Lesson Preparation Research Articles

Expanding the Agricultural Educator’s Toolkit: Identifying Challenges in Digital Media Production Technology

This study explores the perceptions and experiences related to agricultural educators in Minnesota who have used digital media production tools and concepts as learning activities in the classroom. As the cost associated with digital media production equipment and software continues to decrease, this technology is becoming more accessible and creates the potential for new types of classroom outputs. This type of learning activity is in its infancy in School Based Agricultural Education (SBAE). As more educators look to embed 21st century skill-based projects in their coursework, it is important to begin exploring needs and resources identified by those currently engaged in this strategy. The researchers in this project aimed to better understand how the participants map knowledge and identify gaps when using digital media production as a learning tool. The project examined the motivations, experiences, implementation processes, and future goals of participants. A collective case study was used to explore this phenomenon. In-depth interviews with educators were examined using qualitative open coding techniques. This produced emergent themes regarding lesson design and implementation as well as perceptions of student learning. Educators highly valued this student learning activity to develop communication skills necessary for many career paths. Other emergent themes were an increase in student engagement, critical thinking, media literacy, and transferable skills. The study found barriers to digital media activities such as prior experience with technology, school district resources, professional development opportunities, and lesson preparation time. Educators identified a need for streamlined resources and accessible professional development to fully embrace digital media as a learning strategy.

Magyar nyelvű elemi osztályokat tanító pedagógusok nézetei az iskolában zajló románórákról

"In order to clearly see the problems arising in the teaching of the Romanian language and to find out the suggestions regarding to the solution, we need to know the opinion of the teachers who teach in elementary classes. This research endeavors to find out how teachers experience the Romanian lessons given in Hungarian classes, how they motivate the children and what suggestions they have for the parents. I interviewed a total of 52 teachers from different counties of the country. More than half of the interviewed teachers declare that they like the Romanian lessons and experience them as a challenge. Most of them devote an hour or more for the preparation of the Romanian lessons. Almost half of the teachers (44,23%) claim that children are not motivated to learn the Romanian language. There are even students who do not speak or do not want to speak at all at the Romanian lessons. Teachers motivate these children through more encouragement, games, pair work, retelling and helpful questions. Most of the teachers think that the reason of the failure may be that there is no suitable environment for practicing the Romanian language, and the parents' attitude towards the Romanian language is not always appropriate either. Although the majority of the parents would wish to be partners in motivating their children to learn the Romanian language, since they do not know Romanian well either, they cannot help their children. The following suggestions are the most common among those addressed to the parents: talk to their children in Romanian at home, find Romanian-speaking friends for their children, watch Romanian fairy tales/cartoons with them and take them to an environment where they have the opportunity to practice the Romanian language. Keywords: teachers who teach in Hungarian classes, children, parents, Romanian lessons, opinion"

Evaluasi Kinerja Guru Mata Pelajaran Pendidikan Agama Kristen dalam Upaya Peningkatan Hasil Belajar dan Tercapainya Pendidikan Karakter Kristiani Bagi Peserta Didik

Education is a process of humanizing humans through learning in the form of actualizing the potential of students to become an ability or competency. The competencies they can have religious spiritual competence as an actualization of emotional potential (EQ), academic competence as an actualization of intellectual potential (IQ), and motor competence that is developed from sensory or physical potential. This research used qualitative research. This research is a type of research by presenting the results descriptively. Qualitative research is research that conducts renewal research. This research was carried out because there was no previous research so it was necessary to do research so that new research results were found. The results will be processed and reduction techniques will be carried out. Data can be displayed in discourse. This study can be used in analyzing the subject matter. Teacher performance has an important role in determining the quality of teaching. The quality of teaching is also influenced by the presence of good teachers in managing and handling the teaching and learning process in the classroom so as to create effective teaching. Based on the above study, the authors conclude that evaluating the performance of teachers of Christian religious education subjects is an effort to improve learning outcomes and achieve Christian character education for students. Teacher performance has an important role in determining the quality of teaching. The quality of teaching is also influenced by the presence of good teachers in managing and handling the teaching and learning process in the classroom so as to create effective teaching. The success of the teacher's performance is determined by the lesson preparation prepared by the teacher before appearing in class which also determines the effectiveness of the teaching and learning process in class.

