Teaching Style Research Articles

Building sustainable local training capacity for maternal and newborn health within the public health system: A training intervention in Palghar District, India

Continuing professional development for the health workforce is of paramount importance and can be implemented using locally available, competent trainers. However, guidelines for the selection, development, and mentorship of such trainers are lacking. Training intervention research conducted in Western Maharashtra, India, aimed to address these gaps by focusing on skills for maternal and newborn health (MNH). In this study, selected trainers from a pilot project in the Pune district received advanced training to become core trainers (CTs) for a scale-up project in Palghar district (2019 – 2022). The CTs trained master trainers (MTs) in Palghar (n = 32) with support from the United Kingdom-based technical partners, following a six-step approach: selection of trainers, training of trainers (ToT) (including knowledge and skills assessment), staggered induction as trainers, continuous support, regular quality assessment, and virtual refresher training. The process and outcomes of this six-step approach were evaluated using mixed-methods research. The skills of local trainers were augmented through hands-on training and further supported by long-term mentorship to develop training excellence. The CTs’ competency as mentors improved due to appreciative feedback. Regular assessments conducted by the expert team also contributed to maintaining quality control. Online learning has emerged as an effective method for refresher training. There was considerable improvement in the clinical knowledge and skills of the health providers from Palghar (n = 505), which attests to the quality of the training delivered by the Palghar MTs. This intervention enhanced both clinical competency and confidence. The approach demonstrated the importance of recruiting suitable participants who could consciously shift their teaching style to become more adult-learner-centric facilitators. However, there is a need for a systematic, long-term evaluation of this model, its application to MNH care, and its institutionalization within the public health system.

Motivating and demotivating teaching styles: A comparison among planned, adopted, and perceived

Motivating and demotivating teaching styles: A comparison among planned, adopted, and perceived

Empowering competence: A program-wide active learning framework for a pharmacy program

ObjectiveThis study aimed to develop and implement a program-wide active learning framework to guide active learning and assessment efforts in an entry-to-practice competency-based Doctor of Pharmacy program. MethodsThe development of the framework involved 3 stages: creation of a framework aligned with the program’s guiding principles, provision of training and support to faculty and students, and evaluation of the students’ and academic staff satisfaction using an online survey over 2 academic years (2022–2023). Data from this survey were analyzed descriptively. ResultsAn active learning framework that was aligned with the program’s guiding principles while allowing flexibility for individual teaching styles was developed. It consisted of 4 stages: preclass preparation, in-class work, prelaboratory preparation, and in-laboratory activities (emphasizing knowledge acquisition and competency development). Academic staff surveys reported higher satisfaction of staff in year 2 than year 3 of the program, with indications of further training on specific modalities. Students’ satisfaction improved from year 2 to 3, particularly, in areas related to class objectives, learning environment, and feedback. ConclusionThe transformation of a curriculum that includes the evolution of the teaching and learning strategy is a complex, long-term project that deserves continuing attention. Having frameworks in place helps the management, instructors, and students to understand the global direction, stay focused, and support the implementation of competency-based education and student-centered learning.

The Influence of Learning Styles on Mathematical Performance among Junior High School Students

Learning styles are different approaches individuals prefer for acquiring knowledge and information. This study examines the influence and relationship between learning styles and mathematical performance among junior high school students at Tolotolo National High School. By identifying and recognizing students’ preferred learning styles, educators can better understand and meet students’ learning needs. The research aims to identify the dominant learning style among students and its correlation with mathematical performance. Results show that students at Tolotolo National High School predominantly prefer auditory learning. However, the study found no significant correlation between auditory learning and mathematical performance. Interestingly, a significant relationship was found between kinesthetic learning styles and higher academic achievement in Mathematics with a significance score of 0.001. These findings suggest that while auditory learning is prevalent, kinesthetic learning plays a role in academic success. These insights contribute to developing effective teaching strategies and styles that encourage students to become more successful academically.

