Specific Teaching Research Articles

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 & 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.

Torn between Prescription and Innovation

This paper reports on the affordances of corpora in the context of a teaching model that aims to highlight and strengthen the relevance and applicability of (socio-)linguistic content knowledge of World Englishes for university-based teacher education and the ELT classroom. We use large electronic corpora as one resource for the student teachers to explore the spread and extent of use of innovative and variable linguistic structures in Englishes around the world, and to critically examine the fuzzy boundary between errors and variety-specific, innovative linguistic structures. To examine the potential impact that a specific teaching intervention on World Englishes and corpora may have on student teachers’ judgments of the intelligibility and formal correctness of several features of World Englishes, a rating task was administered to an experimental and a control group. Additionally, students of the experimental group were interviewed about their experiences with the corpus intervention and their opinions and attitudes toward the use of corpora for teaching English and, specifically, linguistic variation and innovations in English. The findings suggest that the teaching intervention seems to initiate an increased awareness of the variability of linguistic structures in World Englishes, and supports future teachers in questioning traditional prescriptive norms.

The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling

Teacher self-regulation plays a critical role in effective teaching and professional success. It is not only deemed to be a path to professional development but also a prerequisite to cultivating students' self-regulatory capacity. However, our understanding of in-service second/foreign language (L2) teachers' self-regulation strategies is insufficient. This study aimed to address gaps in the literature by exploring the factorial structure of self-regulation strategies for teaching among L2 teachers in China. Grounded in sociocognitive theory, we proposed a multidimensional structure of self-regulation strategies for teaching and made methodological innovations by using rigorous statistical methods including exploratory structural equation modeling (ESEM) and bifactor ESEM to measure the construct-relevant multidimensionality of teacher self-regulation strategies. The study collected data from a sample of 242 in-service L2 teachers across 18 universities in various regions of China. Model comparisons confirmed the ESEM model with the best fit, accounting for 12 specific teaching strategies (i.e., organization, elaboration, critical thinking, goal setting, self-evaluation, self-monitoring, motivational self-talk, emotional regulation, interest enhancement, collective teacher commitment, seeking help and resources, and time and environment management). These specific teaching strategies with moderate correlations confirmed the multidimensional structure of teacher self-regulation entailing cognition, metacognition, motivation, and social behavior. In addition, L2 teachers’ self-regulation strategies were closely connected to their sense of efficacy in classroom management, student engagement, and instructional strategies, supporting the criterion validity.

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.

IDF23-0347 Prevalence of Hyperglycaemia among Obese Hypertensive Individuals Attending Irrua Specialist Teaching Hospital Nigeria

IDF23-0347 Prevalence of Hyperglycaemia among Obese Hypertensive Individuals Attending Irrua Specialist Teaching Hospital Nigeria

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.

Improving Professional Development Based on Evaluation of Nursing Education Programs Through Feedback.

A feedback-driven selection process to evaluate professionals strengthens and improves the quality of future education they provide. A university in Sri Lanka invited teaching specialists by incorporating feedback of those teaching educators. The selection of professionals to teach courses improved the quality of education drastically. The findings show that refining education through feedback enhances future education quality and promotes subject matter expert engagement in improving educational programs. [J Contin Educ Nurs. 2024;55(3):110-112.].

Actor-network interpretation of phenomena and current issues of education: The historicist grounds and specificity

Introduction. The research analyzes the changes of ontological and methodological grounds of the philosophy of education in the modern world. The aim of the research is to identify the historicist grounds and specificity of the actor-network interpretation of phenomena and current problems in education. Materials and Methods. The study employs complex and interdisciplinary approaches. The data sources for this problematic research include the latest scholarly publications, tending to apply actor-network theory in the field of pedagogy and philosophy of education and published in academic journals between 2000 and 2023. The typologisation and comparative methods, along with contextual and textual analysis are used in order to analyze contemporary discussions in this field. Results. Based on the most recent studies, this work reveals the grounds and identifies the specificity of actor-network interpretation of some educational phenomena and problems. During the research the basis of actor-network pedagogy is revealed as historicist ontology, which overcomes the opposition between classical historicism and relativism. The article demonstrates how the reconsideration of ontological and methodological foundations influences the building of terminological glossary of the philosophy of education. The concept of ‘educational spatiality’ is contextualized, which in its turn, makes it possible to analyze a network of educational practices as a complex. Apart from that, the potential of using the tools of the actor-network theory is characterized in a context of research of different educational models from a historical perspective, in materially and contextually heterogeneous networks. It is also claimed that due to its multidisciplinary nature, the actor-network theory can be successfully used to problematize educational phenomena and develop specific teaching strategies. Conclusions. It is demonstrated that actor-network theory, due to its reliance on a new model of historicism, can provide a multidisciplinary orientation of pedagogy and its lability in relation to the modern situation.