The Effect of Teaching and Learning on Girls’ Education at Primary School Level in Oyam District, Uganda

Purpose: The significance of school environmental factors to girls’ education remains central because they have tremendous influence in the quality of teaching and learning of pupils as well as the extent of attention they pay to lessons when in classrooms. This suggests that schools that fail to provide a conducive atmosphere for teaching and learning may hardly achieve the best in their pupils especially in the area of academic performance. This scenario continues to be among the reasons for wider disparities in the performance of girls and boys in a number of Districts in Uganda. The main thrust of this research was to determine the effect of school environmental factors on girls’ education in Oyam District, Uganda.
 Methodology: The study was guided by the cross-sectional survey study design using a mixed methods approach. Structured questionnaires were developed by the researchers and administered to 139 randomly-selected respondents. Means and standard deviations were used to analyse the variables while correlation analysis and regression analysis were used to determine the relationship and the effect respectively.
 Findings: The results revealed that only teaching and learning processes (p<0.01,) significantly predict girls’ education. However jointly, teaching and learning processes, physical facilities, and instructional facilities explain approximately 21% variation in girls’ education in Oyam District (Adj. R2= 0.205). Teaching and learning processes in terms of adequacy of lesson preparation, adequate assessment, classroom capacity as well as instructional materials such as adequate learning aids and adequate science kits affect girls’ education in Oyam District.
 Conclusion: The study concluded that physical facilities and instructional facilities have no significant effect on girls’ education while teaching and learning processes had significant effect on girls’ education in Oyam District.
 Recommendation: It is encouraged that a conducive school environment becomes a central concern among key stakeholders for effective teaching and learning coupled with regular monitoring of teaching and learning processes if girls’ education is to be enhanced in Oyam District.

Phrasal Verb Vocabulary Teaching in the Album Niki’s Moonchild Using Quizizz

The first goal of this study is to determine whether using Quizizz to teach vocabulary influences the teacher's preparation for lessons. 2. Describe the several categories of lesson plans utilized in implantation instruction. 3. choose the answer with the fewest phrasal verbs and the one that is the most accurate. In this study, the researcher employed descriptive qualitative research methods. This study focuses on students in class XI SMA N 2 Rembang, which the researcher may have employed in this preliminary study. Phrasal verbs can be used in the song lyrics from the albums Quizizz and Niki's Moonchild to gauge students' proficiency on phrasal verb tests. According to the experts, the CD features ten tracks and some additional phrasal verbs. The study's findings are as follows: arrangements made by researchers to use songs from Niki Moonchild's album as a teaching tool for phrasal verb vocabulary in the eleventh grade at SMA N 2 Rembang. Teachers will be using Quizizz to ask students questions. The teacher prepares active speakers to listen to songs, students listen to music for the purpose of listening to music, and preparation takes the form of employing song media as a teaching instrument. Since the lecture material will be shown on the LCD in the classroom, a laptop used for learning media must have working speakers. Additionally, the teacher creates handouts for the class that incorporate song lyrics with the phrasal verbs they will study. To make it simpler for students and teachers, this study also uses Quizizz's learning resources; the researcher needed two days in the classroom to implement the lesson plan for the students in the eleventh grade. Phrasal verbs were introduced on the first day of class and were then taught using songs from Niki Moonchild's limited album. Phrasal verb instruction continued the following day by having students listen to songs and search the words for phrasal verbs; students complete a quiz on Quizizz about the phrasal verbs found in the song lyrics, from which it can be determined which phrasal verbs they are already familiar with and which ones they are unfamiliar with. The result, which is well-known, is a warm-up exercise for vocabulary they are unfamiliar with, namely, look at.

