Teaching Style Research Articles

Dance Pedagogy used by Physical Education Teachers in Enhancing Skill Acquisition, Mastery and Self-Image

Effective teaching practices in dance cover a variety of theoretical and practical approaches and techniques and individual teaching and learning styles. This study focused on dance pedagogy used by physical education teachers in enhancing skill acquisition, mastery, and self-image. Specifically, the study investigated the extent of the use of dance pedagogy by physical education teachers in five teacher education institutions to enhance skill acquisition, mastery, and self-image. The total number of participants of the study was twenty-three (23) wherein fifteen (15) were females and eight (8) males and with experiences in teaching ranging from 1 to 25 years. A questionnaire comprising 65 items that exemplify the sixteen dance teaching guidelines for strengthening students' dance skill acquisition, knowledge, and self-image was used to gather data supported by classroom observation. The items were adapted from the sixteen guidelines for teaching and learning identified by Mainwaring and Krasnow, which were categorized into three major areas: process and goals, influences that affect dancers' progress, and structure and content of the class. The data were treated using descriptive statistical tools. The results showed that the physical education teachers always practice dance pedagogies that enhance dance skill acquisition, mastery, and self-image. Dance pedagogies are needed to maximize the potential of every learner who wants to progress and become their best.

Educational Research on the Use of Virtual Reality Combined with a Practice Teaching Style in Physical Education: A Qualitative Study from the Perspective of Researchers

(1) Background: the scientific literature has shown that students’ active involvement in the teaching–learning process significantly improves their learning outcomes. (2) Methods: this study shows the perceptions of seven researchers on the process of inquiring about the effects of the combined use of virtual reality (VR) and a practice teaching style in physical education in secondary educational institutions. (3) Results: the results obtained from the researchers’ diaries and the focus group, through qualitative design, are arranged in the following categories: difficulties in data collection before, during, and after the intervention; perceived differences between VR interventions in laboratory situations and educational contexts; and the perceived transferability of the use of VR devices in the educational context. (4) Conclusions: more research is needed on the use of VR in the educational context, although the results obtained indicate that the teaching–learning process can be enriched by overcoming the difficulties inherent to the use of this technology in a variable context such as education.

The role of personal best goal setting and teaching styles in homework behavior: An academic demands-resources perspective

The role of personal best goal setting and teaching styles in homework behavior: An academic demands-resources perspective

THE EFFECTIVENESS OF JIGSAW COOPERATIVE LEARNING STRATEGY AMONG BACHELOR NURSING STUDENTS AT ZIAUDDIN UNIVERSITY, KARACHI

Objective: This study aimed to determine the effectiveness of the jigsaw cooperative learning strategy among Bachelor nursing students. Material and Methods: The quasi-experimental study was conducted from July to December 2021 at Ziauddin University Faculty of Nursing and Midwifery, Karachi, among 60 students of 4th year BSN, approached by non-probability consecutive sampling method. The willing students of BSN year VI were included. The participants were divided into A and B groups. Group A was interventional, and group B was non-interventional. Independent t-test, Mann-Whitney U test, and Fisher exact test were applied for inferential statistics. Results: The majority, 80% of the participants, were female, and almost half, 31 (51.67%) study participants were between 23-26 years. The average score of the participants through jigsaw cooperative learning and lecture method was18.73±3.5 and 14.13±2.42, respectively. Moreover, it was also found to be statistically significant (p-value<0.001). Conclusion: It is concluded that the jigsaw cooperative learning strategy was found effective as compared to the traditional teaching style. To increase the quality of education in the health sectors, the educational system must accept and apply modern interactive technologies. Keywords: Jigsaw method, lecture method, nursing students

Analysis of Differences Between Chinese and American Teaching Methods

With the competition of various countries in the world in education, to further consolidate and improve national education, China and the United States are major countries with greater influence in the world, and both countries attach great importance to student education. Due to the differences in political and economic systems and ideological and cultural aspects, there are differences in the content, path and method of education between the two countries. This paper analyzes the different educational styles of China and America. In this paper, the Chinese and American classroom forms, assessment methods and the impact of different education methods on students are mentioned respectively, and finally some suggestions are given. Educational administrators should combine the excellent educational methods of the United States from various aspects to improve education, and to improve the competitiveness of education in the world, and people should also know the shortcomings of education in other countries to cope with the future development of education in country.

