Student-centered Teaching Research Articles

Jigsaw technique: Will it help Gen Z nursing students?

This research focuses on Generation Z (Gen Z) students, specifically those in nursing colleges. Gen Z individuals display unique characteristics in terms of thinking, personality, lifestyle, and learning preferences compared to preceding generations, necessitating adaptations in teaching methodologies within nursing schools. This study explores the effectiveness of the Jigsaw Technique (JST) in engaging first-year undergraduate nursing students in learning process. Four topics (modules): Cardiovascular system (Module 1), Respiratory system (Module 2), Endocrine system (Module 3) and Central nervous system (Module 4) were selected. Module 1 and 2 were taught by JST to Group I (Jigsaw group) and by conventional didactic lectures to Group II (Lecture group). The groups alternated teaching methods for the remaining modules. Scores in pre, post and retention tests were higher in Group I than in Group II. The results were statistically highly significant (p=0.000) for modules 1,2 and 4 and not significant (p=0.411) for module 3. Analysis of student feedback revealed that 63% of students liked JST. 71% responded that this is an interesting way of learning the topic, helped them in improving their communication skills and improved interaction with their peers. 77% found that JST helped them understand the topic easily. 69% want this technique should be used for teaching other physiological concepts and for other undergraduate subjects as well. The study concludes that using and integrating this student-centric teaching method into Gen Z nursing education holds promise for building a foundation of robust knowledge and developing essential personality skills crucial for future nursing professionals.

Science Teachers’ Professional Learning and Changing Practices in the Context of Curriculum Reform in Ghana

Research on science education in Africa shows many teachers continue to use traditional lecture methods even when curriculum favours more student-centred approaches. This paper explores science teacher professional learning as a means to realise practice change at a crucial time of curriculum reform in Ghana. The study was a qualitative formative intervention involving six junior high schools. The aim was to explore possibilities of aligning the intended curriculum with the implemented curriculum, focusing on student-centred aspects. One teacher from each school joined six Change Laboratory sessions over three months. Transcripts from these were complemented by two interviews with each teacher, and 18 lesson observations early, during and after the Change Laboratory. Teachers’ practices changed in four key areas that strengthened student-centred pedagogy: use of questions, assessment, teaching beyond the classroom and designing a range of activities. Pedagogies that were initially seen by participants as impossible became viable as the Change Laboratory helped teachers see new ways to implement the intended curriculum despite challenging conditions. This paper contributes to knowledge of science education in relation to curriculum reform, showing how a Change Laboratory can support feasible change at the edge of what is possible in an African context.

The application of multidisciplinary team combined flipped classroom teaching model in oral general course for clinical undergraduates

BackgroundOral general course (OGC) is a basic subject of medical education. The implementation of multidisciplinary team (MDT) meets the individual needs of patients. Based on the concept of MDT, this study combined the theory and practice of flipped classroom teaching method to evaluate the teaching effect, so as to provide a basis and reference for the thinking transformation of medical students to clinicians.MethodsThe participants of the study were 760 clinical undergraduates in OGC training in Hainan Medical University from 2021 to 2023. A total of 760 students were divided into a control group and an observation group of 380 cases, each using the random number table method. The control group used traditional teaching methods, the observation group adopted the MDT combined with flipped classroom teaching model and organized dental postgraduates team to participate in the teaching task. A unified assessment of the teaching outcomes was conducted after 1 semester study duration.ResultsThe basic theory, independent learning ability and case analysis scores of the observation group were higher than those in the control group, and the differences were statistically significant (P < 0.05). Except there was no statistically significant difference in literature searching ability between the two groups (P > 0.05), the other indicators of teaching satisfaction in the observation group were higher than those in the control group, and the difference was statistically significant (P < 0.05). The postgraduates team gave relatively good feedback to the MDT combined flipped classroom teaching model.ConclusionMDT combined flipped classroom teaching model had outstanding effect in OGC, this student-centered teaching method was a beneficial supplement to their clinical thinking and practical ability, and worth further promotion.Trial registrationNot applicable.

