Normal Classroom Teaching Research Articles

Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners

The study aimed to investigate the transformative effect of overt instruction on the acquisition of irregular inflectional morphemes by Saudi EFL learners. A mixed-method approach consisting of quantitative data and complemented with a qualitative descriptive analysis was adopted for this study to measure the transformative effect of explicit instruction through pretest and posttest procedures. Input Processing Theory and Processability Theory were used in this study to see the transformative effect of overt instruction between the control and experimental groups. The study employed visual aids and metalinguistic discussion instructional techniques to treat the experimental group with a one-hour session once a week, other than the normal classroom instruction sessions. In total, it continued for seven consecutive weeks. The results demonstrated that a p-value less than 0.001 for all three hypotheses developed in the study posited in favour of the alternative hypothesis and rejected the null hypothesis. Hence, the two groups significantly differed in their vocabulary knowledge: morpheme recognition and morpheme use in writing. The results support the hypotheses developed initially in this study that overt instruction of inflectional irregular morphological knowledge transfers to the EFL learners’ writing skills and facilitates L2 acquisition. The study has significant implications for foreign language learners, L2 teachers, and researchers.

Improving Reading Skills and Achievement Motivation of Nigerian Primary School Students Using Cognitive Behavioral Therapy

Studies have shown that reading difficulties and low achievement motivation have a negative impact on the learning outcomes of students. This research investigated the effectiveness of cognitive behavioral therapy (CBT) in improving the reading skills and achievement motivation of 70 primary school students in Southeast Nigeria. The experimental group received CBT treatment. The control group received normal classroom instruction. Data were analyzed using a 2 × 3 mixed design. The results showed that CBT improved students’ reading skills and achievement motivation. Thus, CBT can be used in the treatment of reading difficulties and low achievement motivation among primary school students.

Exploring students’ perceptions of private mathematics tutoring in three countries

This descriptive quantitative study explored secondary school students’ reasons for receiving or not receiving private mathematics tutoring. It also explored the prevalent teaching methods private mathematics tutors use. A questionnaire was adapted to collect data from 1,309 Year 7 to Year 12 students (ages 11 to 17 years) in three countries: Brunei, Indonesia, and Iraq. The results highlight that students may receive private mathematics tutoring to pass national examinations and improve examination scores. Teachers also adapt to teaching approaches that enable students to achieve these teaching and learning goals. This study provides an initial understanding of the common reasons and teaching methods used in private mathetics tutoring across different contexts that prioritise high-stakes examination culture. The results provide implications for how private mathematics tutoring can be used to support effective teaching and learning compared to the high-stakes reasons it seems it promotes. The results also accentuate the need for families and other stakeholders to reconsider private mathematics tutoring as an opportunity to remediate the challenges students encounter in their normal classroom instruction to improve student learning.

Emergence of Online Teaching for Plastic Surgery and the Quest for Best Virtual Conferencing Platform: A Comparative Cohort Study.

Background As the coronavirus disease 2019 virus made its way throughout the world, there was a complete overhaul of our day-to-day personal and professional lives. All aspects of health care were affected including academics. During the pandemic, teaching opportunities for resident training were drastically reduced. Consequently, medical universities in many parts across the globe implemented online learning, in which students are taught remotely and via digital platforms. Given these developments, evaluating the existing mode of teaching via digital platforms as well as incorporation of new models is critical to improve and implement. Methods We reviewed different online learning platforms used to continue regular academic teaching of the plastic surgery residency curriculum. This study compares the four popular Web conferencing platforms used for online learning and evaluated their suitability for providing plastic surgery education. Results In this study with a response rate of 59.9%, we found a 64% agreement rate to online classes being more convenient than normal classroom teaching. Conclusion Zoom was the most user-friendly, with a simple and intuitive interface that was ideal for online instruction. With a better understanding of factors related to online teaching and learning, we will be able to deliver quality education in residency programs in the future.