Classification of Online Course Teaching Cases Based on an Improved Clustering Method

The classification and sharing of online course teaching cases based on students’ individual learning needs can help teachers save time and cost in preparation of lessons and enrich their teaching content, and what is more, it is in line with the digitalization trend of the modern data-driven education. Currently, there has been few research on the combination of new information technology with teaching case classification, and the research is not adequate on the existing algorithms for classification of online course teaching cases. Therefore, this paper takes the teaching cases of online open courses of finance as the object, and studies the classification method for online course teaching cases based on an improved clustering method. First, the text clustering problem of finance teaching cases was described, and the conversion process of the abstracts of the case text and the evaluation method for the importance of words to teaching cases were given. Then, the key sentences were extracted from the text of the finance teaching cases, and the related algorithm was introduced. After that, the clustering flow chart for long texts of finance teaching cases was shown, and the principle of the combined clustering algorithm for finance teaching cases with uneven distribution of long texts and short texts was described in detail. The experimental results verified the effectiveness of the proposed algorithm.

Developing inclusive lateral layouts for students with dyslexia – Chinese reading materials as an example

Background/aimStudents with learning disabilities have difficulties in reading abilities; however, their IQ is no less than that of ordinary students of the same age. This study investigated and developed three articles as the author and schoolteachers developed reading materials. Article A is with a standard layout; Article B is with keywords of various font sizes, and Article C is with a related illustration. MethodsData of eye movements and reading tests from thirty students wherein 15 participants have dyslexia were collected. An eye-tracking methodology was employed to assess the dyslexics' students reading patterns and behavior. ResultsANOVA analysis shows differences in reading test performance among students for Article A with usual layout [F (1, 28) = 133.16, p = 0.000], but no significant differences for the other two articles. Based on the gaze map analysis, Article C (with illustration) can improve the reading completeness of the dyslexic students (eight out of fifteen dyslexic students had completed the reading during our experiment) than Article A and Article B. ConclusionThe results affirm that special layouts and narrative writing styles can improve the reading attention of students with dyslexia. This study's results and conclusions can reference future teaching materials or lesson preparation using lateral layouts for people with dyslexia.

Building Bridges into the Future: An Evaluation of Stakeholders’ Perceptions on the Actualisation of the Curriculum in Uganda’s Seed Secondary Schools

This study evaluates stakeholders’ perceptions of the actualisation of the formal, non-formal, as well as guidance and counselling curriculum in Uganda’s Seed secondary schools. Using a stratified four-stage cluster design, twelve Seed secondary schools, 630 students from senior three and four, and 93 teachers were randomly selected. Using purposive sampling, eight school administrators, four officials from the Directorate of Education Standards (DES), and 48 parents, were selected. Data collection was through administering interviews with school administrators and DES officials, conducting focus group discussions with teachers and parents, and self-administered questionnaires to students. A document review of institutional files and documents was done. Qualitative data was analysed using thematic coding and major themes emerged from the analysis; quantitative data was analysed using SPSS software. Findings on the actualisation of the formal curriculum show low levels of lesson preparations, teacher punctuality, parents’ monitoring of students learning, formative assessments, full-time teaching, equipped science laboratories, and the presence of computer laboratories, digital resources, and ICT teachers. Concerning the implementation of the non-formal curriculum, findings reveal inadequate time, facilities and equipment for co-curricular activities, several stakeholders managing discipline among students including prefects, disciplinary committees, parents, and the disciplinary committee of the board of governors, and poor medical care for students since the posted nurses abscond from duty. Lastly, concerning the implementation of guidance and counselling curriculum, findings indicate that several mechanisms like guidance and counselling programs, the existence of a career’s master/mistress, class visiting days are missing in most of the schools, and the psychosocial needs of students were not met. It is concluded that, to a large extent, a significant gap exists in the implementation of the official curriculum in seed secondary schools of Uganda. The study recommends the recruitment of more teachers on the government payroll in all seed secondary schools in the country. This will make teachers available at the school for consultation with students at all times. Construction and equipping of both science laboratories and computer laboratories in all seed secondary schools. Regular monitoring and close supervision of seed secondary schools by the relevant organs of the Ministry of Education and Sports should be effectively carried out. There is a need for the construction of staff houses at seed schools to maintain teacher presence for the effective implementation of non-formal curricular activities.

