New Methods Of Teaching Research Articles

The transnational entanglements of James Liberty Tadd’s drawing curriculum: a curious chapter in the history of human potential

ABSTRACT In 1928 the Yugoslav journal Radna Škola put forward the perplexing claim that James Liberty Tadd (1853–1917) was one of the most significant and influential American educators. Why was this otherwise unknown art educator put into transnational circulation as responsible for the perceived success of education in the United States? Following the 1898 publication of his magnum opus, New Methods in Education, Tadd enjoyed a modest international reputation, but he is little known today. Adopting an “entanglement” approach to global histories of education, this article focuses on the messy tangling together of different actors, devices, discourses, and practices involved in this transnational transit. The article argues that the most salient aspect of Tadd’s introduction to a Yugoslav educational public in the late 1920s is an educational approach that purported to be transformational in how it unlocked human potential. This is to view “potential” as an object that circulates in the world and to suggest that histories of education should include study of the ways that the uppermost possibility spaces of human experience have been understood in relation to education in different times and spaces.

Nurturing Soft Skills in Engineering Education with Interactive Activities

In today's job market, soft skills are increasingly crucial, surpassing technical knowledge. Traditional lectures fall short in teaching these skills, prompting universities to explore new methods of instruction. A Turkish public university introduced a curriculum with non-disciplinary courses called Personal Development Pathway (PDP) courses for its Electrical and Electronics Engineering (EEE) department. These courses aim to enhance soft skills, motivate students, foster positive relationships, and improve employability. Employing Positive Education approach, the PDP courses include hands-on learning, one-on-one meetings, exercises, interactions with professionals, and self-reflection. This study evaluates four PDP courses that are offered for first-, second-, and third-year EEE students. It explores how these courses, designed similarly but offered in different semesters, enhanced EEE students' soft skills and their understanding of course concepts. A questionnaire was administered to sixty-one students after four semesters of teaching. Data triangulation utilized journals, interviews, and reflections. Data showed increased motivation, improved interpersonal skills, and enhanced confidence in self-expression among students. Despite the collaborative effort and time required from instructors, these courses seem to provide valuable opportunities for students to enhance their competence and success in future careers.

The State of Education in Kyrgyzstan at the End of the XIX Beginning of the XX Century

This article examines the situation of education at the end of the XlX-beginning of the 20th century in Kyrgyzstan. It describes the methods and ways of education in Kyrgyzstan before the Soviet era, as well as the types of schools and educational institutions. It is known from history that Kyrgyz from ancient times were a people striving for knowledge. With the accession of Kyrgyzstan to Russia, the relationship between the Muslim and Turkic peoples living there intensified, the works of Kyrgyz scientists and historians began to be published. Based on this, it is said that the number of schools, educational institutions, madrasas, as well as the number of students and educated people has increased in Kyrgyzstan. At the end of the XlX-beginning of the 20th century, state educational institutions were opened for the Turkic peoples of the Volga region, the Caucasus and Central Asia. This contributed to the management of a new method of education. The programs of these schools were developed in 1905-1906 at a congress of Muslims in the city of Nizhny Novgorod. In such schools, not only religious classes were held, but also general education classes. In 1901-1902, Russian-native schools of a new type began to appear in Kyrgyzstan. Representatives of the new type of education Jadidists who criticized religious schools with old methods of education, tried to change the general school system in accordance with the requirements of that time. Through these schools, the Muslim population of Russia, including Kyrgyz, began to get acquainted with European civilization. Later, graduates of these schools subsequently formed the basis of the leading intelligentsia of Kyrgyzstan. The article studied some aspects of the organization of a new type of school, the subjects taught were fully consistent with religious beliefs, the national mentality, which positively led to the consciousness of local residents. The features of educational institutions in Kyrgyzstan, the role and importance of educating the younger generation, along with the formation of pre-existing religious madrasah schools and writing culture, were analyzed. The influence along with enlightenment work, knowledge and culture of other peoples and indigenous people, their place and significance before Soviet power were studied. A comprehensive study of the history and culture of Kyrgyzstan on a scientific basis was carried out in the second half of the XlX century.