后疫情时代背景下未来学校深度学习的构想

自全球新冠肺炎疫情爆发以来，正常课堂授课方式转变为大规模网络授课，学校也迫切要求转变教育体系，完成教育系统的恢复和重新设定。本研究从疫情影响下揭示的现行学校教育系统存在的问题展开论述，并对迈克尔·富兰团队的教育体系过渡理论进行阐述，描述了后疫情时代下深度学习对学生能力培养的重要性，分析未来学校教育系统与深度学习之间存在辩证的促进关系，以深度学习理念展开对未来学校教育系统的改革与重构，保障深度学习的落实，为学生、教师以及未来学校的进一步发展提供可能。 Since the outbreak of the global COVID-19 epidemic, the normal classroom teaching mode has changed to large-scale online teaching, and schools are also urgently demanding to change the education system and complete the restoration and resetting of the education system. This study discusses the problems existing in the current school education system revealed under the influence of epidemic situation, and expounds the transition theory of education system of Michael Fullan's team. It describes the importance of deep learning in the post-epidemic era to the cultivation of students' ability, analyzes the dialectical promoting relationship between the future school education system and deep learning, reforms and reconstructs the future school education system with the concept of deep learning, guarantees the implementation of deep learning, and provides the possibility for the further development of students, teachers and future schools.

For CS Educators, by CS Educators: An Exploratory Analysis of Issues and Recommendations for Online Teaching in Computer Science

The COVID-19 pandemic has completely transformed the education sector. Almost all universities and colleges have had to convert their normal classroom teaching to online/remote or hybrid teaching during the COVID-19 pandemic. Online teaching has been found quite useful during an emergency situation. This switch to online teaching forced educators to come out of their comfort zone and learn new tools and techniques for online teaching. It is important, therefore, to analyse the problems faced by educators in online teaching because this has become the new normal. There are several studies identifying the issues faced by educators in online teaching but less is known about the issues faced by Computer Science (CS) educators. In this paper, we perform an exploratory study of the problems, questions, and associated responses from CS educators posted on popular Q&A forums, e.g., CS educators StackExchange. We identified six main challenges related to online teaching: platform recommendation, Q&A management, academic dishonesty, pair programming, and feedback mechanism. Several recommendations are provided by other CS educators in each of the categories, which are discussed in detail in this paper. This study will help organizations come up with better solutions to support their educators so that they can deliver better quality education and reduce the overall stress levels of staff.

Teaching and Learning Engineering Mathematics by Project Based Learning Method

Teaching Mathematics in higher education is most challenging task for instructors. The objective of this paper is to improve teaching and learning engineering Mathematics via project-based learning. The major intention of this paper is to develop student’s problem-solving skills using projects. This paper describes a method which will increase the interest of student to learn calculus. Students were asked to do a small project to emphasize the application of calculus. The paper emphasizes the importance of linking real time application of engineering calculations with Mathematics. In this paper, method to find surface area of curve rotating about an axis is taught through different theorem and further one curve is chosen to fabricate. This paper will demonstrate substantial difference between normal classroom teaching and project-based learning. This will enhance the teaching process of Engineering Mathematics among the students and faculty members. This paper will also allow the readers to develop new models to link various Mathematical calculations.

Online Learning Platforms for Teaching Indonesian to Foreign Speakers

The COVID-19 pandemic has had a massive impact on various areas of life, one of them being education. The enactment of regional restrictions made BIPA teachers in Indonesia shift from normal classroom teaching to virtual online classes. BIPA teachers now use different learning platforms to convey study materials or learning objectives to their students. Thus, technology has become a bridge between students and teachers not just in Indonesia but also for those from different parts of the world who are interested in learning Indonesian. One of the proficiency classes that require alternative learning platforms is the speaking proficiency class. In learning speaking skills, texts are not only presented in audio form but also as videos. Both forms require variations in the learning platform. Therefore, this research was conducted to describe the online learning platforms utilized by BIPA teachers, especially concerning their speaking skills where audio and video texts are included. Technology integration from various BIPA learning platforms is carried out based on the considerations concerning the heutagogical approach by treating BIPA students as adults who have autonomy in language learning.
 Keywords: learning platform, BIPA online, speaking skills