Escaping the blame spiral: student-centered teaching reform in Vietnam

ABSTRACT This present study in-depth investigates how higher education (HE) instructors and leaders in Vietnam are implementing student-centered orientation of teaching (SCOT) to help them escape the Confucian culture-caused blaming spiral: leaders blame instructors for failures, instructors blame students and institutional communities blame everyone. This study had a twofold aim: identifying how Vietnamese university instructors are implementing SCOT and identifying whether leaders support the academics staff’s SCOT adoption. The focus of the first aim was both authenticity – how well the study participants’ practices aligned with their SCOT conceptions – and comprehensiveness – how thoroughly they were incorporating the three central SCOT tenets of curriculum, instruction, and assessment. The findings revealed that the study participants neither comprehensively incorporate SCOT principles into practice nor authentically student-oriented by adhering to their conceptions, and that they obtained no comprehensive support from institutional administrators for their SCOT efforts.

Instructional leadership and student achievement across UAE schools: Mediating role of professional development and cognitive activation in teaching

While instructional school leadership remains a focus of scholarly inquiry due to persuasive evidence regarding its contribution to school improvement, most of the existing literature on the influence of leadership on school improvement and student learning has been based predominantly on a more developed Western context. To establish a comprehensive international knowledge repository on instructional leadership across diverse social and cultural contexts, the present study aims to explore the influence of instructional leadership on teachers’ professional learning and instructional practices as well as student achievement as measured by standardized testing in the United Arab Emirates. We conducted multilevel structural equation modeling using the Program for International Student Assessment 2022 dataset that includes 8715 teachers and 21,176 students from 724 schools. We found that instructional leadership is indirectly related to student math achievement, mediated by two dominant types of teacher professional development (traditional and reform-based) that influence teachers’ teaching strategies to activate students cognitively. This paper adds to the growing international literature on international educational leadership by investigating a previously underexplored context within the Gulf region. It suggests that instructional leadership could be a pivotal practice in fostering both reform-based and traditional teacher professional development activities, student-centered teaching and math achievement.

Change Management in the Implementation of the Independent Curriculum in Sekadau District Secondary Schools

The implementation of the Merdeka Curriculum in secondary schools in Sekadau Regency, represents advancement in addressing globalization and technological progress, with the objective of fostering a more flexible, student-centered education that enhances student competency and engagement. This study seeks to examine change management during the introduction of the Independent Curriculum in secondary schools within Sekadau Regency. This study employs qualitative methodologies, using data gathering via semi-structured interviews and direct observation. Interviews were performed with school principals, educators, and administrative personnel to understand the problems and tactics employed in the curriculum modification process. Field observations were conducted to assess the implementation of the curriculum in classroom activities. The findings identify five principal barriers: the necessity for teacher retraining, technological and infrastructure constraints, cultural resistance, teacher fatigue during the shift, and insufficient training. This study underscores the significance of ongoing training, enhancement of technology infrastructure, and systematic change management within context. Proactive support from government and educational leadership is crucial for the effective implementation of the Independent Curriculum and the enhancement of educational quality in Sekadau Regency.

Exploring the Root Causes of Physics Aversion among Grade 12 STEM Students: A Qualitative Case Study at RPMD National Science High School

