Suitable Teaching Research Articles

Sternberg Thinking Skills Levels for Vocational College Students and Analysing Demographic Disparities

This study was conducted to identify the level of Sternberg's thinking skills based on the perceptions of vocational college students along with students' demographic factors. The research design employed in this study is quantitative, utilizing a survey method. A total of 193 vocational college students from Likas and Miri Vocational Colleges were randomly selected as the study sample. A questionnaire in the form of a 'google form' was used for data collection and served as the research instrument. The data was analysed using SPSS software. Based on the analytical dimensions of creativity and practicality, the findings of the study indicate that the majority of students perceive themselves to have a high level of Sternberg's Thinking Skills. Overall, students demonstrate mastery of Sternberg's thinking skills by actively controlling cognitive regulation and possessing cognitive knowledge in problem-solving methods to achieve better learning goals. The summary of the findings from this study indicates that the level of Sternberg's thinking skills based on the perceptions of vocational college students is high across all elements, namely analytical, practical, and creative. Meanwhile, concerning demographic differences, significant variations were found in terms of gender, field of study, and academic achievement of individual students. This suggests that technical students are highly suitable for applying these Sternberg's Thinking Skills in the teaching and learning process. The information obtained from the findings of this study is crucial for educators to gain a deeper understanding of students and to choose suitable teaching approaches in conducting effective teaching and learning processes. It is undeniable that educators are one of the critical factors in determining the success of students, especially in mastering Sternberg's thinking skills and problem-solving abilities.

Advantages and Limitations of Information Technology in Preschool Education Teaching

With the progress of society and economic development, the innovation of information technology is rapidly changing our way of life and work. This change not only affects adults but also deeply influences our children, especially those in the early stages of education. The application of information technology in preschool education can greatly enrich educational content and provide diverse teaching methods. Through multimedia forms such as animations, music, and videos, teachers can vividly impart knowledge to young children and stimulate their interest in learning. At the same time, information technology can help teachers better understand each child, know their learning needs and individual characteristics, and thus formulate more suitable teaching plans for their growth. However, in practical application, the integration of information technology and preschool education also faces some challenges. Therefore, teachers should clarify the positioning of information technology as an auxiliary tool that cannot replace traditional educational methods. While using information technology, teachers should strengthen interaction with young children and pay attention to their emotional needs.

Learning media: Video podcast for biodiversity exploration

Biodiversity includes the distribution of flora and fauna, rainforests, diversity of benefits, and conservation. However, no media, especially video recordings used in the educational process, are available for public viewing and listening. Therefore, it is important to provide valuable and impactful educational resources in the form of video podcasts to facilitate their learning and understanding of biodiversity topics. This study aimed to develop a video podcast learning media on biodiversity material for class X MA DDI Maspul in Bone Regency, assess its validity, evaluate its practicality, and determine its effectiveness. The research method used is R&D (research and development), which refers to the ADDIE model. The subjects of this study were 24 students of class X MA DDI Maspul. The research instruments included validation sheets, student and educator response questionnaires, and learning outcome test questions. Data collection techniques through questionnaires and tests. Quantitative data including validation results, practical scores, and learning outcomes were analyzed descriptively. The results showed, that the developed video podcast learning material demonstrated high validity (average score of 3.7) and was considered very practical by educators and students (average score of 3.2). Additionally, it proved highly effective, with students achieving an average score of 87.6, indicating 100% effectiveness in the learning process. In conclusion, the video podcast learning media developed in this study is valid, practical, and highly effective, making it a suitable teaching tool.