Analysis of the Impact of Family Education on Children's Mental Health

Family education has a significant impact on children's mental health, social skills, self-esteem, and even their future growth. Research indicates that variations in family education styles and cultural backgrounds also have distinct effects on how children's mental health develops. The effects of family education vary among cultures. Diverse family education philosophies have varying effects on kids' emotional health, so parents should implement focused teaching techniques to help kids feel good about their families. Using home-school collaboration can assist parents in putting effective home education into practice. Other crucial components of family education include timely modifications to educational models and constructive parent-child interaction. Parents can create more effective lesson plans, regularly reflect on their teaching strategies, continue to learn about parenting, communicate with other parents, and support the healthy development of their children by enhancing the family environment. By doing these things, parents will also be better able to participate in and have a more thorough understanding of the healthy development of their children.

THE IMPACT OF COMBINED EDUCATION ON TH ACADEMIC ACHIEVEMENT IN COMPUTER APPLICATION COURSE IN THE TECHNICAL INSTRUCTORS’ INSTITUTE

Combined education is a style of teaching in which the lecturer combines traditional teaching methods along with modern technological ones. The effect of combined education is evident in several ways, especially in areas relating to students. Combined education offered great opportunities for the students and enabled them to engage in the learning activities that require skills of thinking, as well as problem solving and critical thinking. It also allowed them practical application of several ideas, to ask open ended questions and have student-lead valuable discussions. The aim of this study is to understand the effect of combined education on academic achievements for students in the chorus Computer Applications, studying first semester at The technical trainees institute for the (2022-2023 The results were extracted using relevant statistical instruments. The mean Distans performance for the rest group was later compared to the mean for the control group. The study found statistically significant differences at a<0.05 between the two groups. The study also concluded several recommendations, the most significant one being the importance of using combined education to increase the students’ academic achievements and to move forward from traditional to combined educational approach

Determinants of Physical Teachers’ Attitude toward Technology Integration in Shenzhen Schools, China

Background and Aim: This study aimed to identify the factors influencing Physical teachers’ attitudes toward technology integration in Shenzhen Schools, China. The variables used in this research framework include Content Knowledge, Pedagogical Knowledge, Technological Knowledge, Technology Pedagogy and Content Knowledge, Technology Integration Self-efficacy, Intention to Integrate Technology, Teaching Style, Contextual Factors, Intention to Integrate Technology and Instructional Technology Outcome Expectation. Materials and Methods: The research utilized a quantitative survey research method using a questionnaire to investigate the influencing factors. The purposive sampling technique was employed to recruit 359 respondents in Shenzhen City to participate in the study. The Confirmatory Factor Analysis and Structural equation model was utilized to test the hypotheses. Results: The results revealed that physical education teachers’ intention to integrate technology can be influenced by the attitudes of Technological Integration Self-efficacy and Contextual Factors. In addition, the Technology Integration Self-efficacy is influenced by Technological Pedagogical and Content Knowledge. For the instructional technology outcome expectation, this factor can be influenced by the TISE and the IIT. Furthermore, the mediating effects were found for the teachers’ intention to integrate technology and the technology integration self-efficacy. Conclusion: The results showed that for physical education teachers to change their attitude toward technology integration, they need to increase their self-efficacy level. It is also important for the school to provide additional technology knowledge or support for teachers to ensure that the teachers can increase their competency toward technology usage, which could result in the increased utilization of technology in physical education classes.

Estimation of Psychometric Properties of Leadership Style Questionnaire at Higher Education

This study aimed to validate the Even & David-Hadar (2021) leadership style questionnaire for assessing head leadership in the context of Indian higher education. The three-factor structure (transformational, transactional, laissez-faire) was tested with data from 400 university teachers across science, engineering, humanities, and social sciences from both public and private institutions in Punjab.
 Purposive random sampling was employed in two separate studies (n=200 each). Study 1 utilized exploratory factor analysis (EFA) to reveal three dimensions explaining 65.46% of the variance, with good internal consistency (>0.80). Study 2 confirmed these findings through confirmatory factor analysis (CFA), demonstrating moderate goodness of fit (CMIN/DF=2.114, GFI=0.89, TLI=0.92, CFI=0.93, RMSEA=0.074).
 These results support the validity and reliability of the adapted questionnaire for measuring leadership styles in Punjab higher education. This 15-item, three-dimensional scale can be valuable for addressing behavioral and management issues among university teachers.