Physics aversion is a pervasive challenge in STEM education worldwide, significantly impacting students’ engagement and performance and highlighting the need to understand its root causes to develop effective interventions. This qualitative case study explored the root causes of physics aversion among Grade 12 STEM students at RPMD National Science High School in Marawi City, Philippines. Ten Grade 12 students enrolled in the 2023-2024 academic year were selected through purposive sampling. Data were collected through one-on-one in-depth interviews to capture participants’ perceptions and experiences with physics. The audio recordings were transcribed and analyzed using thematic analysis. From the data, 15 codes emerged, which were grouped into four overarching themes: Mathematical Challenges, Teaching-Related Issues, Language and Comprehension, and Personal and Social Factors. Key findings revealed that mathematical challenges, such as difficulty with complex equations, problem-solving, and formula memorization, were the most frequently cited barriers. These issues were often exacerbated by mathematics anxiety and inadequate foundational skills. Teaching-related issues, including ineffective instructional methods, disorganized presentations, and lack of engagement, significantly hindered students’ understanding and interest. Language barriers, especially in decoding technical terminology and understanding word problems, compounded these difficulties. Personal and social factors, including a lack of interest in physics, peer influence, and perceived irrelevance to future career goals, further contributed to the aversion. The study highlights the urgent need for student-centered teaching approaches, such as active learning strategies, differentiated instruction, and linguistic scaffolding, to address these challenges. Policymakers and educators are encouraged to implement holistic interventions to create a more inclusive and supportive learning environment. Future research should investigate these dynamics across diverse educational contexts and assess the impact of targeted interventions on reducing physics aversion.

CORRELATIONS BETWEEN THE PHYSICAL EDUCATION TEACHER’S TEACHING STYLE AND THE PERCEPTIBLE MOTIVATIONAL LEVEL OF THE LEARNING ENVIRONMENT

The goals of physical education teaching today go beyond achieving psychomotor activity in the classroom. The most crucial objective of the subject is to develop the child's need for physical activity both in the classroom and outside the school environment. To achieve this, physical activity motivation must become intrinsic, which physical education teachers can help achieve by using teaching styles and methods that promote autonomy and ensure that each pupil has the opportunity to develop. In our research, based on the answers to the questionnaire validated by the Hungarian Student Sports Federation, we selected physical education teachers with a predominantly student-centered or predominantly teacher-centered teaching style. We asked a sample of physical education teachers about their attitudes and sporting habits toward physical education lessons using a PMCSQ-2 questionnaire. The results confirmed the motivational effects of student-centered teaching styles.

The Influence of Project Based Learning Model on Creative Thinking Skills and Physics Learning Outcomes

This study examines the impact of the Project-Based Learning (PjBL) model on high school students' creative thinking skills and physics learning outcomes. Using a quasi-experimental design with a Nonequivalent Control Group, data were collected through pre-tests and post-tests from 71 students divided into experimental and control classes at SMAN 1 Gerung. The findings reveal that the PjBL model significantly enhances students' creative thinking skills, with the experimental class showing a higher improvement (from 42.58 to 76.29) compared to the control class (from 37.41 to 67.77). Additionally, the PjBL model effectively improves cognitive, affective, and psychomotor outcomes, as evidenced by higher post-test scores and improved engagement, collaboration, and responsibility among students in the experimental class. These results suggest that the PjBL model is an innovative and effective approach to fostering 21st-century skills such as creativity, problem-solving, and critical thinking while addressing the limitations of traditional, teacher-centered methods. This research contributes to the development of interactive and student-centered teaching strategies, particularly in physics education, and provides valuable insights for enhancing academic and life skills in students.

Optimizing English learning in high schools with contemporary learning models using whiteboard animation

Traditional approaches often fail to motivate students and cater to diverse learning styles, further compounded by the limited use of modern educational technologies. A community service program was implemented to address these issues, focusing on contemporary teaching models like the Happy Learning approach and the integration of whiteboard animation. This program explores the challenges high school English teachers face in Sidoarjo, Indonesia, concerning student engagement and effective teaching methods. Over one month, 47 high school English teachers participated in workshops and mentoring sessions designed to enhance their skills in these innovative methods. The results showed notable improvements in teachers' confidence and their ability to manage interactive classes. A significant majority found the contemporary models, including Happy Learning and whiteboard animation, to be effective, although some teachers still preferred traditional methods. Whiteboard animation was recognized for its role in clarifying content and engaging students, with many teachers successfully creating their media using various applications. Additionally, teachers preferred integrating game-based learning with whiteboard animation, indicating a shift towards more dynamic and student-centered teaching practices. This program underscores the effectiveness of combining modern teaching models with technology to improve educational outcomes and teacher effectiveness.