An Examination of Teaching Methods for Grammar Instruction in Young Learners: A Comprehensive Review

The study of grammar involves analyzing a language in order to understand its functioning and structure (Crystal, 1996, p. 6). The investigation of grammar has captivated individuals for numerous years, particularly within the realm of second language acquisition (SLA). Nevertheless, in recent years, some have grown unsure about its worth. As a result, several educational institutions have stopped teaching it, while others only teach it in a limited manner (Crystal, 1996; Ellis, 2002). Understanding grammar entails acquiring knowledge about the techniques for manipulating sentence components to convey a coherent and significant message. The teaching of grammar has undergone significant transformation, especially throughout the twentieth century. This review clarifies the methodologies used in teaching grammar. Its specific objective is to determine the most appropriate one for young students studying grammar. To achieve this objective, this study gathered and examined pertinent articles and literature, taking into account their recentness and characteristics. The approaches encompass deductive or classical, inductive or conversational, and eclectic methodologies. An advantage of the inductive approach is that it allows pupils to concentrate on the language by allowing them to establish their own rules prior to engaging in practice. However, the deductive approach is efficient since it follows a direct and concise technique, resulting in time savings. Ultimately, the eclectic approach empowers the teacher to employ a diverse array of activities derived from various linguistic techniques and approaches. However, the flexibility of utilizing numerous activities may hinder the teachers from adhering to a specific teaching style. Undoubtedly, due to being in their optimal stage of development, youngsters nevertheless require ongoing supervision and direction from their educators. Therefore, this research demonstrates that the logical method of instruction, encompassing not only grammar but also additional topics, remains the most effective for them.

Feasibility Analysis of Subject Specific Pedagogy Physics Learning Module Based on Project Based Learning Integrated with Merdeka Curriculum on Alternative Energy Material

This study aims to analyse the feasibility of Subject Specific Pedagogy Physics tools based on Project Based Learning (PjBL) integrated with Merdeka Curriculum on alternative energy material for grade X high school students. This research uses the Research and Development (RnD) method with the 5D model (Define, Design, Develop, Disseminate, and Evaluate) which is limited to the devalope stage. The Define stage includes needs analysis and identification of competencies that must be achieved by students. The Design stage includes designing learning module in the form of modules and student worksheets. The Develop stage includes the development and validation of learning modules by experts in the aspects of material, learning, language and limited testing. The results showed that the PjBL-based Physics Subject Specific Pedagogy device integrated with the Merdeka Curriculum on alternative energy material for grade X high school students had high feasibility based on expert review in terms of material, learning, and language aspects. In addition, students also gave positive responses to the developed learning module. Therefore, the learning module is suitable for use in the Physics learning process in high school.

A Deep Learning-Based Teaching Design for High School Geography Units: Taking the Example of Landforms of the Humanistic Education Edition

The traditional teaching methods of one-way cultivation of students can no longer meet the requirements oftalent cultivation at this stage. The issue of how to promote students from passive acceptance to the independent cognitive understanding stage (i.e. deep learning) has become the focus of geography teaching. Therefore, under the guidance of deep learning theory, this paper takes the “landforms” knowledge unit of the Humanistic Education Edition as an example, improves the classroom teaching means through the unit teaching mode, reconstructs the “landforms” teaching unit, and explores the specific teaching of high school geography unit based on deep learning. This study provides a good example and guidelines for high school geography teaching and learning.