НОВІ ІНФОРМАЦІЙНІ ТЕХНОЛОГІЇ В УМОВАХ ДИСТАНЦІЙНОЇ ОСВІТИ

The article examines the possibilities of using new information technologies in the professional activity of a subject teacher, with the aim of improving various approaches to learning, focused on the development of the student's intellectual potential in the conditions of distance education. Competence - includes a set of interconnected qualities of a person (knowledge, abilities, skills, methods of activity) that are set in relation to a certain range of subjects and processes and necessary for high-quality productive activity in relation to them. Competence is a person's possession of appropriate competence, which includes his personal attitude towards it and the subject of activity. Competency approach is an approach that focused on the result of education, and the result is not the amount of information learned, but the ability of a person to act in various problem situations. In our work, we focused on the issue of formation and development of informational competence of subject teachers. By the information competence of the subject teacher, we will understand not only the use of various information tools, but also their effective application in pedagogical activities in the conditions of distance education. According to the new regulation on certification, if a teacher does not own a computer, he cannot be certified to the first or higher category. To increase the level of the teacher's information competence, it is recommended to: participate in seminars of various levels regarding the use of new information technologies in educational practice; participate in professional contests, online forums and forums; use a wide range of digital technologies and tools (text editors, image processing programs, presentation preparation programs, electronic spreadsheets) in preparation for lessons, electives, and project activities; ensure the use of Internet resources; form a bank of educational tasks that are performed with the active use of new information technologies; to develop own projects regarding the use of new information technologies in the conditions of distance education. It is also considered how the use of new information technologies facilitates the activity of the teacher in conducting classes. Possibilities of using new information technologies at all stages of conducting a modern lesson in the conditions of distance education. Key words: new information technologies, information competence, multimedia presentation, distance education.

(How) Can didactic research find its way into the classroom? Results from a questionnaire survey on the lesson preparation and continuing professional development of German teachers

Abstract The gap between research about education and teaching practice is well-known in most subjects/disciplines. A nationwide online questionnaire survey regarding which sources German-language teachers use for lesson preparation and what in-service training opportunities they perceive may shed light on how research findings can be incorporated into classroom practice. These are some of the results from the 403 responses: In-service training courses are popular, but judged to be of little use. Social media offers are frequently used and assessed as helpful – despite the often poor quality, which teachers do not necessarily recognise. Therefore subject didactics should rethink certain traditions and explore new ways of reaching teachers. Because teachersʼ pracƟces of lesson preparaƟon tend to be idiosyncratic rather than determined by the subject matter, the findings from the survey are equally relevant and useful for all subjects and can contribute to a better alignment of subject science, subject didactics and teaching practice.

Preparation for the profession from the perspective of primary education teachers

Changing societal demands and new disciplines place considerable pressure on teachers. The teacher must be able to absorb these innovations and transform them into a form that can be communicated to their pupils. For this, teachers need to be properly trained in undergraduate education, equipped with the necessary professional competences. The article is conceived as a qualitative study whereby on the basis of semi-structured interviews, the aim is to find out how primary school teachers assess their undergraduate training after five years' practice. The research results show that the undergraduate training can identify the strengths and weaknesses. Training in the subject field is perceived positively. Teachers have a positive attitude towards training for the preparation and implementation of lessons. The ability to organize and manage the educational process in the classroom is equally positive. The ability to obtain feedback and work with it is one of the other benefits in undergraduate training, this benefits pupils, as well as benefitting themselves. The ability to use diagnostics and intervention is on the borderline between positive and negative perception of training. Here, teachers appreciate the knowledge component positively, but lack more practical examples and cases in order to acquire more knowledge and apply it in practice. Inadequate training in the field of psychology, i.e. practical use of psychological knowledge, is generally perceived as the negative. Criticism is also directed at disciplinary didactics, which are too theoretical for teachers. However, as a whole, the undergraduate training system is assessed more positively.

