Specific Teaching Methods Research Articles

The Utilization Of Homework Videotaping To Enhance The Students’ English Speaking Skills

Enhancing students' oral proficiency is a key objective of English courses, and one effective pedagogical approach is assigning video-based homework that features English conversations aligned with the curriculum. English language students encounter numerous challenges when attempting to enhance their speaking abilities. One limitation is the restricted amount of time available for in-class practice. One possible homework assignment is to create video recordings. This offers a chance for students to enhance their creativity and boost their self-assurance as the homework encompasses various elements of oral assignments, such as productivity, intention, challenge and authenticity. Hence, this webinar aims to disseminate knowledge on the specific teaching methods and procedures that teachers can implement when utilising this instructional approach. The purpose of this webinar was to provide the teachers, instructors and practitioners in the field of English education with an interactive forum for discussion. Participants will have the chance to share their experiences and ask questions, which will lead to a fruitful exchange of knowledge. Engaging in activities can yield fresh perspectives and impart useful skills that are immediately applicable to the classroom or other educational setting.

Exploring the Effectiveness and Specific Teaching Methods of English Etymology in Expanding Mental Lexicon for College Students

English etymology, as a discipline that studies the origin and development of words, reveals the intrinsic connection and meaning of vocabulary by tracing the historical background, etymology and semantic evolution of words, which not only helps learners to understand the deeper meaning of vocabulary, but also expands and builds their English mental lexicon effectively, thus helping students achieve effective vocabulary enhancement in a short time. The purpose of this paper is to discuss the role of English etymology in the construction and expansion of mental lexicon, analyze its actual teaching methods, and demonstrate its application and effect in educational practice.

Research on doctor-patient communication teaching for oncology residents: a new teaching model.

At present, there is no specific teaching method for doctor-patient communication for oncology residents. This study combined BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) teaching model and SBAR (situation-background-assessment-recommendation) communication model to try a new teaching and assessment model of doctor-patient communication, aiming to explore and improve the teaching method of doctor-patient communication for oncology residents. Ninety residents were randomly divided into two groups: the experimental group (n = 45) was trained with the BOPPPS teaching model combined with the SBAR communication model, the routine teaching method was adopted in the control group (n = 45). Indicators of assessment included doctor-patient communication skills, satisfaction with teaching, and patient satisfaction. The scores for doctor-patient communication ability were significantly better in experimental group than control group (p < 0.05). The degree of satisfaction degree (very satisfied + satisfied) of the experimental group were higher than control group (p < 0.05). The overall teaching satisfaction of the experimental group was 100.00%, the control group was 77.78%, p < 0.001. Patients' satisfaction with the residents in the experimental group (93.3%) was significantly higher than control group (80.0%), p = 0.043. The application of the BOPPPS combined with the SBAR can effectively enhance residents' doctor-patient communication ability and improve teaching satisfaction and patient satisfaction. This new model can effectively improve resident physician‒patient communication ability, which is worth actively promoting in clinical teaching work.

2022 개정 초등학교 교육과정 성취기준의 다문화 교육 요소 분석

This study analyzed how multicultural education elements are presented in the achievement standards of each elementary school curriculum revised in 2022. Focusing on ‘identity’, ‘diversity’, ‘cultural understanding’, ‘anti-bias’, ‘equality’, and ‘cooperation’, which are the elements of multicultural education presented in this study, achievement standards that are considered to contain or be related to multicultural education elements for the entire elementary school curriculum were analyzed by each element. As a result, the subjects that are content-related to the elements of multicultural education were Morality departments, Social studies departments, Practical subject, Music, Art, and Physical education, and the subjects with instrumental utility were Integrated subjects, Korean, Math, Science, and English. We also extracted the elements of multicultural education presented in the achievement standards for each subject and examined how the contents of the elements of multicultural education presented according to the characteristics of each subject could be reflected in the class situation. In addition, the achievement standards of the elementary school curriculum were dealt with in terms of knowledge, value judgment, and practical attitudes, step by step, from "identity" to "cooperation." This study is meaningful in that it attempted to find elements of multicultural education in all elementary school subject achievement standards, and for practical application in the field, it is necessary to continue researching specific multicultural education teaching and learning methods based on the analysis of achievement standards represented by multicultural education elements. Through this, multicultural education can develop at the stage of cultural experience and understanding of diversity in other countries and become basic education for cultivating basic competencies to live in a multicultural society.