The Power of Visuals: The Significance of Higher Education Teacher Professional Development in Visual Literacy in Kuwait

This study explores the role of higher education professional development in the integration of visual literacy instruction at the university level. Visual literacy is a crucial skill that empowers students to comprehend and generate visual content across diverse domains. However, many instructors lack necessary training and support to effectively incorporate visual literacy into their teaching practices. The research survey investigates the significance of teacher professional development in visual literacy implementation, encompassing the status of training, effective professional development programs for teachers, suitable teaching methods, education technologies, attitudes of higher education instructors towards visual literacy, and the influence of student engagement with visual materials on visual literacy advancement in Kuwait. The questionnaire was administered to a sample of higher education teachers. That data was analyzed employing descriptive and inferential statistical techniques, with SPSS v.26 software. Regression analysis and other multivariate analyses were conducted to test the research hypothesis and model. The outcomes should provide insights into the effectiveness of collaborative, experiential, and technology-enhanced teacher professional development programs in fostering visual literacy development within higher education, the significance of student engagement with visual materials, and the necessity for further research on effective teaching methods and educational technologies for promoting visual literacy. The findings can inform policy and practice by highlighting the importance of equipping higher education instructors with necessary skills and resources to effectively incorporate visual literacy into their teaching approaches, enhancing the quality of higher education by fostering competencies among students and facilitating their engagement with visual materials across various disciplines.

Exploring Challenges Faced by Engineering Students in Graphic Preparations of Perspective Geometry

Perspective geometry is a fundamental, challenging, and captivating subject within the engineering bachelor's degree program. It holds significant importance in developing graphic skills, analytical abilities, sketching proficiency, and comprehension of drawings. Moreover, it plays a crucial role in organizing the architectural components of a bachelor's thesis. However, the teaching and learning of perspective geometry often reveal various difficulties and shortcomings. Moreover, one of the various systems of symbols and languages created by global cultures is the graphical language, which is an exceptional and unparalleled language for understanding scientific and technical information. This language is considered the oldest international language. Every visual piece of information in various processes of human life has been formed through the graphical language, which is composed of various geometric shapes. In this research, data has been gathered from the perspectives of first-year students from the 2013 batch regarding the difficulties encountered in perspective geometry. A questionnaire was distributed to collect their opinions, and three graphical tasks with different levels of complexity were given to the students. The results obtained from this study indicate that employing suitable teaching methods and providing adequate resources can alleviate most of the learning difficulties associated with graphic skills. Instructors also play a pivotal role in resolving learning obstacles. Therefore, efforts should be made to enhance the quality of teaching graphic subjects by updating the content and curriculum of educational programs and improving teaching methods through the use of technology. In higher education institutions, conditions for fostering students' professional knowledge, enhancing their ability to draw maps and create technical documents can be facilitated through computer graphics education. Updating the teaching methods plays a crucial role in improving the quality of graphic education. The mentioned factors provide a suitable environment for the growth of graphic knowledge and the implementation of projects related to professional subjects.

Using Kahoot! To Teach Grammar in an ESL Classroom: Pupils’ Perspectives

Gamification method in the education field is the application of game mechanisms in a non-gaming environments like such as classrooms and virtual learning sessions. Gamified learning has attracted attention among educators and learners over the past several years. There are debates and opinions regarding the most suitable approach to teach students in the ESL classrooms and how it will impact students’ level of proficiency. The recent outbreak of COVID-19 has forced schools to be closed thus restricting face-to-face interactions during teaching and learning sessions. Online learning becomes the best option. However, many teachers encounter difficulties in teaching grammar to ESL students effectively. Therefore, students’ perception on the use of Kahoot! to teach grammar will be surveyed to determine the impact of gamification method towards learning. This study will employ survey research design and a questionnaire will be distributed among 70 Year 5 and year 6 pupils studying in a semi-rural school in Tatau, Sarawak. The questionnaire consists of 25 items which was adapted from a similar study conducted by Bicen and Kocakoyun (2018). The survey will be conducted using both online and offline method. The participating students have low to average level of proficiency. The results of this study will be used to determine students’ perception towards the use of Kahoot! application in the grammar teaching. Apart from that, the findings of this study will benefit ESL teachers and help them to design more suitable teaching and learning activities to increase students’ understanding and motivate them in learning.