Teaching at the paramedics school of the City of Munich during the COVID-19 pandemic

Die Corona-Krise hat die Berufsfachschule für Notfallsanitäter der Berufsfeuerwehr München genauso wie alle anderen deutschen Schulen innerhalb weniger Tage gezwungen, den Präsenzunterricht einzustellen. Auch die praktische Ausbildung an den Kliniken sowie auf dem Rettungswagen musste unterbrochen werden. Hohe Ausfallzeiten bei den Auszubildenden drohten und gefährdeten das Ausbildungsziel. Folglich musste Schulunterricht im Homeschooling realisiert werden. Neben der Unterstützung des Münchner Krisenstabs durch Lehrkräfte unserer Abteilung mussten also zusätzlich alle Klassen im virtuellen Klassenzimmer unterrichtet werden, wodurch sich der Arbeitsaufwand der Lehrenden signifikant erhöhte. Im ersten Schritt wurde mit Microsoft Skype eine schnelle Video- und Kommunikationsplattform gefunden. Alles weitere musste aufgrund der Kürze der Zeit im laufenden Unterricht entwickelt werden. Schnell stellte sich heraus, dass Frontalunterricht aufgrund der Monotonie über 35 h pro Woche allein keine Option sein konnte. Darüber hinaus drohten sich fehlende Prüfungsleistungen anzuhäufen, sodass wir auch im Homeschooling Leistungserhebungen sicherstellen mussten. Es zeigte sich innerhalb weniger Tage, dass sich, wenn auch mit gewissen Einschränkungen, nahezu alle Sozialformen und Unterrichtsmethoden im virtuellen Klassenzimmer integrieren lassen. Wie eine Umfrage unter den Auszubildenden zeigte, kann Homeschooling den Unterricht im Klassenzimmer nicht ersetzen, aber im Notfall eine gute Alternative darstellen. Zudem können sich viele Lernende Homeschooling als Ergänzung sehr gut vorstellen. Vielleicht kann die Krise so der Beginn einer neuen ergänzenden Unterrichtsstrategie sein.

Utilizing Information and Communication Technology (ICT) Based Learning over Traditional Learning

Information and Communication Technology (ICT) based teaching always helps the learners to aware with new trends and technologies. The flexibility and ease of using this technology brings new dimensions to the learners. The effectiveness of the learning depends on the content of e-learning material and its proper organization. ICT based Teaching approaches provides better understanding of the subjects to the learners in descriptive ways. The E-learning contents may includes text, audio, video graphics and animation or the combination of all of the above .The performance of learners may be improve when learning materials includes Information and Communication Technology. There are various approaches to compare the effectiveness of learning. One of the method of comparing traditional teaching and ICT based teaching is pre-test, post-test intervention. In this paper pre-test, post-test intervention approaches of comparison of traditional and ICT based teaching / learning has been used. In this approach student’s t-Test is used to show the improvement on learning. Here, the t-value uses ‘-value statistical chart’ at 90% confidence level. The whole work is divided in to two sections; the former approach calculates the student’s performance in different subjects of computer science & engineering (CSE) with normal class room teaching while the latter approach calculated the student’s performance after ICT based learning. An experimental circumstance has been established for a group of 18 Post graduates students of computer science; for these purpose 10 different subjects of computer science has been taken in to considerations. When these students appeared in the test after normal teaching, their score were recorded.. When these students appeared in the test after ICT based teaching in the same subjects with the different set of question papers, their secured marks were again recorded. The t-test has been calculated with the help of the scores obtained by students using ICT based Teaching and normal class room teaching. This pre-test, post-test intervention provides better understanding of the subject in latter ICT based learning approaches. From experimental results of t-test we are in position to say that the ICT based learning approaches are better as compared to the normal traditional class room learning approaches.

