, https://doi.org/10.1016/j.ajpe.2023.02.003.

La relación con el saber en docentes de la Facultad de Psicología de la Universidad de Buenos Aires. Una aproximación desde la clínica

The general objective of this research, which is part of the Master’s thesis in University Teaching, was to investigate the relationship between the knowledge of teachers of Psychology at the University of Buenos Aires and its possible connection to teaching practices. The specific objectives were: to describe the teaching methods of teachers as they describe them and as they can be interpreted from the analysis of their proposals; to describe and characterize the teachers’ conceptions of knowledge; to describe and characterize their way of emotional connection with knowledge; and to establish possible meaningful connections between teaching modalities, and in particular the forms that knowledge takes within them, and the emotional connections of the teachers with knowledge. Through the analysis of interviews, projective techniques and classroom observations, a series of subjective features of the teachers’ relationship with knowledge were identified, which were related to certain forms related to knowledge transmission in the classroom. We understand this relationship as a recursive one, in which the way of relating to knowledge is transformed with each experience, just as each experience produces updates in the way in which each teacher relates to knowledge. This article will present one of the cases analyzed.

The Anthropological Process of Identifying Missing Persons as a Teaching Method for Increasing Awareness in Legal and Forensic Dentistry in the Republic of Cyprus

Forensic Odontology is a critical field within forensic science, with significant importance in legal contexts and the identification of victims in mass disasters or cases of abuse. This article focuses on the efforts made by the European University Cyprus (EUC) School of Dentistry to raise awareness among dental students regarding legal and forensic dentistry practices. Through voluntary visits to the Anthropological Laboratory of the Committee on Missing Persons (CMP) in Cyprus, students gain firsthand experience and insights into anthropological analysis for identifying missing individuals. These visits provide students with practical application opportunities, emphasizing record-keeping practices, oral tissue morphology analysis, and unique aspects of restorative work during identification processes. Feedback from participating students highlights the value of experiential learning in increasing awareness about forensic odontology’s importance and relevance in real-world scenarios. The initiatives undertaken by the EUC School of Dentistry contribute to enhancing legal and forensic dentistry awareness among future dental professionals in Cyprus.

Enhancing civic engagement through podcasting: a modern approach for higher education

ABSTRACT Civic Education in higher education often struggles with student disengagement, largely due to traditional, less interactive teaching methods. This study explores the integration of podcasts as an innovative tool to enhance civic engagement among students. Grounded in andragogical principles, podcasts offer a dynamic platform for active participation, fostering critical discussions and reflections on pressing social issues. Conducted within the Faculty of Languages, Arts, and Culture at Universitas Negeri Yogyakarta, Indonesia, this research involved students from the English Education Program and employed a qualitative descriptive approach to assess the impact of podcasts on critical thinking, collaborative learning, and the understanding of civic concepts and social responsibility. The findings indicate that podcasts significantly enrich the learning experience, equipping students to become more critical, socially conscious citizens who actively contribute to societal change. This study contributes to the field by highlighting the effectiveness of innovative teaching strategies in Civic Education, particularly the use of podcasts to strengthen civic engagement and social responsibility in higher education. The implications of this research underscore the need for educators to adopt more engaging and interactive methods, thereby equipping students with the essential skills and knowledge to actively participate in civic life and address social issues effectively.

Evaluation of open collaborative practice teaching reform based on students satisfaction: Public health practice courses integrating medicine, teaching, and research in Yunnan province, China

To address gaps in practical skills among Public Health and Preventive Medicine graduates, an ‘open collaborative practice teaching model’ integrating medicine, teaching, and research was introduced. A cross-sectional study surveyed 312 Preventive Medicine undergraduates at a Yunnan medical university from 2020 to 2023, utilizing satisfaction scores and analyses (cluster, factor, SWOT) to assess the impact of the reform. Satisfaction scores from baseline, mid-term, and end-term assessments showed minor variations (4.30, 4.29, 4.36), with dissatisfaction primarily related to teaching content and methods. Key influences on satisfaction included teaching content, methods, and effectiveness. The SWOT analysis highlighted the importance of continuously updating teaching strategies to meet changing student expectations. This study suggests that the model has the potential for wider use in enhancing public health education, particularly in regions facing similar challenges.

Semantic differences in understanding of English words of senior high school students: frequent questions and teaching suggestions

This research demonstrates the English words’ understanding due to semantic differences, together with further teaching advice and frequent questions. Because of the cultural differences, the expression of English and Chinese meanings is different. Consequently, it can be easy for learners to confuse and understand the intended meaning incorrectly. There are several negative results of students having weak knowledge of polysemous words: lower academic performance, and passage understanding, together with a weaker lexical foundation. In order to explore thus address the situation of mastered weak polysemy knowledge, this essay will investigate students and teachers who come from high schools in various cities in China their knowledge of polysemy as well as the following learning difficulties; the research found that (1) the universality of polysemy learning, academic performance; (2) the teaching pertinence, importance of foundation and teaching method. From those findings, this research supposes that the approach of increasing reading amount, fostering English literacy, and using a preferred vocabulary memorization method can be used so as to improve and solve the issue.