Educational Leadership and Learners’ Academic Achievement in Secondary Schools in Developing Countries: A Critical Review

The study explored three leadership styles in education for students’ academic achievement in secondary schools viz: democratic, laissez-faire and autocratic leadership styles in developing countries. The main crux of the study was examining the impact of heads of schools' leadership towards academic achievement of secondary schools’ students and recommending the most effective leadership style for heads. In-depth study of heads of schools' leadership styles to students’ academic achievement through systematic review of previous related literature was conducted. The study used qualitative method to analyse 49 published documents of which 5 were books published from 2002 to 2023 and 44 were papers published from 2006 to 2023 years. This study was confined in the following sample of countries Nigeria, Ghana, Tanzania, Kenya and South Africa. Also, supplementary papers from Kuwait and USA were reviewed to study more how leadership in education is done. The findings showed that no single leadership style in educational context fits all schools’ environments. Moreover, it was shown that most heads of schools prefer the use of the democratic type of leadership style which does not fit all schools’ environments. The studies revealed that educational situations differ, thus the leadership style chosen should rely on the school situation. The current study recommends some effective measures for leadership development of secondary schools’ heads.

Systematic Review in Solving Mathematical Problems

The ongoing challenges faced by mathematics students are highlighted through an analysis of the effectiveness of different teaching styles used worldwide. A systematic review of the literature selected nine articles from a total of 598 relevant articles using rigorous inclusion criteria and quantitative techniques. The results suggest that incorporating problem-solving skills into educational programs can significantly improve students' critical thinking and academic performance. Constructivist and sociocultural approaches, which promote collaboration, introspective practice, and participation, have been shown to be highly effective. The conclusion is that to foster a fruitful and meaningful learning environment and to enhance students' critical thinking and academic achievement in mathematics, a balanced teaching approach that combines direct instruction and independent learning is essential. This can be achieved through the use of technology and collaborative resources.

Interplay between digital citizenship skills and teaching styles of public elementary school teachers in Quezon district, Nueva Vizcaya

Interplay between digital citizenship skills and teaching styles of public elementary school teachers in Quezon district, Nueva Vizcaya

School Education or the Games and Challenges of Heritage Development

When authors such as Branchesi (2007) and Barthes & Blanc-Maximin (2016) reflect on the opportunity to adapt the supranational principles set out in international conventions to the specific educational contexts of States, they consistently and insidiously highlight the need not necessarily to globalise heritage issues, but rather to consider them as a sum of their parts. This contribution focuses on primary education as a prerequisite for heritage development. Using an exploratory qualitative method, our study of history- geography and citizenship and moral education teachers seeks to identify the relevant primary education styles likely to generate, in the short, medium or long term, heritage development in the locality, i.e., a real awakening of awareness and an enhancement of the various historical and/or natural potentials and assets, graciously offered by nature or mankind. To this end, we interviewed seven teachers working in different regions, grouped together according to a number of ethnographic, contextual and situational similarities. The results of this research show that heritage development cannot be boosted unless the «educational concept of heritage» is effectively taken into account in international conventions, and unless heritage education is effectively implemented as a major tool for local development.

An exploratory study of epistemological stances among teachers and secondary IV history students in Quebec

An analysis of the history curriculum (MEES, 2007, 2017) as taught in Quebec Secondary schools shows that it encourages the development of a constructivist view of history, focused on the historical method and on developing skills and competencies in students (Boutonnet, 2017; Cardin, Éthier & Meunier, 2010; Duquette, 2020; Éthier, Boutonnet, Demers & Lefrançois, 2017; Éthier, Cardin & Lefrançois, 2014). Yet some scholars (Demers, 2012; Moisan, 2010; Yelle, 2016) have noted the conflicting presence of two epistemological stances toward history among Quebec teachers: history that serves as a “memory reservoir”, or history as a science that develops intellectual qualities. These diverging views of history can lead to different teaching styles and usage in the classroom. Given tensions in the educational community between the Quebec ministerial exam (Blouin, 2020; Déry, 2016)—which is predicated on the concept that there can only be one correct answer—and the constructivst curriculum, between the stances of the teachers themselves and the representations of history among the general public (Éthier, Lefrançois & Joly-Lavoie, 2018; Rosenzweig, 2000) some questions remain: how do students view the learning of history? How do teachers react to these representations when confronted with them? To answer these questions, we conducted an exploratory study in which 332 students completed a questionnaire (Maggioni, 2010; Maggioni, VanSledright & Alexander, 2009; Miguel Revilla, Carril Merino & Sánchez Agustí, 2017) on their representations of history. We also held interviews with eight teachers to further explore how beliefs and epistemology are constructed in history class. We used these questionnaires and interviews to gain insight into part of this construction.