Indonesian EFL students’ anxiety factors and solutions for listening comprehension: Multiple case study

Students’ anxiousness affects the EFL listening process. Listening anxiety is also an aspect that may impact a foreign language student’s success or failure in listening comprehension. Therefore, this study aimed to ascertain the factors that lead to students’ listening anxiety and the strategies lecturers use to alleviate it. Multiple qualitative case study was the method used in the study. Twenty-one undergraduate students enrolled in a listening class and three lecturers, from three universities in Palembang, Indonesia, participated in this study. Data collection methods included interviews and observation. The results of thematic analysis of qualitative data revealed four factors contributed to students’ anxiety when listening: 1) lack of listening skills; 2) lack of attention; 3) mood; and 4) classroom environment. Meanwhile, the lecturers were committed to implementing strategies that alleviate students’ listening anxiety. These strategies included: 1) preparing students for listening activities, 2) exposing them to a variety of authentic listening materials, and 3) improving the learning environment. The research findings imply that the lecturers who taught listening class have observed that each student experienced anxiety while listening due to specific factors. As a result, they have begun to devise suitable teaching strategies to foster a more enjoyable learning experience in listening classes, thereby enhancing student comfort and engagement.

Remedial Teachers’ Needs for Developing New Basic Numeracy Teaching Aids: A Needs Analysis

Appropriate teaching aids can assist remedial pupils in mastering basic numeracy skills effectively. However, issues persist of remedial pupils struggling to grasp basic numeracy skills, potentially due to the lack of suitable teaching aids tailored for Malaysia’s Special Remedial Programme. Thus, this quantitative study aimed to identify remedial teachers' needs for developing new basic numeracy teaching aids in the Special Remedial Programme. This study adapted McKillip's Discrepancy Model to guide the needs analysis. A quantitative survey methodology was used with 143 remedial teachers respondents in Melaka state, Malaysia. A validated questionnaire measured the levels and discrepancies in remedial teachers’ utilisation, perceptions, constraints, and skills regarding proposed basic numeracy teaching aids by the Ministry of Education Malaysia. Descriptive statistics were calculated. Findings showed moderate utilisation, high positive perception, moderate constraints, and high skills levels in using existing basic numeracy teaching aids. Discrepancies were identified in each construct, indicating the need for improvements tailored for better remedial learning. The results suggest modifying and developing new basic numeracy teaching aids that meet remedial pupils’ learning characteristics, fostering their creative thinking, facilitating self-directed learning activities, improving time efficiency in teaching and learning mathematics, providing various customisable teaching aid templates that are easy to reproduce with affordable everyday materials, and developing user-friendly technology teaching aids. Addressing these needs can enhance remedial teaching practices and pupils’ numeracy achievement. This study provides an important initial evidence base for designing and developing appropriate basic numeracy teaching aids based on remedial teachers’ current needs.

Nanotechnology Integration in Education: Challenges, Strategies and Prospects

Nanotechnology is a rapidly evolving interdisciplinary field with vast potential applications across various sectors, including medicine, electronics, and energy. Its integration into education presents both opportunities and challenges. To effectively teach nanotechnology, educators must foster knowledge-centered learning environments, promote interdisciplinary approaches, and provide early exposure to scientific research. Despite the increasing recognition of nanotechnology's importance, its successful integration into curricula requires addressing challenges such as the development of suitable teaching strategies, the dissemination of knowledge, and the training of educators. Key to overcoming these challenges is the need for continuous research, development of innovative instructional tools, and global collaboration to ensure the effective integration of nanotechnology education. Through these efforts, students can develop essential skills and scientific literacy, empowering them to contribute to the advancement of nanotechnology and its societal impact.