Discharge of pedagogic duties: a bootstrapped structural equation modelling of teachers’ use of research materials in school libraries

A large body of literature focuses on teachers’ service delivery and other related concepts. However, most of them have been judged to be generic. Measuring teachers’ service delivery generally does not picture events in specific areas. This study used a bootstrapped structural equation modelling to analyse how teachers’ use of library research materials (ULRMs) predicts teachers’ discharge of pedagogic duties across seven areas. A structured questionnaire collected primary data from 2,406 teachers and 7,218 students who consented and participated voluntarily. Exploratory and confirmatory factor analyses were used for dimensionality and goodness of fit tests. Convergent and discriminant validities were achieved based on average variance extracted (AVE) and squared correlation. The internal consistency measures were Cronbach’s alpha, McDonald’s Omega, and composite reliability. Results of the study showed among others that the teachers’ ULRMs is a significant direct predictor of teachers’ lesson preparation (β = .48, p < .001), use of instructional materials (β = .53, p < .001) and instructional delivery (β = .20, p < .001). Teachers’ lesson preparation had a significant direct effect on their use of instructional materials (β = .39, p < .001), classroom management (β = .19, p < .001), instructional delivery (β = .45, p < .001) and lesson evaluation (β = .29, p < .001). Significant mediation effects were recorded on the link between the ULRMs and teachers’ pedagogic duties. This study has empirically proven that teachers’ use of library research materials is crucial for the instructional process. It serves as the information bank in schools and as a source of instructional materials to enabling educational practitioners to plan and deliver practical lessons. Highlights: Teachers’ discharge of pedagogic duties is an anchor point in secondary education. Being able to evaluate lessons is associated with being able to provide feedback. Teachers effectively utilised instructional materials, having planned how to use them. Teachers’ lesson preparedness effectively decided their choice of instructional strategy.

The Sustainable Development and Strategic Approaches for Contemporary Higher Education

Due to the increasing appearance of global contagious diseases such as COVID-19, the goal of this research is to directly and explicitly advance the learning motivation, interests, and performance of online course participants into developing sustainable development and strategic approaches to discover the effective solution of the research question: how to provide the most effective online courses of sustainable development strategy for contemporary higher education in order to advance the student’s learning motivation, confidence, and desires? This is accomplished by integrating the three briefest analytical aspects of the Social Learning Theory, the main theoretical philosophies of Learning Community, and 10 core technological features to determine the most critical core determinants. Beyond the complex measured results, the most valuable conclusions were: (1) the highest Standardized Comparative Weight Scales (SCWS) was located in the Publicity Philosophy for contemporary online higher education sustainable development strategy, which meant the first hypothesis was accepted and the second and third hypotheses were denied. Hence, the Publicity Philosophy (PP) of the learning community directly and effectively advanced the contemporary online higher education sustainable development strategy for educational institutions as the best solution to the research question in order to achieve the main research objective. (2) Continuously, in detail, the PP of the learning community was directly and effectively enforced by the Professionalization Technology Feature of Course Function. This directly indicated that most online course participants focus on the professionalized technological features in the system operation, such as friendly operational platforms for easy uploads, convenient downloads of online course information, and real-time news during online courses at higher education institutions. Significantly, the aggregated technology in group discussions or teamwork assignments and the complete and fair evaluation of online course technological system can facilitate collaborative lesson preparation and lesson observation of the PP of the learning community in order to advance online course interests and learning performance to be the sustainable development strategic approach in contemporary higher education era.

Teachers’ Perceptions of Promoting Student-Centred Learning Environment: An Exploratory Study of Teachers’ Behaviours in the Saudi EFL Context