The Effectiveness of Pretend Play Method Based on Local Wisdom towards Social Skills of Children

Pretend play based on local wisdom is a method that is very fascinating for children. The purpose of this method is to stimulate the development of children’s social skills. These skills are very essential to be stimulated in their life in order to socialize with people around them. However, the application of this method was still very rare in some kindergartens as most to of the teachers there still used conventional methods in children’s learning. Consequently, new methods of teaching were less to be applied in those kindergartens because the teachers concerned more with academic aspects rather than the children’s development. This article presents one teaching method namely pretend play method based on local wisdom to stimulate the children's social skills. The design used in this research was quasi experimental research by using pretest-posttest of non-equivalent control group design. Data were collected through observations and documentations. The data were compared by using t-test in the experimental group and as well as in the control groups. The results revealed that pretend play method based on local wisdom was effective to be applied as the children’s learning method to stimulate their social skills.

The challenge of incorporating new methods: The case of group guided reading in South Africa

Background: South Africa is a country with a reading crisis: 81% of Grade 4 learners are unable to read for meaning in Grade 4. Teaching methods and practices have been identified as a primary cause; there is an over-reliance on choral methods, very little focus on meaning, weak feedback and assessment, and little interaction with books.Aim: This article reports on the kinds of knowledge required to teach Group Guided Reading (GGR) and the extent to which teachers enacted this knowledge in their practice, using Shulman’s (1987) knowledge categories.Setting: The research was carried out in three no-fee, township primary schools where isiXhosa was the language of learning and teaching (LoLT), in the Eastern Cape, South Africa.Methods: The research took the form of a case study of three teachers, who were given support, including coaching, to implement GGR. Data were generated through classroom observation and stimulated recall interviews using videos; the data were analysed using Shulman’s knowledge categories (1986, 1987).Results: Teachers demonstrated sufficient pedagogical content knowledge (PCK) to put GGR into practice. However, no assessment was observed, and two of the teachers chose not to put the learners into reading ability groups, both of which are core elements of GGR.Conclusion: New methods of teaching do not always take account of local circumstances.Contribution: Group Guided Reading was developed in countries where classes are small, and classrooms are spacious and well-equipped.

Design and Integration of Intelligent Classroom for Preschool Education Majors Based on Computer Visual Recognition Technology Computer

Childhood development students may greatly benefit from the creation and implementation of a cognitive smart lesson that utilizes computer vision technologies. By analyzing and interpreting visual information gathered during lessons in real time, this equipment may be utilized to improve instruction while giving pupils more opportunities for individualized education. Participants' existence, gestures, and movements may be detected in interactive classrooms by installing many sensors and analyzing the resulting pictures via artificial intelligence techniques. This information is then utilized to give pupils more specific input, modify the learning method, and pinpoint problematic areas for improvement. Implementation of such devices in school settings has the potential to raise educational standards by promoting greater pupil involvement and engaged study. In addition to tracking learner growth, instructors may utilize such equipment to pinpoint areas of struggle so they can better customize the material for every learner. One objective of such a study is to create an engaging picture-based study and teaching platform tailored to preschoolers by using intelligent sensing' picture-of-image technologies. Utilizing the algorithm for BP neural networks and the ImageNet, Microsoft Common Objects in Context (MS COCO) , Modified National Institute of Standard and Technology (MNIST), and Chars74K datasets, this article creates a photograph recognition framework that can carry out the majority of its identification acts and integrates it into the educational program using an imagine for pictures. The picture machine learning algorithm has a high precision rate, with a total precision rate of 85.16%. The system offers an improved identification rate, greater instructional effectiveness, and more interactive features than the conventional approach to early childhood education. It has an excellent dynamic impact on learning because it can identify nearly every one of the items kids touch. Early childhood children may benefit greatly from an extra dynamic and individualized educational setting made possible by the introduction of technological vision technologies into a smart teaching. The adoption of computerized visual identification technologies within intelligence classrooms may not only improve the educational and learning experience but also provide vital data for research. Researchers and instructors may learn more about students' learning styles and most beneficial methods of instruction via real-time monitoring of pupil conduct and educational patterns. This information may be utilized to better improve the field of pediatrics by informing the creation of new methods of instruction, resources for learning, and technological tools.