Construction of a Multidimensional Assessment Model of Modern Apprenticeship Cultivation Effect and Creation of “Embedded” Dual-Teacher Teaching Teams under the OBE Concept

Abstract The modern apprenticeship system is of great significance in improving the quality of talent cultivation, but the phenomenon of two skins of school and enterprise in the process of modern apprenticeship talent cultivation is still serious, which is due to the lack of a suitable teaching team. The article constructs the curriculum system framework of a modern apprenticeship system that is oriented towards the OBE concept and provides an evaluation index system for the effect of talent cultivation. On the basis of analyzing the construction of an “embedded” dual-teacher teaching team, the assessment system of its construction effectiveness is designed. Taking vocational colleges and universities in S province as the research object, we obtained the data of each evaluation index through the questionnaire, solved the weights of each index by entropy weighting method, and analyzed the cultivation effect of the modern apprenticeship system by combining it with the fuzzy comprehensive evaluation. In addition, a weighted plain Bayesian model for evaluating the effectiveness of “embedded” dual-teacher teaching team construction was established based on the plain Bayesian algorithm. The weighting of basic skills in the cultivation effect of the modern apprenticeship system is 35.68%, and the fuzzy comprehensive evaluation score for the cultivation effect is about 5.07 points. The weight of basic work in the construction of an “embedded” dual-teacher teaching team is 0.3742, and the time consumed for the evaluation of the construction effectiveness using WNB is only 10.04s, and the evaluation error with the actual result is only 0.008. The multidimensional evaluation model can clarify the relationship between modern apprenticeship and the “embedded” dual-teacher teaching team. The multidimensional evaluation model can clarify the drawbacks of the modern apprenticeship system and “embedded” dual-teacher teaching team construction and guide the direction of targeted improvement strategies.

Pedagogical construction grammar

Abstract The concept of constructions has become increasingly important in theories of language acquisition and use during the last 20 years. Constructions are form-meaning pairings that are learned and stored as pieces of linguistic knowledge. Fillmore, Kay, and O’Conner (1988), and Goldberg (1995, 2006, 2019) were among the first linguists who paved the way for this alternative constructivist view on grammar. Since then, Construction Grammar (CxG) has become a widely accepted descriptive and processing model that is based on a large body of scientific research (e.g., Herbst, Schmid, & Faulhaber, 2014; Herbst, 2016; Hilpert, 2019; Hoffmann, 2022; Stefanowitsch, 2011). However, it is only recently that linguists have addressed the question of whether second/foreign language learners’ linguistic competence depends on constructions (e.g., Boas, 2022; De Knop & Gilquin, 2016). If CxG is widely recognized in the branch of first language acquisition, it is also indispensable to transfer this concept to Applied Linguistics to design suitable teaching materials and methods. Drawing upon the proposition “foreign language learning is construction learning” (Ellis, 2001; Herbst, 2016), this article aims to suggest a proposal for teaching English collocations following Herbst’s (2016) seven principles of Pedagogical Construction Grammar (PCxG). In particular, this article aims to suggest ways to apply these principles to developing supplementary teaching materials, activities, and tasks for teaching English collocations and collostructions.

Comparison of Korean and Vietnamese University Students in Blended English Classes

This study was conducted to compare and analyze the perceptions, satisfaction, and learning strategies of Korean and Vietnamese university students in blended English classes. Vietnamese students had higher negative perception than Korean students for blended English classes, indicating the use of relatively complex methods in blended English classes was a burden on foreign learners. There was a statistically significant difference in the instructor's lecture items in the satisfaction of blended English classes. This suggested that the role of instructors in English classes was very crucial. In learning strategies, interacting with an instructor appeared as a common learning strategy. This further revealed the importance of interaction between instructors and students. In addition, cross-analysis revealed that the rate of using learning strategies in non-native learners was relatively evenly distributed compared with Korean language users. This demonstrated that foreigners who had to pursue classes in a language other than their mother tongue tended to use all the strategies they could for successful learning.
 As the demand for blended learning is increasing, instructors need to develop suitable teaching materials, curriculum, and textbooks so that learners can use blended English classes more effectively when learning English. This will require support from higher education institutions, such as providing training programs for instructors, or developing special classes tailored to students pursuing blended English classes.