Exploring some problems in piano teaching in preschool education

With the continuous development of society, higher requirements have been put forward for the quality of talents. As modern parents generally pay attention to their children's comprehensive quality and ability cultivation, they enable their children to fully develop in sports, art, music and other aspects from the preschool stage. In the face of the current changes and transformations in preschool education, students majoring in preschool education must master various artistic skills mentioned above in the daily learning process, so as to ensure that they can better adapt to the development needs of preschool education in the new era after graduation and be competent for modern preschool education work. However, in the process of piano teaching in preschool education, teachers often adopt the traditional mode, which makes students have poor learning enthusiasm and are not active in learning. In view of this situation, professional teachers need to change their teaching methods in time and constantly improve the piano playing ability of students majoring in preschool education. This paper is mainly based on the actual situation in the specific practice teaching process, and puts forward some relevant solutions for the listed and concretely analyzed problems. I hope that this study will be helpful to my peers.

Teaching English for Specific Purposes in Tertiary Contexts: Navigating Education and Assessment Challenges

ABSTRACT Since its inception in the early 1960s, English for specific purposes (ESP) has been characterised as a materials-driven and a teacher-led movement. Distinctively separated from general English teaching, ESP teachers often function as designers and implementers in curriculum development. Attaining a certain degree of disciplinary expertise is the greatest challenge that they encounter while transitioning from general to specific language teaching. Recognising a dearth of research on ESP teacher development, this study has emerged from in-depth, unstructured interviews conducted with both novice and expert educators. This qualitative inquiry examines the collaborative strategies employed and hurdles encountered by ESP educators within the tertiary education arena, with a specific emphasis on their vital contributions to the English language instruction of undergraduate students in India. The findings offer insights into the evolving specificity of English language education in India, particularly for educators and institutions committed to improving language teaching practices in higher education.

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.

Application of Short Video Description Technology in College English Teaching

In order to avoid students' negative learning mood, contemporary teachers are required to abandon the application of spoon-feeding teaching method in English classroom teaching, adopt micro-class teaching method, highlight the teaching characteristics of being close to the people, and create an efficient, short, and special teaching space to meet students' learning needs. In this study, short video description technology is applied to college English teaching, and a generation model of short video natural language description based on Attention mechanism is established. The video feature sequence may be out of sync with the generated word sequence, that is to say, the order of objects and behaviors appearing in the video may be different from their positions before and after the description sentence. In this article, a new generation model of short video natural language description based on attention mechanism is designed.

Establishing analytic score profiles for large-scale L2 writing assessment: The case of the CET-4 writing test

This study addresses a critical need in large-scale L2 writing assessment by emphasizing the significance of tailoring assessments to specific teaching and learning contexts. Focusing on the CET-4 writing test in China, the research unfolded in two phases. In Phase I, an empirically-developed analytic rating scale designed for the CET-4 writing test was rigorously validated. Twenty-one raters used this scale to rate 30 essays, and Many-Facets Rasch Model (MFRM) analysis was performed on the rating data. The outcomes demonstrate the scale’s robustness in effectively differentiating examinees’ writing performance, ensuring consistency among raters, and mitigating rater variation at both individual and group level. Phase II extends the research scope by applying the validated scale to score 142 CET-4 writing scripts. Utilizing Hierarchical and K-Means cluster analyses, this phase unveils three distinct score profiles. These findings are significant for both the CET-4 writing test and other L2 large-scale writing assessment. Theoretically, this study introduces a perspective that aims to enhance our understanding of learners’ performance in large-scale L2 writing assessment. Methodologically, this study presents a framework that integrates the validation of the rating scale with the identification of distinct score clusters, thus aiming to provide a more detailed solution for tailoring assessments to specific learning contexts.

Life Cycle Assessment in Higher Education: Design and Implementation of a Teaching Sequence Activity

The latest studies show that to achieve the Sustainable Development Goals on education, there must be a focus on adequately training higher education students. In this work, we present a study about the Life Cycle Analysis of knowledge of products and processes of engineering students. This aspect is very relevant in engineering education since it has direct implications on sustainability. The first step was to identify what the learning problems were, and taking them into account, a specific teaching sequence was designed and implemented over three academic years. Two activities, on an increasing level of complexity, of the application of Life Cycle Assessment are shown in this paper. The first one is the Life Cycle Analysis comparison between two steel and polypropylene pieces. The second one is the Life Cycle Analysis comparison between three different ends of life of a polypropylene piece: mechanical recycling, incineration, and landfill. Data on the evolution of students’ marks while solving a “one step more difficult project” throughout these courses have been collected. The results show a generalized learning by the students about Life Cycle Analysis.