Study on the timeliness of English teaching for college students under the background of multimedia

Abstract Starting with the actual multimedia English teaching, this paper analyzes the advantages of an intelligent learning environment as well as the application of virtual reality technology in English teaching. Comparing the traditional CAI courseware development with the courseware development based on virtual reality technology, it is proposed to use wavelet transform to decompose multimedia image resources, establish a static 3D virtual model library, transmit multimedia image files, and convert virtual reality-based network multimedia English teaching courseware. Propose a speech recognition algorithm based on DNN-HMM to help construct a multi-context virtual reality interaction mode. Examine the attitudes of students in different grades towards the use of virtual simulation technology in English teaching. Analyze the role of teaching timeliness in multimedia courseware and analyze the English classroom interaction in an interactive multimedia environment. In terms of student satisfaction, “your attitude towards the application of virtual simulation technology in English classes” is related to “the application of virtual simulation technology in English classes helps to open up new ways of English education, innovate new methods of education, and improve the carrier of education.” The correlation results are x 2 =32.051, p =0.000, showing 0.01 level of significance. It indicates that students believe that using virtual simulation technology in teaching can innovate English teaching and that using multimedia courseware can also enhance the timeliness of English teaching. The university’s English teaching mode using multimedia courseware and interactive multimedia environments can enhance English performance, and 80.37% of students believe it has timeliness in teaching.

University Lecturers’ Experiences from the Classroom to a MOOC. Are they ready?

This article explores the experience of contributors to a MOOC designed mainly for students embarking on second-cycle Master’s degree courses. Following the COVID pandemic, university lecturers were forced to adapt their traditional courses and lecture style in order to continue teaching. This involved a sudden shift to video conferencing platforms and the transformation of the format of learning objects. Teaching staff rapidly had to become familiar with new technologies and teaching strategies. Although all educators in Higher Education had to develop these new skills, getting involved in creating asynchronous online courses was yet another step into unfamiliar territory. A departmental research group designed a MOOC which will award university credits to users completing it. An initial survey to assess willingness to be involved and create content revealed considerable interest among teaching staff. Throughout the design and production process, the drop-out rate remained low. Teaching staff remained keen to contribute to the MOOC. Our hypothesis was that the recent disruption caused by the pandemic meant that teaching staff would be more open to new methods of teaching, and this would affect their approach to the design process in the future. Through the use of surveys and interviews to evaluate contributors’ attitudes, experience and knowledge, we focus on the connections between traditional F2F teaching, online teaching and asynchronous teaching via MOOC, as well as highlighting lessons for both contributors and organisers.

Educational trends in the development of philological education in Azerbaijan in the era of digitalisation: a forecast of the future

Education is an indicator of societies socio-economic and cultural development provides the national interests of the country in all areas of its activities in the world arena. The process of integration of cultural, educational, scientific, as well technical spheres – the introduction of modern norms and the standardization of education, the development of science and technology, the culture’s expansion, and the dissemination of scientific and technological achievements. Contemporary professionals face the recent year’s scientific and technical developments problems. The solution of these problems is conditioned by the need of their professional skills continuous development even after having obtained the higher education and the specialization diploma. The penetration into all fields of professional activity of the skills traditionally characterized by high technology leads to the emergence of new trends. The current axiom “digital humanities” is gaining popularity. In this context, the implementation of combined scientific, cultural-educational, and other projects and the involvement of scientists and specialists in research programs are particularly important. The COVID-19 pandemic affected more than 169,015 students in Azerbaijan (Valiyev & Valehli, 2022). This fact forced educators to develop new methods of teaching, with the introduction of distance learning as a single alternative to the desire for pedagogical continuity. Such a situation led to many difficulties, such as lack of experience, technical problems, and difficulties with technical equipment. In addition, many teachers realized that they required digital skills. This paper presents the trends of education with the use of closed survey among teachers in the field of philology. The university community had to develop new ways of teaching and learning, particularly the introduction of distance and online learning that kept students connected and offered different perspectives. Search engines found 457 articles between 2018 and 2022. Relevant articles were searched in the Scopus and UpToDate databases, relevant articles for 2018-2022 were selected and processed by the title and abstracts, 20 scientific works were presented in this study. As a result, the situation of education in Azerbaijan was identified, one highlighted negative trends and prospects for the development of philological education in the context of digitalisation. The highlighted trends and forecasts give a new outline of the impact of digital technologies and the problems of changes in learning, knowledge sharing, and transformation in philological education. The findings open new perspectives on the relationship between science and society and the role of philological research in the context of digitalisation.