OMAR MOHAMMAD ASY-SYAIBANI THOUGHT (RELIGIOUS-RATIONAL) THINKING ABOUT ISLAMIC EDUCATION

This article explores the progressive style in Islamic education and the philosophy of education introduced by Omar Mohammad at-Toumy Ash-Shibani. The author uses a qualitative literature research method with the main source of the book Falsafatu at-Tarbiyah al-Islamiyah by Omar at-Toumy. The results of this article include concepts in the philosophy of Islamic education that accommodate the characteristics of progressivism, including balance, simplicity, and adaptation to the demands of the times. Omar Ash-Shibani emphasizes the importance of justice, equality, and a practical approach to teaching. The philosophy of Islamic education that is dynamic and based on religious values reflects Omar Ash-Shibani's great contribution to the development of Islamic education. In digging deeper into Omar Ash-Shibani's thoughts on Islamic education that combines religious and rational aspects, we use qualitative literature research methods. The main source used is the book Falsafatu at-Tarbiyah al-Islamiyah by Omar at-Toumy.

Parenting Styles and Teachers' Teaching Styles impact on Students' Values Development

This study examines the effect of parenting and teaching styles on students' values development within Arab society in Israel. It aimed to determine: 1) the relationship between parenting style and students’ values development from teachers’ perspectives; 2) how teaching methods using English as a Second Language (ESL) strategies affect students' values development; and 3) demographic differences (sex, role, education, types of schools) among teachers in values development and parenting styles.The sample includes 280 teachers (112 male; 168 female) from Arab high schools' students in northern Israel and 200 parents (104 male; 96 female) who participated in the questionnaire. Findings indicate that authoritative parenting, which balances warmth and control, is most effective in fostering positive values, while authoritarian and permissive styles may lead to poorer outcomes in self-esteem, motivation, and behavior. Discussion-oriented and student-centered teaching approaches promote critical thinking, empathy, and ethical reasoning. No significant differences were found in the impact of teaching and parenting styles on values development based on gender, age, or educational level of teachers, except for differences in direct and delegating teaching styles.The study concludes that parenting and teaching styles are interdependent. Supportive parenting enhances the effectiveness of constructive teaching methods, and teachers' approaches can reinforce values instilled by parents. Recommendations for Arab society include promoting authoritative parenting through educational programs, encouraging discussion-based and student-centered teaching methods via teacher training and curriculum reforms, fostering school and community collaboration, addressing cultural sensitivities, and providing teachers with necessary resources and professional development opportunities.

The mediating role of social relationships between perceived classroom management and adolescents' attitudes toward school: a multilevel analysis

Social relationships in the school context – particularly teacher-student relationships and peer relationships – are related to students’ positive attitudes toward school, and consequently are of great importance regarding various aspects of learning and instruction. This can be concluded from studies that examine the influence of social integration on motivation, learning emotions, and positive attitudes toward school as an institution. Additionally, social relationships are closely related to the teacher’s style of instruction and student perceptions of the learning environment provided. However, there is little research so far, on the extent to which positive social relationships mediate correlations between aspects of teaching quality i.e., classroom management, and students’ positive attitudes toward school. Both classroom management and school-related social relationships are constructs that are assumed to be perceived similarly by students within one school, who experience similar conditions in regard to the intensity and frequency of common lessons. However, there are few research findings regarding shared assessments of classroom management and it’s correlations with teacher-student relationships by students within one school or class, and to date no results regarding the shared assessments of peer relationships. Therefore, the current study aimed to examine the correlations between students’ individual and aggregated assessments of social relationships in school and classroom management, with their positive attitudes toward school. The sample consisted of N = 453 polytechnic school students in Upper Austria, from which a weighted dataset was derived. The findings from multilevel mediation analyses support the assumption of the mediating role of both teacher-student relationships and peer relationships regarding the correlation between classroom management and students’ positive attitudes toward school. However, significant correlations were found only at the individual student level.