Adaptation and validation of a questionnaire for measuring nursing degree lecturers’ perceptions of using active teaching/learning methods in university education

ABSTRACT The training of nursing professionals has grown increasingly complex due to technological and scientific advancements, demanding higher educational quality and fostering critical thinking. The European Higher Education Area (EHEA) has emphasized active teaching/learning methods (ATLMs), which promote critical thinking, decision-making, group work, motivation, and knowledge retention. ATLMs require teachers to adopt a guiding role and adapt their methodologies. While tools like OPPUMAUGR assess ATLM use in education, validated instruments specific to nursing educators remain unavailable, despite studies highlighting ATLMs’ positive impact on nursing students. This study developed and validated the OPPUMA-NV scale for measuring nursing degree lecturers’ perceptions of the use of active teaching/learning methods nursing degree at the University of Granada. The scale, completed by 381 participants (70.6% women, the largest group aged ‘Between 41 and 50 y. o.’), measures six factors: The institution promotes change (14 items), Range of ATLMs (19 items), Traditional methodology (8 items), Student-centred teaching (4 items), Barriers to implementing ATLMs (9 items) and ATLMs implementation facilitators (5 items). It demonstrated high reliability (α=0.859). Descriptive analysis showed that gender (being a man or a woman) had impact on factor 2 ‘Range of ATLMs’. Within professional categories, had impact factors 3 (‘Traditional methodology’) and 5 (‘Barriers to implementing ATLMs’). This tool indicated effectiveness for determining the factors that influence the nursing degree teachers’ application of ATLMs.

Enhancing Undergraduate Engineering Education: Collaborative and Reflective Practices in Professional Learning Programs for Instructors and GTAs

This study focuses on a professional learning program designed to enhance pedagogical practices for engineering educators at a Canadian university. Rooted in situated learning theory, the program encompasses key themes such as the philosophy of teaching and learning, fostering learning opportunities, designing course for learning, and the scholarship of teaching and learning. Throughout the program, participants, including professors and graduate teaching assistants (GTAs), engaged in understanding student-centered pedagogies, reflective practices, and collaborative learning within Communities of Practice (CoPs). Employing a case study approach, we investigate participants’ learning experiences with the program. The outcomes of this study reveal participants’ emphasis on student-centered pedagogies, recognition of the value of CoPs and instructional coaches, reflection on pedagogical change, and the challenges and tensions encountered during program engagement.

DEVELOPMENT OF STUDENTS' CREATIVE ACTIVITY BASED ON PROBLEM-BASED LEARNING TECHNOLOGIES

Alternative education is an innovative approach designed to address the limitations of traditional educational systems by offering flexible and inclusive learning opportunities tailored to the diverse needs of students. It encompasses a variety of non-traditional methodologies, including personalized instruction, experiential learning, and student-centered teaching strategies. These approaches prioritize the holistic development of learners, emphasizing creativity, critical thinking, and social-emotional skills alongside academic achievement. The importance of alternative education lies in its ability to empower students who may struggle within standardized frameworks, such as those from marginalized communities, learners with special needs, or individuals seeking more adaptive and engaging educational experiences. By fostering inclusivity and adaptability, alternative education creates pathways for personal growth and lifelong learning. Despite its significant benefits, alternative education faces several challenges, including limited resources, insufficient teacher training, and societal skepticism. These obstacles underscore the need for increased awareness, policy support, and investment in alternative educational frameworks to ensure their effective implementation and sustainability. This article explores the foundational principles of alternative education, highlights its transformative potential, and examines the practical barriers to its broader adoption. Through a detailed analysis, it offers recommendations for improving the reach and impact of alternative education in meeting the evolving demands of the modern educational landscape.