Functional literacy as a pedagogical problem

The article focuses on issues related to the teaching of a new subject within the school curriculum, called functional literacy. The paper addresses the challenges and difficulties of learning functional literacy in lower grades. In the course of work, the need for knowledge of a new subject from the point of view of pedagogy is identified and analyzed. The purpose of this article is to analyze the importance of teaching the subject of “functional literacyˮ among younger students in order to increase the level of education in a rapidly changing society. Such methods as theoretical analysis of the literature on this topic, analysis method and generalization method were applied in the work. Functional literacy in modern conditions of the educational environment implies the introduction of new methods of education and education. This includes educational technologies, which make it possible to ensure that students learn the basic skills and skills, increase their motivation for learning and involvement in the educational process. All this is due to a number of serious problems in the modern educational process. In this work, such methods as theoretical analysis of the literature on this topic, the analysis method and the generalization method were applied. The result of the work was conclusions about the presence of problems in pedagogy related to functional literacy and directions to solve these difficulties.

Развитие на компетентности и умения чрез медийната грамотност в часовете по история

The development of educational processes and implementation of new methods of teaching and learning are established as a fundamental characteristic of the beginning of the new millennium. Appling key competences as the goalsetting of educational tasks has the potential to ensure the transition to the digital and innovative school ecosystem. The rapprochement between traditional academic disciplines and modern aspects of everyday life and environment is a condition for the development of the individual and civic potential of young people, for building life-ling skills. Media literacy in the classroom has the potential to become a compass that directs the resources form History as study of change over time to the needs of the present and ensures the most valuable aspect for humanity - freedom.

Delivering Effective Medical Education in the Midst of a Pandemic-A Reflective Narrative

The COVID 19 pandemic was a disruptor in all spheres of activity including education.
 This article reflects lessons learnt during the pandemic to ensure uninterrupted delivery of teaching, learning and assessment online. Difficulties with online platforms, faculty development to adopt new methods of teaching as well as ensuring student wellbeing are discussed. The need to ensure reliable and valid assessment is discussed. Finally, the need for good record keeping and ensuring regulatory standards are not breached is emphasized. This is a personal reflection of 3 academics who participated in the implementation of the process in a private medical school and is supported by good practice evidence as reference.

Conative gamification model for psychological diagnostics and identification of risk zones of deviant behavior in educational institutions

Introduction. In the modern world, new methods of teaching and upbringing in the educational process are being created, new technologies are associated with the creation of digital methods of modeling the environment: interactive tools. Simulation-based learning methods are more common, which is a new tool that can potentially replace and enhance the real experience in a fully interactive way. The central trend in the educational institution is the transition to new methods that are integrated into the digital environment. The purpose of the article is to create a model of gamification of psychological diagnostics and identification of risk zones of deviant behavior in educational institutions. Methods. Within the framework of the strategic academic leadership program «Priority 2030», we conducted studies of deviant behavior of schoolchildren (n=85) and students (n=125). The following methods are used: diagnostics of the level of empathic abilities of V. V. Boyko; methodology of T. Adorno, E. FrenkelBrunswick, D. Levinson, R. Sanford «Scale of fascism»; methodology for identifying the «bullying structure» of E. G. Norkina. Methods of mathematical statistics: factor analysis by the method of principal components, regression analysis. Research results. Six components that make up the conative model of identifying risk zones of deviant behavior are identified: «Self-destruction», «Tendency to violate norms», «Susceptibility to right-wing extremism», «Cognitive distortion», «External aggression», «Pathological personality». A regression equation has been compiled, which gives the probability of prediction, where 94% accuracy of prediction, thereby determining that the scale of fascism is determined by two variables: authoritarian aggression and authoritarian submission. Other empirical facts have also been established to explain the model based on cognitive empathy. The management of the Penetrating ability in empathy can change the structure of bullying, reduce the number of aggressor's assistants, because it is positively interrelated with the role of defenders of victims (r=0.19; p<0.05). Conclusion. The components that reflect the diagnostic potential of the gamification model for identifying risk zones in the educational institution of students are fixed. Based on the selected components, you can create a program using the regulatory framework.