FOREIGN LANGUAGE TRAINING OF FUTURE TEACHERS AT PAVLO TYCHYNA UMAN STATE PEDAGOGICAL UNIVERSITY

The article presents an analysis of the state of foreign language training of future teachers in particular the Faculty of Primary Education at Pavlo Tychyna Uman State Pedagogical University and outlines the prospects for the development of the English-speaking environment at the university. It has been established that the foreign language training of participants in the educational process at USPU complies with the current documents of the international, national and local levels; it continues throughout the training at all educational levels using practice-oriented, interactive and specific teaching methods. It has been studied that the activation of students is facilitated by a combination of different forms of education, the use of digitalization of education and the personal example of the teacher in improving foreign language proficiency through international internships, teaching in English in foreign universities, etc. It has been proved that the experience of organizing international and internal academic mobility confirms the need for high-quality foreign language training, while at the same time making it possible to improve the level of foreign language proficiency; the advantageous features of the university in foreign language training are foreign language courses, recognition of the results of non-formal/informal education for foreign language training disciplines, development and teaching of professional disciplines in English, holding guest lectures, thematic meetings, club classes in English, etc., creating conditions for academic mobility of students and academic staff, project activities, access to English-language research platforms and world libraries, educational resources, as well as involvement of stakeholders, including employers, to increase the motivation of students to learn foreign languages and professional disciplines in English. Based on the analysis of the results of the survey of students and teachers, it was established that they understand the importance of the conditions created at the university for foreign language training, as well as the role of the individual in mastering foreign languages, which contributes to the development and self-improvement of the individual, and the disclosure of his or her reserve capabilities and creative potential, the formation of a socially active and independent personality in the context of intercultural interaction.

RESEARCH APPROACH IN METHODOLOGICAL FUTURE SCIENCE TEACHER TRAINING

The article is devoted to a research approach implementation in the methodological training of future science teachers. The author emphasizes the need to develop research competence in higher education students majoring in the subject specialty 014.15 Secondary Education (Natural Sciences) and obtaining a professional qualification of a teacher of natural sciences, physics, chemistry, and biology to work in the New Ukrainian School. The article’s purpose is to reveal the essence of the research competence of future science teachers and the peculiarities of implementing the research approach in their methodological training. It has been established that the research approach involves the organization of the educational process in which learning takes place through research activities. The research competence of future science teachers is interpreted as an integrative quality of a personality that combines motivation for research, methodological knowledge and knowledge of research technologies, research skills, the ability to carry out research activities, organize them with students in teaching science subjects, and evaluate their effectiveness. It is determined that this research competence combines motivational, cognitive, activity-operational, and reflective components. The importance of methodological disciplines in the formation of research competence of future teachers of natural sciences, physics, chemistry, and biology is emphasized. It has been found that the research approach in the methodological training of future teachers requires the use of specific teaching methods and technologies (project, contextual, case technology, research laboratory work). It contributes to the research competence of higher education students development, in particular, their ability to organize students’ research activities in science classes in general secondary education institutions.

Factors Influencing Preservice EFL Teachers’ Technology Integration Into Language Teaching

In the 21st century, preservice EFL teachers must be able to integrate technology into language education. However, very little research has been carried out on the specific factors that influence preservice teachers to integrate appropriate technology into their language teaching. This study aimed to explore exactly what influences preservice EFL teachers to choose the appropriate technology to incorporate into their lessons through a two-cycle design-based research study. The findings suggest that preservice EFL instructors' comprehension of language teaching methods and approaches has the greatest influence on technological integration in their classrooms. In addition, the instructor’s direct guidance also facilitates their appropriate technology integration into language teaching. As a result, teacher education programs are designed to provide preservice EFL instructors with language teaching methods and approaches before assisting them in learning how to incorporate appropriate technology into specific language teaching methods or approaches. Finally, the researchers suggest that instructors also provide direct advice to preservice EFL teachers as they explore the incorporation of technology into language education.