A Strength-based Approach to Achieving Academic Success for Individuals with Autism Spectrum Disorder (ASD)

Qualitative research enabled us to explore the personal perceptions and institutional factors that facilitated academic success, as well as challenges, of a sample of 40 academically talented students with autism spectrum disorder (2e/ASD) who were enrolled in highly competitive colleges and universities in the United States. We explored their high school academic and social experiences, their college transition, parental views of their talents and disabilities, as well as college service providers’ opinions about their academic progress and needs. We identified some specific strength-based teaching and instructional strategies and academic experiences that students reported as contributing to their academic success during high school including challenging and advanced classes, use of strengths-based learning strategies (like independent study, and positive relationships with teachers and counselors. We also found that the level of disability support offered by the college was an important consideration for the academic success of this population, as was an understanding of the laws and regulations that apply and don’t apply when students with disabilities attend college.

Development of science subject-specific pedagogy to support disaster risk reduction in education: its feasibility and influence

This research is aimed to (1) produce science subject-specific pedagogy based on discovery learning integrated volcanic eruption disaster consisting of syllabus, lesson plan, student worksheet, and handouts according to experts and learning practitioners, and (2) know the effectiveness of the influence of science subject-specific pedagogy based on discovery learning integrated volcanic eruption disaster to improve mastery concept and disaster preparedness in mitigation. This was a research and development (RD). The research and development used a 4-D model which consists of four stages define, design, develop, and disseminate. The data were collected through (1) Tests, using mastery concept questions and disaster preparedness questions, and (2) Non-tests, using product feasibility assessment instruments filled by experts and learning practitioners and disaster preparedness questionnaires. Data analysis was performed by: (1) Analysis of the feasibility and validity of the Science Subject Specific Pedagogy through the validation of experts and learning practitioners categorized according to the classification of product evaluation categories, and (2) Analysis of research results using descriptive statistical analysis of gain score calculation and inferential statistical analysis of ANOVA multivariate test (MANOVA) using the SPSS 22.0 program. The results of this research and development show that: (1) the Feasibility of science subject-specific pedagogy based on discovery learning integrated volcanic eruption disaster that has been developed, according to expert and learning practitioner assessments are in the category of very good, and (2) The influence of science subject-specific pedagogy based on discovery learning integrated with volcanic eruption disasters is effective to improve mastery concept and students' preparedness in disaster mitigation.

Generative Artificial Intelligence to Enhance Architecture Education to Develop Digital Literacy and Holistic Competency

This research investigates the impact of Generative Artificial Intelligence (GenAI) on digital literacy development and holistic competencies in Architecture education. The research design focuses on applying GenAI tools such as ChatGPT, Midjourney, BricsCAD BIM, and VR/AR software and their influence on architectural students' overall competencies. This paper uses a mixed research approach combining a case study of Architecture students' progress in a residential revisitation project, using Midjourney, BricsCAD BIM, and VR/AR software, with an online questionnaire survey administered to 350 undergraduate students at two leading universities in Mainland China and Hong Kong in the 2023-2024 school year. This approach aims to deepen understanding of GenAI's influence on conceptual creativity, initiative, self-management, and stress tolerance within a holistic competency framework. The research results indicate that architecture students frequently use GenAI tools during the design concept stage, suggesting their relevance to specific pedagogy in-studio learning and conceptual creativity. Additionally, the findings reveal a potential correlation between frequent GenAI tool usage, improved time management, and reduced anxiety among Architecture students. The results enhance understanding of digital technology in Architecture education while providing valuable insights for future GenAI implementations. The study highlights the potential benefits of incorporating GenAI, emphasizing their role in fostering creativity, effective time management, and stress tolerance among Architecture students.