On the issue of preparing future teachers to broadcast family values to students in an information society

This article examines the potential and features of the formation at the university of future teachers of professional readiness to develop and transmit family values to students. The relevance of the topic is determined by the crisis state of the modern family and the need to broadcast the values of the traditional family to the younger generation. The author understands the peculiarities of this process as the originality of the modern generation of youth, the specifics of the activities of teachers of pedagogical training profiles at the university, as well as a set of targeted, substantive and procedural features that are modified in the situation of transformation of the axiosphere of a modern citizen. The set of personality-oriented, socially-oriented, civic-oriented, artistically-oriented, reflexively-oriented and professionally-oriented groups of family values highlighted by the author is purposefully formed in the selected educational conditions of family communication, leisure activities, public associations, as well as organizations of general, additional and vocational education. Examples of family education on educational platforms with virtual content, examples of the use of hackathons in university education, a professional skills competition, and STEAM design are considered. Generalized features of the formation and transmission of family values to students by future teachers in university education (adaptability to a specific place, time, amount of study load, hybridity, continuity, the ability to return to some material, personalized pace, volume, style and support of education with the possibilities of self-government and its adjustments) arouse interest among modern students and increase their professional motivation.

Study on the Impact of the Quality of Teaching on the Attractiveness of Vocational Colleges

This study investigates the correlation between the quality of teaching and the attractiveness of vocational colleges. The research aims to discern how the effectiveness of teaching methods, faculty expertise, and educational resources influence students' perceptions and choices regarding vocational education. Through a comprehensive analysis of various factors, including teaching styles, curriculum design, and extracurricular support, the study seeks to identify key elements that contribute to the overall appeal of vocational colleges. The findings are expected to provide valuable insights for educators, policymakers, and stakeholders in enhancing the quality of teaching in vocational institutions, ultimately fostering greater interest and enrollment in these educational settings.

Academic Motivation of Elementary School Students Unearthing the Role of Teacher

The purpose of this study was to investigate the relationship between teachers’ behaviour and students’ academic motivation. This research study employed a quantitative research design. The correlation research method was used to conduct the study. All the students studying in elementary classes of district Swabi (Khyber Pakhtunkhwa, Pakistan) were the population for this study. Multi-stage sampling technique was used for the selection of 656 students from the population of 10930 students. Self-regulation Questionnaire (SRQ-A) and Perceived Autonomy Support (PAS) were used to collect data about students' academic motivation and students’ perception of their teacher’s behaviour, respectively. The study found that teachers’ autonomy-supportive behaviour had a moderate, positive, and significant relationship with students’ autonomous, intrinsic and identified academic motivation and a very weak correlation with students’ controlled academic motivation. It is recommended that the teachers adopt autonomy-supportive behaviour (i.e. students-centred approach) but they may avoid a controlled teaching style (i.e. teacher-centred approach) as it is considered one of the main reasons behind the dropping out of children from schools in KPK.

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.

Children in Street Situations, Their Determinants, Survival and Strategies. Case of the City of Bujumbura

The aim of this article is to establish the link between the determinants of street life and the violence experienced by children and their survival in the city of Bujumbura. To gather the experiences of our interviewees, we used a life history with semi-structured interviews, and direct and indirect observation. To identify emerging themes, we carried out a thematic analysis of the interview content. Analysis of the empirical corpus of 43 street children reveals nine determinants at the root of the street child phenomenon, grouped into two categories, namely environmental and personal and interpersonal determinants centered on parent-child relationships. There are also determinants linked to educational styles that interact with the child's behavior. The stepmother is often perceived by children and their in-laws as a "ferocious animal’’, even in the absence of a negative upbringing. When family life fails, the street becomes an alternative. Exposed to all forms of violence, child victims become violent, and the cycle of violence is fueled. Stories of life on the streets show that every child has his/ her problems. Previous results show that the determinants of street life are multifactorial and have causal links that are part of a cyclical context of violence. Our results go further, proving that in addition to environmental determinants, there are also personal and interpersonal ones. Combating this phenomenon requires preventive action at the primary, secondary and tertiary levels: preventing the development of the problem, intervening early and, finally, treating the consequences and reintegrating the children.