Edukasi dan Promosi Kesehatan Autis di Panti Asuhan SLB-C St.Lucia Lau Dendang Kabupaten Deliserdang

Autism Education and Health Promotion at the St. SLB-C Orphanage. Lucia Lau Dendang, Deliserdang Regency” focuses on delivering autism education and health promotion aimed at improving educational and health outcomes for orphaned children with Autism Spectrum Disorder. Aim: this implementation is to improve knowledge and management of autism among staff and residents of residential care, to advance the development of individual skills in children with ASD, and to improve their physical, mental and emotional well-being. Methods: A multidisciplinary approach was adopted, featuring individualized education plans, specific teaching methods, health promotion activities such as regular physical exercise, nutritional education, and hygiene practices, alongside targeted mental health support. Expected Results: Benefits include increased autism awareness, improved communication and social interaction skills for children, better physical health through structured exercise and diet, and increased emotional stability from various coping strategies. In addition, this initiative aims to foster a safe and supportive environment that meets the sensory and safety needs of children with Autism. The implementation of this activity shows how important adaptive and holistic parenting models are in special needs orphanages and suggests that with training and resources appropriately, significant improvements in the quality of life of orphaned children with Autism can be achieved.

Fostering clinical reasoning ability in preclinical students through an illness script worksheet approach in flipped learning: a quasi-experimental study

BackgroundThe consensus that clinical reasoning should be explicitly addressed throughout medical training is increasing; however, studies on specific teaching methods, particularly, for preclinical students, are lacking. This study investigated the effects of an illness script worksheet approach in flipped learning on the development of clinical reasoning abilities in preclinical students. It also explored whether the impact of this intervention differed depending on clinical reasoning ability after dividing the students into high and low groups based on their pre-diagnostic thinking inventory (DTI) scores.MethodsThis study used a one-group pre-post test design and convenience sampling. Forty-two second-year medical students were invited to participate in this study. The course, “clinical reasoning method,” was redesigned as an illness script worksheet approach in flipped learning. The course was an eight-week long program. The students met once or twice per week with a different professor each time and engaged with 15 clinical cases in small groups in one classroom. Each time, one professor facilitated seven groups in a single classroom. The effectiveness of the intervention was measured using DTI before and after the intervention. A learning experience survey was conducted with post-DTI assessment.ResultsThirty-six students participated in the survey and their data were analyzed. The mean pre-DTI score was 170.4, and the mean post-DTI score was 185.2, indicating an 8.68% increase (p < .001). Significant differences were also found in both high and low groups between the pre- and post-DTI assessments. However, the low group improved much more than the high group and exhibited a significant increase in one of the DTI subscales as well. The overall average score on the learning experience survey was 3.11 out of 4.ConclusionThe findings indicated that the intervention was an effective instructional method for the development of clinical reasoning in preclinical students and was more beneficial for students with a low level of clinical reasoning ability. This study demonstrated that the intervention can be a feasible and scalable method to effectively and efficiently train clinical reasoning in preclinical students in a classroom.

Impact of the Nursing and Midwifery Council (2018) future nurse: Standards of proficiency for registered nurses on children's nursing curriculum – A cross-sectional study

