Classroom Method Research Articles

The Montessori method in preprimary classrooms: logical-mathematical thinking with sensory material

When choosing a methodology for the teaching-learning process of logical-mathematical thinking, the possibilities available to the teacher are immense. The Montessori method is known for being based on freedom and spontaneous activity, as well as for the characteristic material used. The main objective of this research is to show the pedagogical possibilities of the Montessori method for the learning of the logical-mathematical competence in Second Cycle classes of Preprimary Education. Participants were 39 children. Three didactic activities based on the Montessori method were designed for the purpose of the study, and the instrument used to gather information was a Likert scale check list composed by a number of measurable items related to addition, subtraction, and operations on inequalities. The results of the study encourage both practicing and future teachers to apply the Montessori method in the classrooms as it is an attractive methodology for preprimary students and motivates them to learn contents. It can be concluded that endless contents can be developed with this method, not only logical-mathematical ones, but also any aspect that can be dealt with in the classroom.

Development of Flipped Classroom Based Interactive Multimedia on Biodiversity Concept to Increase Students' Learning Motivation and Critical Thinking

Students' critical thinking skills are essential in 21st-century education. Certain students show a lack of enthusiasm for learning and have limited critical thinking skills. The aim of this study was to assess the impact of interactive multimedia in a flipped classroom setting on understanding biodiversity, with a particular focus on increasing learning motivation and critical thinking skills. The research employed a quasi-experimental method known as the nonequivalent control group design. Collecting samples using the cluster random sampling technique. The collection instruments include interviews, student needs questionnaires, validation questionnaires from media and material experts, learning objectives and teaching module flow questionnaires, teacher and student response questionnaires, learning motivation questionnaires, and critical thinking tests. Data analysis comes in a variety of forms, including initial study data analysis, feasible information analysis, practical information analysis, and effective information analysis. Feasibility has a score of 90.3% (very feasible), and practicality has a score of 91.2% (very practical). As well as the effectiveness of learning motivation with a sig. (2-tailed) of 0.000 0.05 and an N-Gain of 0.764 (high), besides critical thinking with a sig. (2-tailed) of 0.047 0.05 and an N-Gain of 0.706 (high). The research results show that interactive multimedia that utilizes the flipped classroom method is feasible, practical, and successful in increasing learning motivation and critical thinking skills. However, this interactive multimedia has only been implemented at senior high school 4 Muara Teweh, so it needs to be expanded to other schools and developed with other concepts

Applications for Creating Teaching Material for Flipped Classroom Education

Using the flipped classroom method is not new in pedagogical practice. Its usage increased mostly during the coronavirus pandemic, when pupils and students were forced to learn online at home without the physical presence of teachers. Video recordings with teaching materials suitable for education are an indispensable aid in this method. These materials are mostly created by the teachers themselves. The paper deals with software environments suitable for creating video recordings. Comparison of their characteristics will help creators choose the one that best suits teachers’ needs.

Normal Pregnancy Care and Physiology and Select Pregnancy Complications: A Flipped Classroom Case for the OB/GYN Clerkship.

This module teaches core knowledge and skills for undergraduate medical education in reproductive health, providing instruction in the management of normal and abnormal pregnancy and labor utilizing interactive small-group flipped classroom methods and case-based instruction. Advance preparation materials were provided before the education session. The 2-hour session was facilitated by clinical educators using a faculty guide. Using voluntary surveys, we collected data to measure satisfaction among obstetrics and gynecology clerkship students and facilitators following each education session. Capturing six clerkships spanning 9 months, 116 students participated, and 64 students completed the satisfaction survey, with 97% agreeing that the session was helpful in applying knowledge and principles to common clinical scenarios. Most students (96%) self-reported that they achieved the session's learning objectives utilizing prework and interactive small-group teaching. Nine clinical instructors completed the survey; all agreed the provided materials allowed them to facilitate active learning, and the majority (89%) agreed they spent less time preparing to teach this curriculum compared to traditional didactics. This interactive flipped classroom session meets clerkship learning objectives related to the management of pregnancy and labor using standardized materials. The curriculum reduced preparation time for clinical educators as well.