Reimagining Teaching Style Through Renewable Energy Quality Assessment—A Focus on Power Technology and Equipment

This article delves into teaching style translation strategies from the perspective of power energy quality assessment, using power technology and equipment as specific cases, with the aim of enhancing the international dissemination efficiency of power energy professional knowledge in the education field. Through detailed data analysis, this article reveals the rapid pace of technological updates and equipment upgrades in the power energy industry, especially in the fields of smart grids and renewable energy. As of 2023, the proportion of non fossil energy generation installed capacity worldwide has approached 50%, indicating that the power industry is accelerating its transition to green and low-carbon. This article pays special attention to the complex terms and concepts involved in the teaching of power technology and equipment. Using the principle of adaptability in translation theory, it analyzes how to accurately convey the precise meanings of these terms in the translation process, ensuring that international students can accurately understand and master key knowledge points. By comparing traditional teaching methods with a new teaching model that incorporates elements of power energy quality assessment, the study found that the latter performs more outstandingly in improving students' practical and problem-solving abilities. Specifically, the accuracy of students in simulating power system fault handling has increased by about 30%. In addition, this article also utilizes big data analysis technology to comprehensively sort out and evaluate teaching resources in the field of power energy, and finds that high-quality teaching materials and case sharing are crucial for improving teaching effectiveness. Based on the above analysis, this article proposes a series of optimization suggestions for teaching style translation, in order to provide strong support for the international education of power energy majors and promote the exchange and progress of global power energy technology.

Study of the Influence of Teachers Teaching Style on Students' Interest in Learning English

Learning English at the high school level often faces various challenges, especially when it comes to attracting students. Based on initial observations at SMA Swasta Indonesia Membangun Medan for the 2023/2024 school year, it was found that many students in grades x2 and x1 felt less interested in learning English. Factors that may cause this lack of interest include material difficulties, lack of relevance of the material to daily life, multiple intelligences of students, teaching style of teachers and techniques of delegators in teaching. The research methodology used is questionnaires, interviews, and data collection. The types of research used are qualitative data and quantitative data. The findings of this study also aim to determine the influence of teachers' teaching styles on students' interest in learning English. Based on the results of research through interviews with teachers, the factors that affect students' lack of interest in learning English are because students have dominance or multiple intelligence in certain fields. And the results of the questionnaire given summarized that students' interest in learning was in the category of quite good, namely 69.03% out of 50 students. And for the delegator teaching style technique, it is done during the group discussion method because in the discussion students can work collaboratively and become teachers with each other

The Impact of Psychological and Contextual Factors on Student Achievement in Chemistry: A Quantitative Study in Sri Lankan Senior Secondary Schools

This quantitative study investigates the influence of psychological and contextual factors on chemistry achievement among senior secondary school students in Sri Lanka. The research examines teachers' teaching styles, students' understanding of concepts, subject satisfaction, and attitudes toward chemistry as psychological factors, with gender and school type as contextual characteristics. Using a sample of 302 students and 114 teachers from 13 schools in the Kegalle Education Zone, data were collected using a Likert scale- based instrument and a structured chemistry test. The validity and reliability of the instruments were confirmed by pilot testing and confirmatory factor analysis. Data analysis, performed with SPSS and Amos software, used multivariate techniques and structural equation modeling. The results indicate that attitude towards chemistry and gender significantly influence student achievement. All variables except school location have a positive effect on student achievement. Recommendations include enhancing teacher training programs to promote effective, student-centered teaching styles, developing interventions aimed at improving students' conceptual understanding and attitudes towards chemistry, ensuring that curriculum and teaching practices are engaging and relevant to student's interests and experiences, and implementing gender-sensitive strategies to support both boys and girls in achieving their full potential in chemistry. This study provides valuable insights for educators and policymakers to design targeted strategies that address the identified factors, ultimately aiming to enhance educational outcomes and student performance in chemistry.

INVESTIGATING UNIVERSITY LEVEL STUDENTS’ PREFERENCES BETWEEN TRADITIONAL AND BLENDED LEARNING APPROACHES

This research assessed the students’ attitudes toward blended learning at universities, specifically accenting delivery mode preferences, exam format preferences, and trust in the digital instructional resources. The study used a quantitative research method with descriptive survey design. A purposive sample of 450 students from public and private universities was used. The study utilized the validated instruments. It was also notable that students had highly positive inclination toward face-to-face interaction, and hands-on practice, which suggested a hybrid approach of face-to-face teaching and online instruction was preferred over the fully online style of teaching. The analysis revealed that university type and academic year influence attitudes. Concerning the exam types, students were more comfortable with traditional paper and pencil tests; but male students were more accepting of technology-based tests. The level of trust in digital instructional materials was high, although it varied by year of study. Thus, teachers should adopt a gradual approach in integration of blended learning into their classroom. There is need to support learning from diverse backgrounds. The study can help inform educational policy, course development & faculty professional growth in institutions.