BackgroundStudent nurses in the United Kingdom undertake field-specific pre-registration education. The implementation of the Nursing and Midwifery Council (2018) Future nurse: Standards of proficiency for registered nurses, has raised concerns that the increasingly generic component of pre-registration programmes is not adequately preparing newly qualified children's nurses to care for children safely. ObjectiveTo investigate how the introduction of the Nursing and Midwifery Council standards in the United Kingdom has impacted the structure and field specific content of pre-registration children's nursing programmes. SettingsAn online survey completed by 54 programmes, field, or professional leads linked to 76 pre-registration children's nursing programmes. This represents 80 % of higher education institutions with Nursing and Midwifery Council approved pre-registration children's nursing programmes across all four United Kingdom countries. MethodsA survey to capture the current content and changes to curricula since the introduction of the Nursing and Midwifery Council (2018) Future nurse standards. The survey included closed-ended and open-ended questions. Closed-ended questions were statistically analysed using SPSS v.28 for Windows. Open-ended questions were thematically analysed using Quircos v.2.1. Results50 % of respondents reported changes to theoretical content. In 27 programmes (35.5 %) there was a decrease in child-specific content. Child specific teaching methods accounted for less than 30 % of the content of all programmes whereas cross-field teaching methods (Adult, Mental Health, Learning Disability and Child learners together) accounted for over 70 % of the taught content. Analysis of qualitative data identified three themes: genericism as the focus, the challenge to achieve the standards' proficiencies, and dilution of child specific content. ConclusionsThe survey responses show disparities in how United Kingdom higher education institutions have interpreted the Nursing and Midwifery Council standards highlighting academics concerns on the growing genericism within pre-registration children's nurse education nationally. These findings will inform the next stage of the project comparing the impact of greater or lesser degrees of genericism on the outcomes of the programme for newly qualified children's nurses.

The Challenge of Gender Diversity for Case-Based Instruction in Entrepreneurship Education

The purpose of this study was to address case-based instruction in entrepreneurship education from multiple instructors’ perspectives and describe their experiences with this approach as it relates to gender diversity. This study answers the call for more substantive research focused on issues related to entrepreneurship education, including an examination of specific teaching methods and an in-depth exploration of gender and entrepreneurship education. The findings suggest the role that case-based instruction can play in efforts to advance gender equality as part of the diversity imperative in education. Instructors considered gender diversity in case selection but found it to be a challenge. Moreover, the descriptions of the entrepreneurs and their venture behaviors in the cases were gendered, which might have resulted in unintended discriminatory gender lessons. While none of the women were portrayed in a specifically negative light, underlying assumptions about gender roles infused the cases. While the instructors considered gender diversity in case selection, they did not necessarily consider gender stereotypes, which is problematic because gender stereotypes are cognitive schemas that influence the ways in which individuals make sense of their social world and may discourage some women’s aspirations to become business owners.

Examining the impact of a strength-based program to enhance teacher-trainees’ critical thinking abilities: a pilot study

Purpose The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those pursuing the teacher training course. Design/methodology/approach This study used a single-group pre-test post-test design with 35 teacher-trainees from the Bachelor of Education course. The two-and-a-half-week strength-based program used the values in action survey to identify strengths. Pre- and post-test scores, measured with the Cornell Critical Thinking Test – Level Z, underwent Statistical Package for Social Sciences analysis including paired samples t-test for subcomponent and overall composite analysis. Findings Analysis of the pre- and post-test scores demonstrated a statistical significance in the critical thinking scores obtained by the teacher-trainees. Post-test scores were consistently significant. Out of the elements of critical thinking, induction, meaning, observation and credibility were more prominent. Deduction and assumption identification were also having a significant effect. Originality/value Most critical thinking programs focus on evaluating specific teaching methods for improving critical thinking skills. In education, positive psychology studies often center on students’ well-being, attention spans and academic success, aligning with wellness programs. Despite the importance of strengths in positive psychology, there is a lack of research on using a strength-based approach to boost critical thinking skills. This study aims to enhance teacher-trainees’ critical thinking by leveraging their individual strengths, moving away from traditional instructional strategies.