Balancing Feedback for Optimal Learning: Evaluative and Descriptive Methods in English Language Classrooms

This study explores the impact of evaluative and descriptive feedback on student learning in English language classrooms. It distinguishes between the two feedback types—evaluative, which is further divided into rewarding and punishing, and descriptive, which focuses on specific performance aspects. The study is based on observations of classroom interactions and interviews with an English teacher who employs both feedback types to enhance student engagement and educational outcomes. Evaluative feedback in the study is shown to affect students' emotional responses and behavioral adjustments, with rewarding feedback boosting morale and motivation, while punishing feedback serves to correct behavior and ensure classroom discipline. Conversely, descriptive feedback, as used by the teacher, involves detailed explanations and discussions with students about their performances, encouraging deeper cognitive processing and active participation in the learning process. The findings suggest that a balanced approach, utilizing both evaluative and descriptive feedback, can significantly improve students’understanding and retention of the material. This paper argues for the strategic use of feedback to foster a more dynamic and effective learning environment, highlighting the nuances of feedback application in educational practices.

EFFECTIVENESS OF IMPLEMENTATION OF BLENDED LEARNING AND FLIPPED CLASSROOM METHODS IN HIGHER EDUCATION INSTITUTIONS

This article is devoted to studying the effectiveness of introducing Blended Learning and Flipped Classroom methods to provide new approaches to learning processes in higher education institutions. Throughout the article, an understanding of these methods, how they are implemented in practice, the importance of using them to improve student learning and morale, and the results obtained from them are compared.

Exploring the Application Strategy of Situational Teaching Method in English Classroom

In the process of teaching English in junior high school, English teachers will apply a variety of teaching methods, among which the situational approach is a common one. Situational teaching is a method in which English teachers combine teaching contents with specific teaching situations by applying some teaching methods. Situational teaching method can effectively promote students' active participation in junior high school English class, which is conducive to students' deep understanding of English teaching content, enhance students' enthusiasm in learning junior high school English knowledge, and promote students' effective understanding of English teaching materials through familiar teaching situations, and improve the efficiency of junior high school English teaching and learning. The purpose of this article is to discuss how to apply contextual teaching method in English classroom to improve students' English learning efficiency.

A flipped classroom approach for dental undergraduate pre-clinical skills training in fixed prosthodontics

Proficiency in practical areas of pre-clinical dentistry must be demonstrated by students in a simulated environment before commencing treatments on patients. Time within simulation teaching laboratories is a finite resource, and this time pressure can lead to behaviours that are detrimental to fine motor skill development. The objective of this case study was to apply a flipped classroom approach for dental undergraduates during pre-clinical skills training to increase time for simulation. A flipped classroom method was implemented during the fixed prosthodontic (dental crown or ‘caps’) component, with lectures and instructional videos delivered in advance of practical sessions. A student evaluation questionnaire was completed by 64 of the 71 participating students (90.14%) and this was compared to the previous cohort who received the traditional didactic face-to-face demonstrations. Statistically significant improvements were identified by students in several areas. Simulation is a widespread teaching modality in healthcare education; adopting a flipped classroom approach can help educators deliver this training in a manner that enhances student development and the current case study is one such positive example in the field of undergraduate dental education. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0 .

Strategies and Recommendations to Enhance Online English Teaching Quality in Higher Vocational Colleges

The rapid growth of the Internet has propelled online teaching into a prominent position in higher education, including vocational English courses. Despite its widespread adoption, online teaching faces significant challenges compared to traditional classroom methods. This study delves into the current landscape of online teaching in vocational English courses, identifying key issues such as the lack of targeted course content, insufficient teaching resources, and low student participation. Drawing on a literature review and utilizing both quantitative and qualitative research methods, including questionnaire surveys and field observations, this study offers insights into the complexities of online teaching. Findings highlight the importance of improving teacher's technical abilities, fostering active student engagement, optimizing teaching resources and modes, and strengthening online teaching supervision. These strategies are pivotal in enhancing the quality of online teaching and paving the way for further advancements in vocational English education. Future research avenues include exploring innovative teaching models and leveraging emerging technologies like artificial intelligence and virtual reality to enrich the online teaching experience.

Toward a self-correcting society: Deep reflective thinking as a theory of practice

This paper addresses the question of how to educate toward democracy, which has as its defining trait the ability to self-correct. We draw on a study that investigated Deep Reflective Thinking (DRT) as a classroom method for cultivating collective doubt, which is essential for developing students’ capacity for self-correction in a community of inquiry.