Research on the Application of Multi-ball Training Method in Table Tennis Training in Colleges and Universities

This paper aims to explore the practical application effect and strategy of multi-ball training method in table tennis training in colleges and universities. As an efficient and systematic training method, multi-ball training method has significantly improved the technical proficiency, physical fitness level and competition adaptability of athletes through continuous and repeated hitting practice. The study also pointed out that when applying multi-ball training method, we should pay attention to following the principle of moderation to avoid overtraining leading to physical fatigue and injury of athletes; At the same time, we should fully consider the individual differences of athletes and make personalized training plans; In addition, the importance of technical details should be emphasized to ensure that athletes form correct technical action stereotypes in training. Therefore, it is suggested that table tennis coaches in colleges and universities actively adopt this method in teaching and training to improve the quality and effect of training.

THE IMPACT OF A HEALTHY LIFESTYLE AND STRESS MANAGEMENT ON ACADEMIC PERFORMANCE OF STUDENTS AT UNIVERSITY MUHAMMADIYAH LAMONGAN

This study aims to determine the effect of a healthy lifestyle and stress management on the academic performance of students at Muhammadiyah University of Lamongan, using a quantitative method and purposive sampling technique on 45 respondents. The data was analyzed using multiple linear regression with SPSS version 27. The results show that a healthy lifestyle does not have a significant effect on academic performance, while stress management has a significant effect. Simultaneously, a healthy lifestyle and stress management have a significant positive effect on academic performance. Based on these findings, students need to pay more attention to how they manage stress, particularly in coping with academic pressures. Educational institutions, such as UMLA, can provide support by offering stress management training programs, such as psychological counseling, motivational seminars, or workshops on relaxation techniques and mindfulness. In addition, institutions can promote healthy lifestyles by organizing regular sports activities and providing access to health facilities. Academic departments may also consider policies that promote a balance between academic demands and student well-being, such as offering flexible deadlines and personal guidance. Given that this study explains only 15.6% of the variability in academic performance, future research can explore other factors, such as learning motivation, teaching methods, social support, and the use of technology in the learning process.

Research on the Application of Competition Teaching Method in College Basketball Teaching

In modern college basketball teaching, competition teaching method emphasizes the combination of practice and skills by simulating the real competition environment, improving students basketball comprehensive quality. Competition teaching method pays more attention to students sense of participation, prompting them to explore and solve problems themselves in confrontation. By this way, students can use their learned skills in actual competitions, and cultivate their sense of teamwork and tactical thinking. The effectiveness of this teaching method has been verified in the practice of many colleges and universities, showing great value. Therefore, by analyzing the theoretical basis of competition teaching method, this paper studies the application of competition teaching method in college basketball teaching.

Exploring the Importance of Traditional Schools in Maintaining the Heritage Language: A Study of Tshivenḓa from Tshimbupfhe, South Africa

This study aimed to explore the critical role of traditional schools—specifically murundu and vhusha—in preserving the Tshivenḓa language and cultural heritage in Tshimbupfhe, in the Limpopo Province, South Africa. Traditional schools play a significant role in preserving languages and cultural traditions that might otherwise be at risk of erosion due to globalisation, modernisation, or cultural assimilation. A deeper comprehension of their role allows individuals to appreciate more fully how these schools contribute to the preservation of cultural diversity and heritage. The study sampled 31 participants. This study adopted a qualitative approach and relied on face-to-face semi-structured interviews to collect and analyse data. The theoretical framework used to underpin the study was the Afrocentricity theory. The findings of the study illustrated that traditional schools serve as pivotal institutions for the transmission of linguistic and cultural knowledge, integrating indigenous values, practices, and language into their curricula. The study provides insights into how traditional schools facilitate the transmission of cultural values, practices, and languages to younger generations. By exploring the methods and content of traditional education, the research highlights how these institutions contribute to cultural continuity and identity. Secondly, the study contributes to the documentation and preservation of indigenous educational practices and pedagogies. It offers a comprehensive account of how traditional schools operate, including their teaching methods and cultural rituals, thereby preserving valuable knowledge for future generations. Furthermore, this study enhances the understanding of traditional schools’ significance and supports the preservation of language and cultural heritage.

Value Research and Reform Strategy of Wushu Teaching in Colleges and Universities under the New Situation

With the renewal of educational ideas, there are many problems to be solved in the development of Wushu teaching in colleges and universities. Wushu, as a part of China traditional culture, inherits profound historical and cultural heritage and has unique value of strengthening the body. However, there are still many shortcomings in the curriculum and teaching methods of Wushu teaching in colleges and universities, which cannot meet the needs of modern education and students diverse interests. Therefore, by analyzing the value of Wushu teaching in colleges and universities under the new situation, this paper studies the reform strategy of Wushu teaching in colleges and universities under the new situation.