Teaching on Zoom In the Eyes of the Lecturer: An Eye Tracking Study

The shift to “Zoom” online learning in higher education, has aroused questions regarding the professional vision of lecturers- which is the core of this study. Since teaching on “Zoom” is screen based, it was possible to use an eye-tracking device to study lecturers’ vision gazes during teaching. The study describes ten lecturers vision behaviours by fixations and lecturer’s personal perception of vision. Main results revealed that sidelong variability between lecturers’ eye gazes, lecturers mainly focused on their presentations. They felt high vision interaction with participated students yet, more than fixations revealed. These results and more discussed in the study, emphasis the importance of understanding lecturers’ professional vision on “Zoom”, for improving the quality of teaching on this rather new method of teaching.

TEACHER COACHING AND FACILITATIVE AS A NEW METHOD OF TEACHING

The article discusses the strengths of coaching and facilitation approaches and the types of risk taking.The purpose of the article is to compare, systematize, summarize the coaching and facilitator approaches of the teacher and determine the priority of their use in education. The principles of psychological and pedagogical theories of coaching approaches are considered.The technique of entering the coaching direction of the teacher is demonstrated, there are four tools of communication, 5 ways to strengthen the issues of coaching. The purpose of the article is to summarize and systematize the coaching and facilitation methods of the teacher, to compare and identify their advantages in use in education. This article also reflects to the content provided here and specifically related to teacher-centered coaching. Teacher-centered coaching refers to a coaching strategy that is focused on teacher actions in the classroom, versus student-centered coaching, which focuses on looking closely at student-level data. When coaches make intentional choices about which approach to take, they honor both teachers and students by providing the most effective and efficient route to improving student achievement. Both approaches are valuable, and both will be addressed in the professional learning pack. Keywords: coaching, facilitation, M. Erickson’s principles, psychological and pedagogical support, strategy, instructional coaching cycles, leadership role, teacher-centered coach. Мақалада коучинг пен фасилитация тәсілдерінің күшті жақтары және тәуекелге бару түрлері қарастырылады. Мақаланың мақсаты – мұғалімнің коучингтік және фасилитаторлық тәсілдерін салыстыру, жүйелеу, қорытындылау және оларды білім беруде пайдаланудың басымдылығын анықтау. Коучинг тәсілдерінің психологиялық-педагогикалық теорияларының принциптері қарастырылады. Мұғалімнің коучинг бағытына ену әдістемесі көрсетілді, қарым-қатынастың төрт құралы, коучинг мәселелерін күшейтудің 5 жолы бар. Мақаланың мақсаты – мұғалімнің коучинг және фасилитация әдістерін жинақтау және жүйелеу, олардың білім беруде қолданудағы артықшылықтарын салыстыру және анықтау. Бұл мақала сонымен бірге осы жерде берілген және мұғалімге бағытталған коучингке қатысты мазмұнды көрсетеді. Мұғалімге бағытталған коучинг оқушы деңгейіндегі деректерді мұқият қарауға бағытталған студентке бағытталған коучингпен салыстырғанда мұғалімнің сыныптағы әрекеттеріне бағытталған коучинг стратегиясын білдіреді. Жаттықтырушылар қандай әдісті қолдану керектігін әдейі таңдағанда, студенттердің жетістіктерін жақсартудың ең тиімді және тиімді жолын ұсына отырып, мұғалімдерді де, студенттерді де құрметтейді. Екі тәсіл де құнды және екеуі де кәсіби оқу жинағында қарастырылады. Кілтті сөздер: коучинг, фасилитация, М.Эриксон принциптері, психологиялық-педагогикалық қолдау, стратегия, нұсқау коучинг циклдері, көшбасшылық рөлі, мұғалімге бағытталған коуч. В статье обсуждаются сильные стороны подходов коучинга и фасилитации, а также типы принятия риска. Цель статьи - сравнить, систематизировать, обобщить коучинговый и фасилитаторский подходы учителя и определить приоритетность их использования в обучении. Рассмотрены основы психолого- педагогических теорий коучинговых подходов. Продемонстрирована методика выхода на тренерское направление преподавателя, есть четыре инструмента общения, 5 способов усилить вопросы коучинга. Цель статьи - обобщить и систематизировать методы коучинга и фасилитации учителя, сравнить и выявить их преимущества при использовании в обучении. Эта статья также отражает содержание, представленное здесь и конкретно относящееся к коучингу, ориентированному на учителя. Коучинг, ориентированный на учителя, относится к стратегии коучинга, которая сосредоточена на действиях учителя в классе, в отличие от коучинга, ориентированного на ученика, который фокусируется на внимательном изучении данных на уровне ученика. Когда тренеры сознательно выбирают, какой подход выбрать, они уважают как учителей, так и учеников, предоставляя наиболее эффективный и действенный способ повышения успеваемости учеников. Оба подхода ценны, и оба они будут рассмотрены в пакете профессионального обучения. Keywords: коучинг, фасилитация, принципы М.Эриксона, психолого-педагогическое сопровождение, стратегия, учебные циклы коучинга, лидерская роль, коуч, ориентированный на учителя.