The effect of Flipped Digital Classroom and student engagement on English writing skills

Incorporating digital-based learning is crucial for fostering self-directed learning among students. Various digital media platforms, such as Google Classroom, Zoom Meetings, and social media, motivate students to actively engage in their studies. This study aims to assess the effectiveness of the Flipped Digital Classroom (FDC) method on student engagement and English writing proficiency. It employs a quasi-experimental 2x3 factorial pretest-post-test non-equivalent group design and collected data through the Student Engagement in Schools Questionnaire and an English writing test. The FDC group receives pre-recorded lectures, additional reading materials, and online writing assignments before face-to-face discussions, while the control group follows a lecture-based approach with assignments. The analysis involves 48 FDC students and 51 controls, categorized by engagement levels (high, medium, low). Validity and reliability tests are conducted on the questionnaire data, rated on a 5-point Likert scale, while English proficiency is assessed using an English Writing Test. Hypothesis testing utilizes descriptive and inferential statistics, including Two-Way ANOVA. The results indicate a significant 18-point increase in English writing scores for FDC students compared to controls. Furthermore, an interaction analysis reveals a considerable positive impact of method and engagement level on writing skills (p=0.00). English language instructors are encouraged to adopt the FDC method to enhance student engagement and academic achievement in English writing literacy through technology-based learning.

Feasibility and Path Analysis of Integrating Innovation and Entrepreneurship Education into “One-Stop” Student Communities

The “one-stop” student community provides new support for innovation and entrepreneurship education in universities. Integrating innovation and entrepreneurship education into the “one-stop” student community work enriches course materials, integrates teacher resources, improves students’ participation in innovation and entrepreneurship, and solves problems such as low student participation, lack of course resources, insufficient teacher resources, and single evaluation methods in traditional classrooms. Through various means such as exploring course resources, innovating management models, and strengthening team construction, the role of “one-stop” student communities in innovation and entrepreneurship education has been fully utilized, promoting the development of innovation and entrepreneurship education.

Blended Learning in Secondary Mathematics: Effects on Student Achievement and Knowledge Retention

This study explores the implementation of blended learning in high school mathematics education in Jordan. The primary objective is to develop a structured framework that integrates traditional classroom methods with digital learning tools to create a more dynamic and effective learning environment. Using a quasi-experimental design, this research evaluates the effectiveness of blended learning strategies in enhancing student understanding, engagement, and retention in mathematics. A sample of high school students from a single institution in Jordan was divided into experimental and control groups, with the former utilizing blended learning techniques and the latter following conventional teaching methods. The results demonstrate significant improvements in the mathematics achievement and retention rates of students in the blended learning group compared to the control group. The study also identifies key components and best practices for successful implementation, offering practical recommendations for educators and policymakers. These findings highlight the potential of blended learning to transform mathematics education by catering to diverse student needs and fostering a more engaging and personalized learning experience.

The Application of Interesting Teaching Method in Music Classroom of Middle School

Interesting teaching method is a new teaching method in the modern education situation. The interesting teaching method especially emphasizes from many aspects and angles, in order to achieve better classroom teaching effect. There are three chapters in this paper. The first chapter is about the concept of interesting teaching; The second chapter is about the problems and reasons of the implementation of interesting teaching methods in middle school music classroom; The third chapter is the specific application of interesting teaching methods in middle school music classroom. Through the study of interesting teaching methods, teachers can use interesting teaching methods in the classroom, so as to cultivate students' interest in music learning and improve their enthusiasm and initiative in music learning. This paper mainly studies the application of interesting teaching methods in middle school music classroom.

Nursing students' experiences of flipped classroom teaching method in higher education: a systematic review.

During the COVID-19 pandemic face-to-face activities were suspended, boosting the delivery of online teaching. As students returned to campuses, the delivery of active learning teaching methods followed a blended learning style. The flipped classroom, which is a student-centred approach, appears to be an effective teaching method, generating improved learning outcomes. No systematic review has so far explored students' experiences of this teaching method - a knowledge gap that this review aims to address. Studies published between 2012 and 2023 were identified from seven databases. The JBI critical appraisal tool was adopted to select high-quality studies and add credibility. Following extraction of qualitative data, meta-aggregation was used to identify synthesised findings. The findings were aggregated into seven categories. Based on meaning similarity, three synthesised findings were identified to answer the research question on how nursing students experience the flipped classroom method. Several factors affect the student experience. Although variables are interrelated and complex to analyse, this approach is a valuable teaching method, positively experienced by students with the potential to improve engagement and learning outcomes. The group activities used as a feature of the flipped classroom can be seen as an instrument to deliver a safer and high quality of care.