Charles Dickens' Hard Times and The Philosophy of Utilitarian Education

This paper focuses on the Utilitarian Philosophy in education that appeared in Charles Dickens' "Hard Times" during the industrial revolution. This paper aims to show the outcome of the Utilitarian Education Style taught by Mr. Gradgrind in his model school and to prove how this philosophy ends up with fail. Charles Dickens is trying to show that one of the dark sides of that the industrial revolution is more towards the logic of mind than the logic of heart, so in this case the greed of the people to wealth at that time is very clear. Charles Dickens assent a subject matter of utilitarianism, along with education and industry. Utilitarianism is the idea that something is morally proper if it assist a popular of people. It is a rule concern nothing but facts and leaves no area for creativity or thoughts. Dickens arrange for figurative models of this utilitarianism in Hard Times by using Mr. Thomas Gradgrind, one of the main characters in the book, who has a tough confidence in utilitarianism. This paper is a sarcasm to the philosophy of (Only Facts) by Mr. Gradgrind in his model school which is not based on the morals of the actual education organization.

Estilos docentes: una intervención de aprendizaje basado en juegos

This research article presents the results of an evaluative and mixed instrumental case study that aimed to evaluate how the pedagogical use of the game ‘¡Aye!’ could contribute to the development of authoritative teaching styles. An intervention based on game-based learning was implemented and evaluated with 13 teachers (3 men) from Bogotá, Colombia. Information was collected from a self-report questionnaire on teaching styles (before and after the intervention), observations (during the intervention) and in-depth interviews (six months after the intervention). Data from the questionnaires were analyzed through descriptive statistics, and those from the observations and interviews through qualitative content analysis. The results showed that the teachers reported an increase in their attitudes and behaviors associated with authoritative teaching styles, and that the game favored the capacity of the teachers to lead their classrooms promoting students’ participation and autonomy, as well as teachers’ positive affect towards their students. Results are discussed in light of their implications for innovation in teacher training processes related to classroom management skills.

Data set for “Headteachers’ Leadership Styles and Commitment of Teachers in Bushenyi District, Western Uganda”

Data was collected to investigate the effect of head teachers’ leadership styles on the commitment of teachers among secondary in Bushenyi District, Western Uganda. It was specifically focused on: the relationship between head teachers’ democratic leadership style and commitment of teachers; the relationship between head teachers’ autocratic leadership style and commitment of teachers; the relationship between head teachers’ laissez-faire leadership style and commitment of teachers among primary schools in Bushenyi district, Western Uganda. Data was collected in the month of August, 2023 from a total sample of 233 teachers from both government aided and private schools (122 males and 111 females). The data was collected using a self-designed questionnaire that was constructed from reading literature and following the research questions. All items in this instrument were closed-ended were measurement based on the five-point Likert Scale (1 = strongly disagree 2 = disagree 3 = not sure 4 = agree 5 = strongly agree). After organising the data quantitatively, it was entered into the computer using both excel spreads and statistical package for social scientists for further analysis. The data is in form of raw data, and it can be analyzed in different forms such as: relationship between the different forms of headteachers leadership style (democratic, autocratic and laissez-faire) and; the particular areas of teachers’ commitment (Affective, Continuance, and Normative), ownership of the school (government or private), gender (male or female), category of the school (day or boarding), teachers’ age among other factors that can be considered. Policy makers and school administrators can also base on this data to identify leadership gaps among headteachers that may call for refresher training or mediation talks.