Correlation Between Psychological and Contextual Characteristics Affecting Chemistry Achievement in Senior Secondary Science Education in Sri Lanka

This quantitative study explores the correlation between psychological and contextual characteristics and student achievement in chemistry within senior secondary schools in Sri Lanka. The research addresses the persistent low performance in chemistry, a critical subject within the science curriculum, by examining various influencing factors. The study utilized a cluster random sampling method, selecting 302 students and 114 teachers from the Kegalle Education Zone. A pilot test was conducted to refine the instruments, followed by confirmatory factor analysis and exploratory data analysis to ensure reliability and validity. The psychological factors investigated include teachers' teaching styles, students' perceptions of chemistry, subject satisfaction, and attitudes toward chemistry. Contextual factors encompass school type and gender. Data collection involved standardized instruments and a structured chemistry examination, with analysis performed using SPSS and Amos software. The findings reveal significant positive correlations between students' perceptions, satisfaction, attitudes towards chemistry, and their academic achievement. Additionally, the study highlights differences in achievement based on school type and gender, emphasizing the importance of tailored educational strategies. The results underscore the necessity for targeted interventions and policy reforms to enhance chemistry education in Sri Lanka. These insights aim to inform educators and policymakers, fostering improved educational outcomes in the region.

The Relationship Between Coaches’ Leadership Styles and Athletes’ Burnout Among UiTM Perlis Athletes

Burnout among athletes can be influenced by many factors and one of the most significant factors that influence athletes towards burnout is the leadership involved in their particular sports. Thus, the purpose of this study is to identify the preferred coaches’ leadership styles, levels of athletes’ burnout, and to investigate the relationship between coaches’ leadership styles and athletes’ burnout among UiTM Perlis athletes. A total of 164 athletes (85 males and 79 females) participated in this study. The Revised Leadership Scale for Sport and the Athlete Burnout Questionnaire were used to collect data. Further, the data were analysed by using means and standard deviation of each item. Meanwhile, the Pearson Correlation Coefficient was used to investigate the relationship between coaches’ leadership styles and athletes’ burnout. Statistical significance was set at p < .05. Results revealed that positive feedback was the most preferred coaches’ leadership styles among UiTM Perlis athletes (M = 4.24, SD = .54). Results also showed that the overall score for burnout among athletes was considered low to moderate (M = 2.52, SD = .70). Pearson correlation test showed that there was a significant relationship between coaches’ leadership styles of autocratic behaviour (r = .385, p = .001), training and instruction (r = -.269, p = .001), positive feedback (r = -.295, p = .001), situational consideration (r = -.217, p = .005) and athletes’ burnout. Thus, this finding revealed that when coaches provided more training and instruction, more positive feedback, more situational consideration, and less autocratic behaviour tend to be associated with lower levels of burnout among athletes due to the expertise of coaches that could influence the athletes’ psychological well-being.

Leadership Outcomes of the Transformational, the Transactional and the Passive Leadership Style in Public Secondary Education Based on Teachers’ Perceptions

Leadership Outcomes of the Transformational, the Transactional and the Passive Leadership Style in Public Secondary Education Based on Teachers’ Perceptions

Optimising orthodox style learning in physical education through a variational training model

Background: The research problem is to improve our understanding of how different training approaches can improve bullet-shot results. Research Objectives: This study aims to investigate the impact of different training models on the learning outcomes of orthodox-style shot put. Methods: The research method employed was an experiment with a one-group pre-test and post-test design to enhance student learning outcomes using a varied training model. The subjects consisted of 32 students from a high school in Palembang. The study was conducted over 30 days, with four weekly meetings. During each meeting, 2-3 training models were presented, resulting in a total of 10 variation training models, namely Passing Techniques in Football Baseball, Techniques that Hold the Repulsion, Hanging the Ball, Resisting Pull, Clap Hand, Reject Target, Throwing Darts, Shoot in Target, and Load Rejection One Shoot. Data analysis used SPSS version 23 to calculate the significant value of the pretest and posttest results. Finding/Results: The study found that using varied training models resulted in significantly better learning outcomes in orthodox-style bullet throwing. Conclusion: The study concluded that varied training models have a considerable positive influence on learning outcomes in the orthodox style of instruction. This suggests that the findings contribute to a deeper understanding of effective training methods in sports education and have practical implications for athletic training programs. We could conduct longitudinal studies to investigate the long-term impact of diverse training on skill retention and entry into competitive athletics.