Children Perceptions of the Effectiveness of Online Coding as a Supplement to in-person Boot Camps

The wide spread of Corona virus or Covid-19 pandemic across the world has affected educational system worldwide, resulting to partial closures of schools. In line with the efforts to contain the spread, governments in different countries have issued directives to close schools to curtail the virus. As a result, there is a paradigm shift in the educational sector with the rise of Online/E-Learning and Teaching. The purpose of this study was to examine children perceptions of online coding in a boot camp program in Nigeria during COVID-19 period. The data were collected through interviews and questionnaire from the participants. A sample of fifty students in primary schools (K-8) were randomly selected. The students were examined based on their previous knowledge using the normal classroom teaching and the knowledge acquired using the e-learning platform on Computational thinking via unplugged activities and scratch programming. Sample t-test was used to compare the level of skill/knowledge acquired during online coding class and coding in formal contexts. The result shows that there is no significant difference between the teaching methods because p-value >5% significance level. However, the class activities were hampered by the difficulties in breaking the participants into groups and technical challenges as a result of internet and power failure. It was concluded that both interventions significantly improved students’ computational thinking skills and competency.

The Impact of Assessment for Learning on Learner Performance in Life Science

This study investigated the impact of ‘assessment for learning’ on learner performance in Life Science. Simple random sampling was used to select four schools from the King Cetshwayo District of KwaZulu Natal Province, South Africa, to participate in the study. A quasi-experimental, pretest-posttest comparison group design was used, involving four schools - two forming the ‘treatment condition’ while the other two served as the ‘comparison group’. Altogether, 160 grade eleven learners participated in the study. Two teachers were trained to use assessment for learning (AfL) as an instructional approach, while the two teachers of the comparison group used their usual instructional approaches. Data were analysed using SPSS (V23) and the statistical technique used was the 2-factor ANOVA with repeated measures. The result revealed that learners following an AfL instructional approach performed statistically higher that those following normal classroom instruction. This result is discussed, and recommendations made in respect of both classroom practice and further research. The findings of this study had implications for policy, further research as well as instructional and assessment approaches to be used in the teaching of Life Science in the South African education system.

Learning Demand and Classroom Discourse Design Tools to Improve Students’ Conceptual Understanding of the Nature of Electrolytes

This paper reports on two design tools used in a teaching sequence (module) based on the Leeds Model Framework. This model framework draws upon theoretical insights into perspectives on learning and empirical studies to improve the teaching of electrochemistry by using the learning demand and the communicative approach. The learning demand identifies the differences between everyday social language and the school scientific language in terms of both content and the nature of the knowledge that are used to represent the same phenomena. The communicative approach focuses on the classroom discourse, especially on how the teacher interacts with the students when new ideas are introduced on the social plane of the classroom. These two design tools present the fundamental guidelines that could be utilised in designing a teaching sequence to improve students’ conceptual understanding in any specific learning of science content. A study on two intact groups that had similar academic ability was carried out. The experimental class was conducted using the design teaching whilst the baseline group (comparison group) had followed the normal classroom teaching. The students’ conceptual understanding in both classes was tested using a post-diagnostic test. The evaluation of students’ responses of the items in the post diagnostic test was carried out using the ideographic and nomothetic approaches. The results show that there were significant differences in the experimental students’ performances in comparison to the students in the baseline group. The findings suggest that the learning demand and different types of discourses had enabled students to explain some aspects of electrolytic cell content in details. The experimental students had demonstrated better conceptual scientific understanding than the baseline group in the learning area concerning the nature of electrolytes in the electrolytic cell.