Navigating the power of time in classroom practices: teachers’ and students’ perspectives

ABSTRACT The paper examines educational functions related to time within classroom practices and aims to find out how curriculum delivery shapes the time experience, how time impacts curricular activities, how teachers and students negotiate time to achieve the goals of the curriculum, and how teachers and students manage time in the classroom. Using observations and interviews as a data-gathering method in schools with International Baccalareate and Cambridge International General Certificate of Secondary Education curricula in Poland, the following study revealed that despite common opinions about the slow pace of school life, time within classroom practices makes lessons a dynamic process. The study suggests that time (1) imposes a tempo and rhythm (waves), sequences (lesson order), and synchronisation (of teachers’ and students’ activities), (2) guarantees stabilisation within learning, (3) triggers motivation to negotiate time while carrying out tasks, and (4) provides orientation for activities and emotional well-being, where repeated tasks provide a certain level of emotional safety and support. The temporal organisation of school practices determines the educational functions of the curriculum, and their time inflexibility and non-linearity constitute a functional part of a hidden curriculum. The results of this study underscore the importance of investigating flexible time management strategies, student-centered pedagogies, and interdisciplinary approaches that can alleviate the burdens of overcrowded curricula.

Supporting educators to stimulate engineering students’ lifelong learning competencies &amp; personal development process

This paper explores the possibilities to develop students’ lifelong learning (LLL) competencies via supporting their personal development process (PDP) in engineering education. Despite the recognized importance of LLL, its embedment in learning outcomes remains limited. A survey revealed that both engineering students and educators value LLL competencies, but perceive them to be taught and evaluated only to a limited extent. This paper introduces a PDP model to support educators in fostering students’ LLL competencies. The model, developed through literature review and educators’ input, includes (1) a matrix with various interventions, such as e-portfolios, reflective writing, and student-centred teaching, categorised by different criteria, such as educator and student investment, and (2) a PDP flowchart that aids educators in selecting suitable interventions according to their goals and context. The paper concludes with recommendations for educators to integrate LLL competencies into their teaching practices, emphasising the need for time, tools, and support to effectively implement these interventions.

Improving Secondary School Mathematics Teachers’ Effective Lesson Implementation through Lesson Study

The main purpose of this study was to explore how engaging in lesson study improves secondary mathematics teachers’ effective lesson implementation to support students’ learning better. The research was conducted in Jimma City, Ethiopia, and employed design-based research with qualitative data collected from two secondary schools and 12 mathematics teachers. A purposive sampling technique was used to select participants. Interviews, observations, and document analysis were the main sources of data. The data were analyzed thematically supported by Atlas-ti qualitative data analysis software. Findings indicated that engaging in lesson study improved mathematics teachers’ effective lesson implementation. LS improved participants’ practice of lesson presentation, use of diverse student-centered teaching methods, assessment, behavior management, instructional aids, time management, and feedback strategies. School leaders’ positive attitudes and teachers’ commitment were found to be supportive, while shortage of time and teachers’ high teaching load were constraints. It would be vital to integrate lesson study into teachers’ school-based professional development programs to improve mathematics teachers’ effective lesson implementation in the study setting. The study suggests further investigation in more secondary schools by incorporating quantitative evidence with larger a sample size.

Strategies used in blended and learning and virtual laboratories for STEAM education

This paper explores the development of online learning practices in engineering education at “Gh. Asachi” Technical University in Iaşi (TUIaşi) from 1994 to present, including the Covid-19 pandemic period. It highlights ways in which blended teaching and learning (BTL), including virtual laboratories, gradually replaced the traditional face-to face teaching style. By 2020 advances in Internet technology and the latter’s widespread use had already enabled the emergence of hybrid classes. The author present his contribution to the development of online learning practices at the above public higher education institution, which boasts being the oldest in engineering education in Romania. At present, this university uses Moodle to manage its online learning programme. The paper looks into the following topics: use of the Internet and of educational platforms at the Departments of Teacher Training at Al. I. Cuza University (UAIC, Iaşi) and TUIaşi; implementation of innovative teaching practices, such as e-pedagogy; transition to blended learning as the dominant student-centred teaching style; contribution of digital technology to greater learner engagement and satisfaction; collaboration with universities from Romania, the Republic of Moldova, Egypt, and other European countries.