The Role Of Smart Phones in Improving the Performance of Faculty Members in Sana'a University and University of Science and Technology

The study aimed to identify the role of smartphones in improving the performance of faculty members at Sana'a University and University of Science and Technology, and the role of the different demographic variables of faculty members in terms of (gender, age, degree, university, colleges, teaching experience, training courses) according to their opinion on the role of smartphones in improving their performance. The study used the two methods: descriptive and comparative, and relied on the questionnaire as a tool for data collection. The questionnaire contained (13) items, and a random sample of faculty members at Sana'a University and University of Science and Technology was selected, numbering (260) faculty members, and the study used statistical methods: Cronbach's alpha coefficient, T.test, one-way analysis of variance (ANOVA), and least significant differences test (LSD). The study found a number of results, the most important of which are: that the level of faculty members' use of smartphones in the educational process was high, and the most important role played by the faculty member using smartphones was to respond to students' inquiries via smartphone, While the role of using the smartphone in the electronic calendar for students was the least used role by faculty members at Sana'a University and University of Science and Technology, The study also found that there is no role attributed to demographic variables (gender, age, degree, colleges, teaching experience) for faculty members at Sana'a University and University of Science and Technology from their point of view on the role of smartphones in improving their performance. On the other hand, the results confirmed the existence of a role for smartphones in improving their performance attributed to the two variables: (the university variable in favor of the University of Science and Technology, and the variable of training courses for the category that enrolled in 5 training courses). The most important recommendations of the study were to employ the capabilities of smart phones in the educational process to provide a flexible educational process, by providing various methods and new methods in teaching, scientific research and community service. Providing the necessary requirements for the use of smartphones in the educational process, such as providing the Internet in the classroom, And activate artificial intelligence applications by smartphones, and invest them in answering inquiries of faculty members and students electronically.

E-Learning Readiness in Higher Education Institutions in Nigeria during COVID-19 Pandemic

Purpose: The emergence of coronavirus disease 2019 (COVID-19) pandemic necessitated the closure of schools and higher institutions worldwide. Most schools resorted to online learning without considering its attendant effects. Most institutions in the developing countries that were stocked with traditional face-to-face learning method migrated to online learning unprepared. The study, therefore, evaluates lecturers’ readiness for e-learning in higher education institutions in Nigeria amid COVID-19 pandemic.
 Design/Methodology/Approach: To achieve this, a structured questionnaire was administered to 324 lecturers in selected federal, state, and private universities in Nigeria. The study adopts a quantitative research method. The quantitative data was analyzed using descriptive statistics.
 Findings: Findings reveal that Nigerian universities were not ready for e-learning prior to COVID-19 pandemic as the needed critical components to take-off e-learning were not available. Study indicates that resource utilization, resource availability, and e-learning facilitations are the critical factors that affected e-learning readiness in Nigeria universities amid COVID-19. Other challenges include internet unreliability, unavailability of e-learning pedagogy, and lack of prerequisite skills for the instructors and the learners.
 Research Limitations/Implications: A major limitation of the study is the failure to evaluate the challenges of e-learning readiness from the students’ perspective. This limitation creates opportunities for further research into the subject matter. Despite this limitation, the findings from the study have potential implications for university management stakeholders, education policy maker, and e-learning implementation in Nigeria HEIs.
 Originality/Value: Given the fact that e-learning is still a new method of teaching in HEIs in Nigeria, switching to this method of teaching unprepared poses a major challenge for both the learners and instructors. Therefore, it is crucial to evaluate facilitators and beneficiaries’ readiness to embark on this new method of learning.