Socio-Scientific Issues-Based Electronic Learning Material Design Framework Development for Flexible Learning

The study aims to design a socio-scientific issues (SSIs)-based electronic learning (℮-LM) design framework. It is anchored to the SSI occurrences in teaching Science at a State University in Batangas province, Philippines. This SSI-based ℮-LM design framework will guide the ℮-LM development for teaching Science socio-contextually through flexible learning. The explanatory sequential mixed method design addressed the study’s goal. Initially, the existing SSIs in the science course curriculum were analyzed. Significant insights into the occurrence of existing SSIs, such as the appropriate teaching approaches, suitable teaching strategies, assessments, and ℮-LM design structure, were identified. The resulting least occurring SSI identified and factors affecting their existence comprised the salient features of the proposed e-LM design framework. Findings showed that lifelong learning issues, ethical issues, and sustainability issues were almost “no occurrences at all” SSIs in the analysis. These identified SSIs became the priority SSIs in ℮-LM design framework. Significant insights showed that flexible learning and socio-contextualization are suitable teaching approaches. Meanwhile, the teaching strategies that were found appropriate in the SSI inclusion include brain-netting, discovering scientific ideas, ℮-collaboration, and reflective thinking evaluation. The ℮-LM design framework proposed is called Brain-D℮CoR ℮-LM Framework. Applying the proposed ℮-LM design framework in teaching Science will encourage science facilitators to situate priority SSIs in teaching Science. This results in creating a balance in SSI inclusion. The least occurring SSIs, which are the priority SSIs, are given into focus. Furthermore, the proposed framework will aid students in learning science beyond the content, developing their skills, and enhancing their environmental concerns and social awareness.

Malaysian ESL Teachers’ Perspectives on Curriculum Shift to Global Englishes Language Teaching

The Global EnglishesLanguage Teaching (GELT) curriculum proposal aims to ensure students are equipped with the skills to communicate in global contexts but for curriculum innovation to take place, many related areas must be explored to fully comprehend the practicability of the proposed curriculum. Therefore, as key stakeholders and main recipients of the innovative ELT proposal, the aim of this qualitative study is to examine Malaysian ESL teachers’ perspective on the feasibility and practicability of a GELT curriculum shiftin Malaysia through focus group discussions (n=12). The findings of this study demonstrated that the teachers’ overall perception towards GELT was mixed due to severalfactors, including attachment to Standard English and desire for clearer guidelines. Additionally, various barriers to the implementation of a GELT-inspired curriculum in Malaysian schools were identified, such as the lack of suitable teaching materials, along with suggestions to overcome the barriers. Practical implications from the study include the need to initiate change in teacher education as well as the immediate need to develop an example of the GELT curriculum that must also be tried and tested via a pilot study.

Application and Analysis of Physical Education Teaching Methods in Basketball Specialized Classes

Physical education teaching methods run through the entire teaching process and have a significant impact on the quality of physical education teaching. Appropriate teaching methods have a multiplier effect on teaching quality. Scholars such as Jin Qinchang, Wu Zhichao, and Mao Zhenming have provided different definitions of "physical education teaching methods", but the core is centered around teachers' teaching and students' learning. The article summarizes the teaching methods used in the basketball elective class of Hunan Agricultural University for one semester, including language method, complete method and decomposition method, game method and competition method, hierarchical teaching method, and self-learning method, in order to explore suitable teaching methods for basketball classrooms.