The Effectiveness of Hypnoteaching Method in Improving Students Mandarin Learning Activities at the Dharma Bunda Kasih Indonesia Foundation

In the learning process, teacher as an educator is required to design and implement specific teaching methods to improve learning outcomes. This research aims to assess the effectiveness of implementing the hypnoteaching method in enhancing Mandarin language learning activities for students at the Dharma Bunda Kasih Indonesia Foundation. The research method employed is a combination of sequential exploratory methods characterized by its research focus. The findings indicate that the hypnoteaching method can be used by teachers to create an effective and enjoyable learning environment. The effectiveness of this teaching method is demonstrated by the results of the semester II exams in the XI grade at the Dharma Bunda Kasih Indonesia Foundation, where the average score of all students was 87. Additionally, it was known from the average score that students’ absorption of learning material was 87%. The calculations shows that the average student scores fall within the 86-100 range in the conversion of learning effectiveness, categorized as ’Very Effective.’ Therefore, the data on student learning outcome calculations indicate that the implementation of the hypnoteaching teaching method is effective in improving students’ learning activities. Based on T-test analysis, it can be concluded that learning with the hypnoteaching method yields better results compared to direct learning.&#x0D; Keywords: hypnoteaching, learning activities, Mandarin

RELATIONSHIP BETWEEN TEACHER-STUDENT RELATIONS ABSENTEEISM FACTORS AND ACADEMIC PERFORMANCE OF STUDENTS IN SECONDARY SCHOOLS IN TORORO DISTRICT; A CROSS SECTIONAL STUDY.

Background: This study aimed to explore the relationship between teacher-student absenteeism factors and academic performance among secondary school students in Tororo District. Methodology: The research design employed a descriptive, cross-sectional approach, utilizing both qualitative and quantitative methods. The study population included students in S4, teachers, and head teachers from four selected secondary schools in Tororo District. The sample size of 160 participants was determined using Kreijcie &amp; Morgan's table, employing purposive and simple random sampling techniques. Data collection involved primary sources through questionnaires and interviews, as well as secondary data through document analysis. The instruments were carefully designed to align with research objectives, questions, and hypotheses, ensuring comprehensive data collection. Results: 59.3% were male and 40.7% were female. This shows that the sample was slightly biased towards males. Correlational findings revealed significant positive associations between teacher-student relations and academic performance. Regression models indicated that school environment, family background, and teacher-student absenteeism factors had a significant positive impact on academic performance. Conclusion: In conclusion, absenteeism, influenced by various factors, significantly negatively affected the academic performance of secondary school students in Tororo District. Recommendations: Recommendations included improving school facilities, enhancing sanitation, increasing access to learning resources, updating teaching methods, improving teacher attendance, and promoting parental involvement. Areas for further research were identified, such as investigating specific teaching methods and exploring the long-term effects of absenteeism on students' academic performance.

Binary Numeration: From Ancient Egypt to a 19th Century French Mathematical Recreation

This article focuses on the use of base 2 in two historical contexts: ancient Egypt during the Middle Kingdom and 19th-century France. In ancient Egypt, base 2 was central to the “duplation” algorithm to multiply two numbers. In 19th-century France, it featured in mathematical recreations by Charles-Ange Laisant and Édouard Lucas. Duplation in ancient Egypt involved doubling a number successively, leveraging the binary nature of the numbering system for rapid calculations. In France, Laisant and Lucas contributed to mathematical recreations rooted in base 2, popularizing mathematics and engaging the public. The article aims to present these historical resources, highlighting their educational potential. It suggests integrating these examples into mandatory education from age 9 onwards, offering students a practical understanding of mathematics and its history. However, specific teaching methods are left to the reader’s discretion.

Pembelajaran Bahasa Arab oleh Pelajar Bukan Muslim Menerusi Penggunaan Transliterasi Arab-Rumi/ Learning Arabic by Non-Muslim Students Through the Use of Arabic-Roman Transliteration

The situation of non-Muslim students who learn Arabic language calls for the need to present specific teaching and learning methods that can help them in mastering the Arabic language. Thus, this paper will discuss several scenarios related to learning Arabic by non-Muslim students at the university level. The use of Arabic-Roman Transliteration in the learning process is emphasized in this paper as a method for Arabic for Specific Purposes (AFSP). This paper contains a study in the form of a qualitative study using a questionnaire technique with an open question format as a data collection instrument. The research data was obtained from a group of non-Muslim students studying Arabic course at Universiti Sultan Zainal Abidin (UniSZA). The findings of the study show that non-Muslim’s perception towards teaching and learning Arabic language is very positive if the learning process can be implemented effectively. The use of Arabic-Rumi Transliteration is seen as one of the innovative teaching approaches that can inculcate learning motivation to non-Muslim students in learning Arabic language.

PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING BERBASIS POWERPOINT PADA MATA PELAJARAN EKONOMI UNTUK MENINGKATKAN MINAT BELAJAR SISWA DI SMP NEGERI 3 SATU ATAP ARAMO

This research aims to investigate the influence of implementing the Discovery Learning model based on PowerPoint on students' interest in learning economics, specifically on economic activities such as production, distribution, and consumption, at SMP Negeri 3 Satu Atap Aramo. This study employs the Classroom Action Research (CAR) approach with a qualitative method aimed at exploring the learning process in addressing specific issues. The research was conducted at SMP Negeri 3 Satu Atap Aramo with a population of seventh-grade students, totaling 20 students. The results of the research indicate that out of the total sampled students, 25% of them obtained scores ranging from 50 to 56, another 25% of students scored between 66 and 75, and the remaining 50% of students scored between 76 and 98. This research aims to provide a deeper understanding of the effectiveness of specific teaching methods on students' learning interests in the context of economics.

A Case Study of Instructors’ Explanations in Online EMI Lectures in China

The purpose of this study was to reveal features of instructors’ explanations in online EMI lectures in China. Through a mixed methods case study, the researcher examined the distribution and linguistic realizations of different types of explanations in the lectures of two online EMI courses and how the instructors and students perceived the explanations. The results showed that instructors’ explanations were prevalent in the lectures of both courses with expositions being the most dominant type regardless of subject contents whereas the other explanation types such as comparisons, clarifications, additions, justifications, solutions and generalizations being subject-specific. Moreover, both instructors were capable of using various linguistic devices for different types of explanations despite some linguistic mistakes in explanations. The results also showed that instructors chose particular types of explanations mainly because of the specific teaching aims and methods of the course, and that students were positive about instructors’ use of different types of explanations in the lectures except for the suggestions that one of the instructors’ pronunciation be improved and more visual means be used to aid explanations. The study has implications for future research on enhancing EMI instructors’ explanatory capacity and addressing students’ linguistic discomfort with EMI lectures in a broader sense.

Optimizing Pedagogical Strategies in Management Education: A Comprehensive Analysis of Innovative Approaches and Student Learning Outcomes

This research aims to explore and evaluate the effectiveness of pedagogical strategies in management education, focusing on the development of students' skills and learning outcomes. The research methodology involves a comprehensive analysis of various teaching models, the use of technology in learning, and participatory approaches to understand their impact on achieving management education goals. The results of this study are expected to provide in-depth insights into the factors contributing to the success of specific teaching methods and enable the development of practical recommendations to enhance the quality of management education.

Conceptualizing bioinformatics education in STEM literacy development for pre-service biology teachers

This study aimed to create a basic plan for adding bioinformatics education into STEM (Science, Technology, Engineering, and Mathematics) learning, particularly for future biology teachers. By reviewing studies from 2019 to 2023 in the ERIC Database with the key terms "Bioinformatics Education" and "STEM Literacy," the research highlighted important areas in this subject. It organized the findings into four main themes related to bioinformatics education: levels of education, challenges faced, teaching methods, and methods for research or evaluation. Additionally, it identified three themes in STEM literacy: educational levels, challenges, and definitions or ways to measure it. The review pointed out a critical need for teaching materials, tools, and strategies in bioinformatics for future biology teachers at the college level. It also found a lack of research on STEM literacy at this level, with just three articles addressing it. These articles examined STEM literacy through skills such as general knowledge, career awareness, and communication skills. The suggested basic plan promotes combining bioinformatics education with real-world biological issues, career preparation, and addressing educational shortcomings. It recommends a bioinformatics module with specific curriculum content, tools, and teaching methods to improve STEM literacy, including knowledge, attitudes, and skills in STEM. This plan could guide future research in classrooms to improve STEM literacy among future biology teachers through bioinformatics education.