The Impact of Place Based Education Approach on Student Achievement in Social Studies

The objective of this research is to examine the effectiveness of teaching the 6th grade (12-13 years old) social studies lessons’ unit ‘‘Our Country’s Resources’’ by place based teaching method on student achievement. This research was conducted in 2013-2014 academic year for six weeks in a public secondary school in Milas. In this research, an intervention and a control group were used. The intervention group was taught the unit with the place-based teaching method. The control group was taught the unit by their normal classroom instruction. Both the control and the intervention group student achievement was measured with pre- and post-tests, which were developed by the researcher, in order to examine the student achievement between the two groups. Post and pre-test scores was analysed by using Two-factor ANOVA. According to this analyse findings, the students of the experiment group educated with place based method attained the learning goals significantly higher as compared to the control group students receiving normal classroom instruction. In conclusion it is clear that place based education method more effective for student achievement in social studies education.

Effects of Mentoring in the Utilization and Improvisation of Biology Learning Resources on the Performance of Senior Secondary School Students in South West Nigeria

The aim of this study is to investigate the effects of mentoring in the utilization and improvisation of Biology learning resources on the performance of senior secondary school students. The main purpose of this study is to mentor the senior secondary students on the utilization of the available Biology learning resources in their schools and the improvisation of unavailable resources, when necessary, for effective learning. The study employed the quasi-experimental design which utilizes non-randomized pretest, post-test, and experimental-control group system. The population of the study was made up of senior secondary school students in South West Nigeria. The sample consisted of 180 Biology students selected from six secondary schools. The sampling technique was multi stage, involving simple random and purposive sampling techniques. The instruments used in the study were Biology learning Resources Questionnaire (BLRQ) and Biology Concept Test (BCT). There was a mentoring package involving a Supplemental Instruction Learning Model. The instrument was validated by experts in science education and test evaluation, and the reliability of the instruments was ascertained using test-retest method. Reliability coefficients of 0.72 and 0.67 were obtained through Pearsons Product Moment correlation statistics. The BCT was administered as both pre-test and posttest, while BLRQ was used to gather information on available learning resources in the secondary schools. In addition, SILM was used for treatment. Data collected were analyzed using Pearsons Product Moment Correlation. It was discovered from the study that mentoring served as an effective tool in encouraging the utilization of available and improvisation of unavailable, but needed, learning resources for Biology teaching and learning in secondary schools. This was discovered to improve students' performance in Biology. Based on the findings of the study, recommendations were made. Among which was that mentoring should be used by Biology teachers as an adjunct to normal classroom teaching, especially in improvisation of learning resources for experiment demonstration during practicals, for effective performance by students.

Effects of Mentoring and Gender on the Achievement of Low-Performing Students in Biology

This study investigated the effect of mentoring and gender on the achievement of low- performing students in Biology. Its main purpose was to measure the response rate of each gender to mentoring approach of science teaching. It is believed that this will assist in developing individual potentials to becoming better science learners. The study employed the non-randomized pre-test, post-test, control quasi-experimental design. The population of the study was all senior secondary school students in South West Nigeria. The sample comprised 180 Biology students (consisting of 70 males and 110 females) selected from six secondary schools through random and purposive sampling techniques. The instruments used to collect the relevant data for the study was a Biology Concept Test (BCT) which was administered as both pre-test and post-test. The instrument was validated by experts in science education and tests and measurement respectively. Its reliability was ascertained using test-retest method and a reliability coefficient of 0.72 was obtained. The experimental group was treated with a mentoring package involving Classroom Adjunct Instruction Learning Model (CAILM). Data collected were analyzed using Analysis of Covariance (ANCOVA) and Multiple Classification Analysis (MCA). It was discovered from the study that mentoring enhanced the achievement of low-performing students and that female students performed better than their male counterparts in mentoring relationship. Based on the findings of the study, it was recommended (among others) that mentoring should be used by teachers as an adjunct to normal classroom teaching for bringing up slow and poor students to improved level of performance.