Background. Although the constructivist and humanistic theories advocate for a more student-centred learning approach, the contemporary practice of English teachers is more oriented towards the behavioural approach in the Saudi EFL context.
 Purpose. This study aimed to explore teachers’ perceptions of promoting student-centred learning in the Saudi EFL context. It initially amplifies elements of effective student-centred EFL teaching and merges the elements with teachers’ behaviours, resulting in four measurable categories: assessment strategy, communicative approach to learning, teachers’ qualifications, and group activities in teaching EFL.
 Methods. Following the quantitative approach, a questionnaire on teachers’ observable behaviours, comprising 47 items and categorised under four constructs, with a three-point Likert scale, was carried out on a group of 302 English teachers. The instrument was devised through an online survey. To analyse data, descriptive and inferential statistical analysis was used. Exploratory factor analysis was performed to validate the study’s instrument.
 Results. The interpretation of data primarily showed teachers’ self-reported practices were more oriented toward a teacher-centred approach, specifically in teaching grammar. Other findings showed teachers’ positive attitude towards student-centred learning in lesson preparation, using ICT to prepare interactive teaching materials and giving constructive feedback. Teachers had a mediocre attitude towards their professional qualifications, indicating that the teachers might need more effective English language training workshops based on their needs. Additional data also proved that there was no significant difference in teachers’ perception in terms of their gender, location and status of the school, and classroom size.
 Implications. This study provides an overview of the teachers’ position on integrating student-centred learning in their English classroom and thus accentuates the need for potential opportunities for the teachers’ professional development and demands less content overload so that the teachers can ample their teaching process appropriately.

A Lesson Design on the Subject of Religion as a Course Unit in Language Teaching

Aim. The purpose of this qualitative research is the preparation, implementation and evaluation of a sample lesson focused on the selection of the subject of religion for the German courses taught in universities. The second purpose of this research is to contribute to international understanding between peoples with different religious beliefs. Methods. This research pertaining to religion is qualitative in nature. In this research, the document analysis technique was used. The research on the subject of religion was taken up during the 2021/2022 academic year in my selective German courses at the Hacettepe University. Results. The successful contribution of the lesson planning model mentioned in this article was also observed in the teaching activities in primary and secondary schools conducted earlier. It was also seen that the students who attended the German courses in connection with education or work in Europe. Conclusions. It was observed that the participants talked about Islam, Christianity, Judaism, Buddhism and Hinduism. It is important to remark that the interest of the participants in German lessons still continues. Therefore, effective lesson planning models and unique methods should be further developed. Originality. German language courses are offered as a foreign language learning practice in Turkish schools, private institutions and universities as elective foreign language courses. Students from all the departments of the university may attend the elective German language classes. To conduct the German courses effectively, a suitable method should be developed which will help the participants who come from different countries and students with different levels of fluency.

Aspects Influencing Computer-technology Adoption in Secondary- school Physics Instruction in Jordan

Abstract: This survey researched the aspects that inspire secondary-school physics teachers to utilize computer technology in instruction and learning in four areas of the Hashemite Kingdom of Jordan. To assess the research question, the survey used a quantitative review research strategy utilizing a survey questionnaire comprising of 25 Likert-type scale inquiries to determine physics teachers' perspectives toward utilizing computer technology in physics lesson preparation and delivery techniques. In opposition to what might be anticipated, the results encountered several factors that were not indicators of statistical significance of physics teachers' employment of computer technology in instructing physics: gender; academic degree; school location; normal class size; ways of acquiring technology skills, for example, self-taught and computer courses; instructional style; perceived barriers; and availability of technology resources. The findings verify the expectation that the lack of ICT tools in the Jordanian high-school physics curriculum has an impact on teachers’ job satisfaction, physics lesson preparation and delivery techniques and Tawjihi students' individual learning styles. Keywords: ICT, ICT-driven classroom, Rogers' diffusion of innovation theory.

Motivational Practices in Foreign Language Teaching: From the Perspective of Self-Determination Theory

Abstract This quantitative-oriented study investigates junior middle school EFL teachers’ beliefs about motivational practices in the language teaching process. Grounded in self-determination theory, the study examined teachers’ beliefs in three basic psychological needs (relatedness, competence and autonomy) and the effect of their teaching experience on these beliefs. Data were obtained from 84 Chinese junior middle school English teachers through a questionnaire. Results suggested that teachers recognized motivational practices for relatedness and competence satisfaction while showing relatively low recognition of a few motivating practices for autonomy satisfaction. Teaching experience was found to have no influence on teachers’ conception of needs-related motivational practices. Findings reveal that traditional activities like collective lesson preparations may have a negative influence on teachers’ beliefs about motivational practices. They also present the necessity for adjustments on educational regulations, and for modern professional training to help teachers understand students’ basic psychological needs, and to encourage new ideas to bolster students’ intrinsic motivation for language learning.