Innovative cultural care training: the impact of flipped classroom methods on critical cultural competencies in psychiatric nursing: a quasi-experimental study

IntroductionHealthcare systems are encountering a growing number of diverse and multicultural clients due to globalization and migration. To effectively address the challenges associated with cross-cultural interactions, nurses require a comprehensive framework of critical cultural competencies. One potential approach to enhancing these competencies in mental health care settings is to use innovative methods such as the flipped classroom in cultural care training programs. This study evaluated the effect of using the flipped classroom method in cultural care training on the critical cultural competencies of nurses working in a psychiatric hospital.MethodsThis quasi-experimental study involved 70 nurses working in a psychiatric hospital affiliated with the Kerman University of Medical Sciences in southeastern Iran. Through random sampling, the nurses were allocated into two groups of intervention (n = 35) and control (n = 35). The intervention group participated in a cultural care training program using the flipped classroom method, which consisted of four sessions conducted over a four-week period. To evaluate the nurses’ critical cultural competence, the Almutairi’s Critical Cultural Competence Scale was administered before the training and again one month later.ResultsThe study findings indicated no significant differences in the scores of critical cultural competencies between the intervention group (4.53 ± 0.64) and the control group (4.73 ± 0.42) during the pre-test stage (t = 1.53, p = 0.13). Both groups had a similar perception of critical cultural competencies, which was not particularly positive. However, in the posttest stage, the intervention group (5.33 ± 0.49) demonstrated a significant increase in critical cultural competencies compared to the control group (4.75 ± 0.44) (t = 5.14, p = 0.001).ConclusionThe study results indicated that the use of the flipped classroom method in the cultural care training program effectively enhanced the critical cultural competencies of nurses. Given the importance of cultural care in both physical and psychiatric care settings for multicultural clients, it is crucial for nurses to receive ongoing in-service education that utilizes innovative and active methods such as the flipped classroom.

Using Genetic Algorithms to Automate Scenario Generation and Enhance the Training Value of Serious Games for Adaptive Instruction

This paper discusses an end-to-end process to enhance the variability of serious game scenario conditions to support adaptive instructional strategies that select changes in sce-nario difficulty to match learning objectives to trainee ca-pabilities. This process can also be used to model or recog-nize human responses to serious game stimuli to support trainee feedback during after-action reviews (AARs). Adaptive instruction is a learning experience where inter-ventions (content selection and feedback) are tailored for each individual trainee or group of trainees. Adaptive train-ing has been shown to be as much as one to two standard deviations more effective than traditional classroom meth-ods. Our process starts with a few parent scenarios. The population of parent scenarios is automatically expanded using a Novelty search (genetic algorithm) methodology to optimize feature variability in the game-based scenarios. Specifically, this paper focuses on the process of creating new training scenarios of varying difficulty and conditions based on changes in scenario environmental factors (i.e., light, precipitation, wind, and cloud cover). The resulting new scenarios may then be run within a serious game with embedded intelligent agents to represent realistic entity behaviors under the scenario-specified conditions. The ability to morph conditions and scenario difficulty during an adaptive training event is a significant benefit of this process.

Reading Engagement Strategies in Blended Learning Context

Blended learning has increasingly become a key educational practice, integrating online digital media with traditional classroom methods to offer flexible and active learning environments. This study explores the effectiveness of various reading engagement strategies within a blended learning framework, emphasizing teachers' perceptions and experiences. Through a qualitative, phenomenological approach, the research examines how different strategies—ranging from gamified quizzes to multimedia tools—affect reading engagement. Key findings indicate that teacher-student interactions, feedback mechanisms, and the use of technology play crucial roles in enhancing reading motivation and comprehension. This study contributes to the body of knowledge by providing fact-based recommendations for instructional strategies that effectively support diverse learner needs in blended learning settings.

Flipped Classroom Based on Blum’s Modeling and its Impact on Autonomous Learning Experienced by Mathematics Students from a University in Lima, Peru

Introduction. The flipped classroom method represents an avant-garde approach to the learning process, in which students acquire the fundamental concepts of a subject outside the traditional classroom environment. In this work, Blum's modeling was used, based on discovery learning, where students are initially faced with problems or situations that require a solution, encouraging the search for information and the application of various strategies to solve them. This combination enhances learning autonomy by offering greater opportunities for practice and feedback. Objective. The research aims to determine the impact of the flipped classroom method as a tool to promote autonomous learning. Method. A mixed methodology was used, integrating elements of quasi-experimental and phenomenological design, with an explanatory scope. Results. The study revealed a 65% effectiveness in the development of autonomous learning among students who participated in the flipped classroom implementation. In addition, participants reported an increase in motivation, ability to set goals, identification of challenges and strengths, availability of resources and an environment conducive to learning, as well as selection of effective study strategies and increased reflection on the effects of their learning. In conclusion, the findings support the usefulness of flipped classroom as a valuable tool for fostering autonomous learning in university students. Received: 3 February 2024 / Accepted: 26 April 2024 / Published: 5 May 2024

Young Children’s Photographs as a Visual Research Method in Early Childhood Classrooms

Young Children’s Photographs as a Visual Research Method in Early Childhood Classrooms