Mathematics teachers opinions after training on educational neuroscience

Educational neuroscience is a multidisciplinary field established to provide assistance to students by bringing together neuroscience, cognitive psychology and pedagogy. With the development of this field, it is likely that different approaches such as the creation of student-centered education models that appeal to different intelligence types will be applied in education. Educational neuroscience aims to understand the practices and methods in education by examining brain activity, learning processes and mental functions, and thus to create a more supportive learning environment in school environments. One way to adapt the findings obtained from neuroscience studies to education is to first inform the teacher about the basic information of the educational neuroscience approach. In this direction, the aim of the research conducted is to examine the views of mathematics teachers after the training application on educational neuroscience. In this study, a case study, which is one of the qualitative research methods, was preferred. The data of the study were obtained from mathematics teachers working in different schools, determined through easily accessible case sampling, which is one of the purposeful sampling methods. The teachers participating in the research consist of 10 people, 2 of whom have a master's degree, 1 of whom is doing a master's degree, and 7 of whom have a bachelor's degree. The findings reveal that teachers have a positive perception of the connection between neuroscience and education. In addition, the teachers particularly emphasized that educators, neuroscientists and other relevant experts should work together for the development and applicability of educational neuroscience. Teachers commented on the application of neuroscience data to educational practice in terms of mathematics lessons, such as making mathematical knowledge permanent and determining which students should use mathematical teaching materials more. It is recommended that teachers and researchers work collaboratively to advance the developing field of educational neuroscience.

Learning Style Preferences, Strategies and Interaction Qualities Among Chinese Mathematics Learners

This study explores learning styles, strategies, and interaction among Chinese high school math learners (n unspecified) in Anshan City. Descriptive research methods including surveys, interviews, and classroom observations were used. Students (ages 16-18, grades 9-11) showed a preference for hands-on and visual learning styles. They favored formal seating, bright environments, and digital learning tools. Interestingly, no significant differences in learning style preferences were found based on gender, grade level, or location. The study also examined learning strategies and interaction quality. Students valued cognitive, affective (emotional), and social interactions, demonstrating high engagement. Importantly, positive correlations emerged between learning strategies (environmental, affective, social) and interaction quality. However, the link between learning styles and these factors was not as strong. Based on these findings, a Mathematics Learning Enhancement Program is proposed. This program focuses on personalized learning guidance, optimized learning strategies, and a learning environment tailored to student needs. The study emphasizes the importance of student-centered teaching, personalized learning strategies, and collaborative learning environments for improved math achievement and critical thinking skills.

Teaching Approaches and EFL Students’ Self-Regulated Learning Capacity

This study investigates the relationship between teaching approaches and EFL students’ self-regulated learning capacity in a Chinese university setting. The research explored the characteristics of teaching approaches, including student-centered independent inquiry learning, teacher-centered direct teaching, student-centered cooperative learning, and teacher-centered questioning, and assessed EFL students’ self-regulated learning capacity in terms of commitment control, metacognitive control, satiation control, emotion control, and environmental control. The study found that while EFL students generally appreciated their teachers’ use of questioning, direct teaching, and cooperative learning methods, they perceived a lack of opportunities for student-centered independent inquiry learning. Furthermore, students exhibited strong self-regulatory skills in managing satiation, commitment, emotions, and the learning environment, but demonstrated weaker metacognitive control abilities. The research revealed a significant positive correlation between student-focused independent inquiry and cooperative learning approaches and students’ self-regulated learning capacity. This suggests that student-centered teaching methods, particularly those emphasizing independent exploration and collaborative learning, effectively enhance EFL students’ self-regulated abilities. The study concludes with recommendations for policymakers, teachers, and students to promote effective self-regulated learning in EFL contexts. These include providing more opportunities for independent inquiry learning, fostering a supportive classroom environment, and developing students’ metacognitive skills. The findings highlight the importance of a holistic approach to self-regulated learning that addresses both cognitive and affective dimensions.