Machine learning in predicting whistle-blowing intention of academic dishonesty with theory of planned behaviour

The COVID-19 pandemic and its aftermath have caused most higher educations to choose to implement remote learning as a new method of instruction and assessment. Nevertheless, remote learning has been criticized by having adverse impact on academic integrity. Whistle-blowing has been regarded as an effective mechanism in limiting such unethical behavior. Thus, the main objective of this study is to identify the influence attributes of whistle-blowing intention among university students. The effectiveness of the whistle-blowing attributes was observed in prediction models based on machine learning technique. This paper presents the fundamental knowledge on evaluations of tree-based machine learning algorithms namely decision tree, random forest, to be compared with logistics regression and gradient linear model. A rigorous evaluation reports are provided that includes the area under curve (AUC) as a supplementary metric to measure the model accuracy. Additionally, to provide a clearer insight on the whistle-blowing prediction models, the pattern of influences from the whistle-blowing attributes based on the adoption of theory of planned behavior (TPB) and demography are presented. The findings revealed that both TPB and demography attributes contain some degree of impressive knowledge for the machine learning to generate a good prediction result.

The place of artificial intelligence in modern healthcare and medical education

Introduction. Artificial Intelligence (AI) is becoming an increasingly important tool in modern healthcare. It can revolutionize the ways of medical care, from diagnosis and treatment to high-tech medical care; and make adjustments to modern medical education by providing new methods of teaching and learning. This article considers the place of AI in modern healthcare and medical education, including its benefits, issues and future prospects for using these technologies.The objective was to identify opportunities, define problems, and evaluate the prospects for the use of AI in healthcare and medical education. Methods and materials. The main general scientific research methods (dialectics, induction, deduction, description, comparison, analogy) and specific scientific methods (logical-analytical, system-structural, statistical, etc.). The sources of open information served as the materials for analysis.Results. As a result of this research, the most promising directions of using AI in health care and medical education have been identified, the problems of using these technologies have been defined and ways to overcome them have been outlined.Conclusion. AI is a rapidly growing field of innovation that has the potential to transform many sectors, including health care and medical education, revolutionizing not only the ways of medical care, making it more efficient, accurate and personalized, but also modernizing teaching and learning methods in medical education. However, there are a number of problems associated with the application of AI technologies that require further research into the totality of interactions between all actors (AI technologies, patients, doctors, medical staff, etc.) and the impact of digital technologies on human capacity in terms of medical care, taking into account serious internal risks and external threats that should be considered when making decisions about the introduction of AI technologies in an uncertain, contemporary geopolitical and economic environment, as well as sanctions constraints.

Using Competency-Based Video Material in Cookery and the Performance of the Grade 9 Students

This study aimed to promote competency-video-based material in teaching cookery as a new method of teaching and its impact on improving students' performance in TLE 9. This descriptive correlational research aims to determine the effectiveness of the video material among the seventy-eight (78) cookery students at Col. Lauro D. Dizon Memorial Integrated High School. The self-made questionnaire was used in this study and validated by experts in the field of cookery. The responses from the respondents were generated through a survey questionnaire. The result was analyzed using mean, standard deviation, and Pearson Product-Moment Correlation Coefficient. The study revealed that the respondents were mostly 14 to 16 years of age. There were more female respondents. Most of the respondents have fathers and mothers that were employed. Most of the respondents have fathers and mothers who are high school graduates. Most of the respondent’s family monthly income ranges from Php 5,001.00- Php. 10, 000.00. The results indicate that most of the respondents were outstanding in their performance. The majority of students have an excellent level of performance, scoring above 90 in terms of written examination and practicum. Furthermore, it is clear from this observation that the respondents obtained good results in all of the given written tests and practicum, Moreover, the test of significant relationship revealed. There are significant relationships between the competency-based video material and students in terms of conceptual and technical skills.