The Effectiveness of Hybrid Learning in English Pronunciation Pedagogy in the Nigerian ESL Context

This paper is a study on the effectiveness of hybrid learning; a blend of traditional and technology-based training, vis-à-vis the second language (L2) learner of English pronunciation. Specifically, our motivation is centred on the functionality of combining the habitual classroom teaching style with the Telegram app (a mobile-based technological tool) for studies relating to speech production and perception. The methodical procedure and design for this study is both quantitative and descriptive; employing the use of a multiple-choice questionnaire in data collection from 401 Nigerian undergraduate and postgraduate students in the University of Benin, Nigeria, to ascertain the effectiveness of digital designs and stratagems. Pie charts are employed to display multiple divisions of the study's data comparison. This study emphasizes the Online-Driver Blended Learning Model; such a pedagogical approach exposes the L2 learner to a more involved and effective way of understanding how to avoid imposing an unfamiliar accent upon the target language. Consequently, we see a merger of online practical exercises and exposure to uploaded multimodal texts and native speakers' spoken data (audio-visual recordings/voice notes) with scheduled direct classroom interludes. Findings confirm that exploiting such a hybrid model enhances students' cognitive abilities and retentive capacity regarding English pronunciation. Such digital audio-visual tools are paramount phonetic strategies for learning how to avoid unacceptable phonetic alterations. Thus, we see the effectiveness of integrating the Telegram app into the traditional brick-and-mortar educational method in handling problems associated with speech sound production and second-language phonological interference.

Correlation Between English Teachers’ Teaching Style and English 123 Performance of AIMS Maritime Students: Basis in the Strategic Development of Teaching and Learning Activities (TLA) in English

Many teachers widely apply teacher-centered methods than student-centered methods. However, in specialized writing classes, such as English 123, the former method is not a guarantee for students to learn the tenets of good and effective writing. Thus, this study aimed at determining if there exist a significant relationship between the present teaching styles of English 123 teachers and the English 123 course performance of the students of Asian Institute of Maritime Students (AIMS). Using the descriptive-correlation design, the study employed 273 freshmen maritime students and nine English 123 professors as respondents of the study. Most of the students found their professors to possess an “Expert” and “Personal Model’ teaching styles while majority of the professors have classified themselves to possess an “Expert” and “Formal Authority” teaching styles. Based on the frequently appearing style of teaching, it is equated that the professors have a teacher- centered teaching style. With the reflected teaching styles, only few gained a very good grade of 91 and above. At the most, almost one third of them gained a low grade of 80 and below which warrants an improvement of achievement in English 123. Greater frequencies of high grades are seen from students under the “Expert” (grade range from 86 to 91 and above) as well as from “Personal Model” professors (grades from 86 – 90) while low frequencies of high grades are observed under the “Formal Authority” and “Delegator” professors. Hence, a significant relationship between students’ English 123 performance and the professors’ teaching styles exists.

The Effect of Laissez-Faire Leadership Style on Academic Performance of Primary School Pupils in Selected Primary Schools in Kasese District

Education plays a crucial role in the development of society, particularly in the developing world. The purpose of this research is to assess the impact of a laissez-faire leadership style on the academic performance of primary school students in selected schools within Kasese district. The study utilized a cross-sectional survey design, employing both quantitative and qualitative methodologies. Quantitative data was processed by coding and entering it into a computer program called the Statistical Package for Social Sciences (SPSS 22.0). This data was then summarized using frequency tables, allowing for the identification of errors and necessary revisions. Among the respondents, 27 (45%) disagreed with the statement, indicating that teachers appreciate the leadership style that grants them freedom. This lack of accountability can have negative consequences. Conversely, 24 (40%) agreed that head teachers adopt a hands-off approach, empowering teachers to independently solve problems, while 60% disagreed with this statement. Additionally, 17 (28.3%) of head teachers spend the majority of their time outside the school, with their presence on campus being rather casual. This evidence suggests that head teachers do not perceive their presence as significant, failing to recognize its positive impact on academic performance. In Kasese District, the Primary Leaving Examination (PLE) results for 2018 and 2020 revealed a disappointing pass rate of only 47%. Therefore, it is crucial to examine various factors, such as the leadership styles of head teachers, in order to address this issue effectively. Keywords: laissez-faire leadership, academic performance, primaryschool, pupils, social studies.