Lesson Preparation Practices of Pre-service High School Science Teachers: Implications to Science Education

Teacher preparation is a vital factor in the development of effective future teachers. As such, this study tried to determine the pre-service teachers’ lesson preparation practices in one of the Teacher Education Institutions in the Philippines and provided descriptions of their practice teaching experiences particularly on lesson planning/preparation. Quantitative and qualitative methods of research were used wherein data were gathered through questionnaires, documentary analysis and semi-structured interviews. Results revealed that the pre-service science teachers followed the systematic method of lesson preparation with the use of detailed lesson plans. Their lesson preparation practices are good and they are already prepared to face and hurdle the task of a real classroom teacher. Despite these, there are still aspects in lesson preparation that needs to be further developed like the formulation of affective domain objectives as well as the selection of appropriate motivational and assessment techniques. To further develop the pre-service program for science education, the study recommends that Teacher Education Institutions continue to design programs and activities regarding pre-service teachers’ development not only in science but also in other subject areas to enhance their lesson planning skills.

The application of artificial intelligence assistant to deep learning in teachers' teaching and students' learning processes.

With the emergence of big data, cloud computing, and other technologies, artificial intelligence (AI) technology has set off a new wave in the field of education. The application of AI technology to deep learning in university teachers' teaching and students' learning processes is an innovative way to promote the quality of teaching and learning. This study proposed the deep learning-based assessment to measure whether students experienced an improvement in terms of their mastery of knowledge, development of abilities, and emotional experiences. It also used comparative analysis of pre-tests and post-tests through online questionnaires to test the results. The impact of technology on teachers' teaching and students' learning processes, identified the problems in the teaching and learning processes in the context of the application of AI technology, and proposed strategies for reforming and optimizing teaching and learning. It recommends the application of software and platforms, such as Waston and Knewton, under the orientation of AI technology to improve efficiency in teaching and learning, optimize course design, and engage students in deep learning. The contribution of this research is that the teaching and learning processes will be enhanced by the use of intelligent and efficient teaching models on the teachers' side and personalized and in-depth learning on the students' side. On the one hand, the findings are helpful for teachers to better grasp the actual conditions of in-class teaching in real time, carry out intelligent lesson preparations, enrich teaching methods, improve teaching efficiency, and achieve personalized and precision teaching. On the other hand, it also provides a space of intelligent support for students with different traits in terms of learning and effectively improves students' innovation ability, ultimately achieving the purpose of “artificial intelligence + education.”

PLANIFICACIÓN EDUCATIVA Y PRODUCTIVIDAD EN ESCUELAS SECUNDARIAS PÚBLICAS EN EL ESTADO DE ONDO, NIGERIA

Stakeholders’ concern about the dwindling quality of teachers’ instructional tasks and students’ academic performance in Nigeria secondary schools could be attributed to the perceive inadequacies in instructional planning. This study therefore investigated teachers’ instructional planning and productivity in public secondary schools in Ondo North Senatorial District of Ondo State, Nigeria. Descriptive survey research design was adopted, and 600 teachers and 30 principals were sampled using multi-stage and simple randomly sampling techniques. Data were collected using Instructional Planning Questionnaire (IPQ), and Teachers’ Productivity Questionnaire (TPQ). Three research questions and two hypotheses guided the study. The research questions were answered using descriptive statistics while the hypotheses were tested at 0.05 level of significance using Pearson Product Moment Correlation (PPMC). Results indicated a moderate level of teachers’ instructional planning (Mean = 2.97); teachers demonstrated high performance in the preparation of lesson notes, content knowledge, classroom management and record-keeping while the least performed tasks included the use of instructional materials, learners’ assessment, performance feedback and review of academic activities. Teachers’ instructional planning has significant relationship with instructional task performance [r = 0.896 p<0.05], and students’ academic performance [r = 0.851 p<0.05]. The study concluded that teachers performed instructional planning at a moderate level while concerted efforts are needed to boost productivity. It was recommended that the State Ministry of Education and relevant professional bodies should organize capacity training seminars/workshops to improve teachers’ instructional tasks performance in secondary schools.