Correlation between Listening Anxiety and Listening Strategies of Chinese Postgraduate Students of Science and Engineering: A Case Study at SUES

<p>English listening is one of the five basic skills such as listening, speaking, reading, writing and translation that a Chinese postgraduate should acquire, and it is also the most significant one. In this study, 194 first-year postgraduate students at Shanghai University of Engineering Science were invited to report their strategies use and listening anxiety in the questionnaire with the 5-Likert Indirect Foreign Language Listening Strategies Scale and the 5-Likert Foreign Language Listening Anxiety Scale. The SPSS13.0 was used to analyze the descriptive statistics, reliability analysis, correlation analysis, Chi-square test and One-way ANOVA, which indicated a medium listening anxiety and a medium level of strategies use. Metacognitive strategies were more frequently used than social and affective strategies, the correlation between listening proficiency and listening anxiety was significantly negative, correlation between listening proficiency and indirect listening strategies was significantly positive, and that between indirect listening strategies and listening anxiety was significantly negative. Indirect listening strategies were useful to allay listening anxiety and would be incorporated into our normal classroom teaching.</p>

Energy Expenditure and Intensity of Classroom Physical Activity in Elementary School Children.

There is limited data regarding objectively measured energy cost and intensity of classroom instruction. Therefore, the purpose of current study was to objectively measure energy cost and subsequently calculate MET values using a portable indirect calorimeter (IC) for both normal classroom instruction (NCI) and active classroom instruction (ACI). We assessed energy expenditure (EE) and intensity levels (METs) in elementary school children (17 boys and 15 girls) using an IC (COSMED K4b2). Independent t-tests were used to evaluate potential sex and grade level differences for age, BMI, VO2, EE, and METs. The average EE for NCI and ACI were 1.8 ± 0.4 and 3.9 ± 1.0, respectively. The average intensity level for NCI and ACI were 1.9 ± 0.4 and 4.2 ± 0.9 METs, respectively. PA delivered through ACI can elicit EE at a moderate intensity level. These results provide evidence for ACI as a convenient/feasible avenue for increasing PA in youth without decreasing instruction time.

The Classroom Climate in Drama Lessons Taught by Teacher Trainees

This study is a part of a large research project developing drama teacher education at Helsinki University's Department of Teacher Education. The purpose of this study is to examine the classroom climate in drama lessons taught by teacher trainees. Verbal and nonverbal interactions are studied with The Classroom Assessment Scoring System, which is a well known and proven observation instrument developed to assess classroom quality. The other objective of this study is to explore how suitable the CLASS-instrument is for studying drama lessons that differ from normal classroom teaching. Previous studies have proved that good classroom climate affects pupils’ school success and self-esteem. Thus, the climate that prevails in a classroom is not insignificant. The results of this case study (N=6) indicate that even though drama teaching is sometimes challenging the pupils can still experience several positive sensations in those lessons, which can improve classroom climate and interaction skills.

The effects of a guided reading intervention on reading comprehension: a study on young Chinese learners of English in Hong Kong

This study investigates the development of reading in young Chinese learners of English in Hong Kong by comparing the effects of a guided reading intervention to an alternative treatment based on reading from e-books and a no-treatment control group. The key features of the guided reading intervention included: instruction on reading strategies and opportunities for interaction for negotiation of meaning with peers. The e-book reading focused on reading stories from CD-ROMs with embedded instructional features including opportunities to hear the stories and engage in routine word and text games but without any interaction with peers or any guidance from a teacher. Two hundred and five children, aged 9–10 years, from six primary schools in Hong Kong were stratified for gender and reading proficiency in English and randomly assigned to one of the three groups: the guided reading group, the e-book reading group and the no-treatment control group. The treatments were delivered as additional reading sessions on top of normal classroom instruction. Pre- and post-intervention tests revealed that children in the guided reading group significantly improved their reading comprehension and reading accuracy scores compared to the no-treatment control group. The children in the e-book reading group did not improve significantly compared to the no-treatment group in reading comprehension although there was significant improvement in reading accuracy. However, there was no significant difference between the children in the guided reading group and the e-book reading group ineither reading comprehension or reading accuracy scores. The pedagogical implications of the findings are discussed in the context of teaching English in primary schools in Hong Kong.