The Use of Oral Presentation Techniques to Improve Communication Skills in Social Studies Learning

Communication skills play a crucial role in IPS (Social Studies) education, but often they are not fully developed due to the lack of suitable teaching methods. Therefore, this study aimed to explore the effectiveness of using oral presentations as a teaching strategy to enhance communication skills among junior high school students. The study utilized an experimental research design with a pretest-posttest control group. Sixty students were divided into two groups: the control group and the experimental group. The data were collected using an observation sheet to assess students' communication skills, and the data analysis employed the t-test. The findings demonstrated that the oral presentation technique had a significant impact on improving the communication skills of junior high school students in IPS learning. This was supported by a t-test value of 0.000 (below 0.05). Based on these results, the author concluded that employing oral presentations as a teaching strategy is effective in enhancing the communication skills of junior high school students in IPS education. These research findings carry important implications for educators, students, and stakeholders as they recognize and prioritize the development of communication skills in IPS learning.

Preliminary Analysis of the Physics Enrichment Book Design-Edupark Hot Waterboom Solok Selatan Integrated Inquiry Learning Model

Hot Waterboom Solok Selatan is one of the tourist destinations that is often visited by people on vacation. However, visits to these attractions are only for traveling, taking pictures, and playing. They do not realize that tourist attractions can also be used as learning resources. This study aims to determine the needs of teaching materials that are in accordance with the background of students and their environment. This research is a preliminary study of the research and development method using the Plomp model, which consists of student analysis, teacher analysis, and analysis of physics concepts. The data in this study were obtained from the results of needs analysis through interviews with two physics teachers and 38 students at SMAN 3 Solok Selatan. The results obtained from the students' environment, there is a tourist attraction, namely Hot Waterboom Solok Selatan. After direct observation to the tourist attraction, many physics concepts were found. From the results of the learning style questionnaire, students are more dominant visual learning style, so suitable teaching materials in the form of print media such as books. From the results of teacher interviews, the teaching materials used have not been integrated with eduparks and have not been equipped with learning models. The inquiry learning model is a model that is in accordance with the independent curriculum because learning is student centered and involves students actively discovering concepts. Based on the curriculum analysis, it is found that the physics materials on tourist attractions are not ordered, so the type of book that is suitable is an enrichment book. Enrichment book is a flexible type of book because it does not depend on the curriculum. It can be concluded that it is necessary to design a physics edupark enrichment book Hot Waterboom Solok Selatan integrated Inquiry Learning model for senior high school students.

Needs Analysis of Design for the Integrated Project-Based Learning Module at Edupark Physics Science and Technology Center Sawahlunto


 Visiting a Geopark or tourist attraction has become a lifestyle of the community, but the visit is still limited to a tourist visit and the activity is no more than to capture moments or recreation such as enjoying the beauty of nature, taking pictures, selfies, playing and others. Geoparks or tourist attractions as learning resources have not been maximally utilized, including the Sawahlunto Science and Technology Center. This research is a preliminary research that aims to analyze the needs in the development of physics edupark-based learning modules at the iptek center destination in sawahlunto. The type of research used is R&D (Research and Development) or also known as research and development using the Plomp model. This research is only a preliminary research stage consisting of teacher analysis, student analysis, and analysis of potential materials at the sawahlunto science and technology center. Data used in this study were obtained from interviews and questionnaires given to physics teachers and 30 students of class XI SMAN 13 Padang. Based on this preliminary research, the results obtained that teaching materials in the form of PjBL-based modules associated with edupark have benefits to; motivate students in learning, display physics phenomena as a whole, help develop students' knowledge and skills and help students in mastering physics material. In addition, the sawahlunto science and technology center tourism activities can be used as a physics edupark and as an object for developing teaching materials in the form of PjBL-based modules in the form of photos and videos because they have a lot to do with physics concepts. So it can be concluded that the PjBL-based learning module is a suitable teaching material if used as a physics edupark learning media.

Senior High School Students' Strategies for Solving Mathematical Problems Based on Their Personality Type

Problem-solving ability is a crucial thing that every student needs. Indonesia is one of the countries that shows low mathematical problem-solving ability. The way to improve these abilities is to provide suitable problem-solving strategies and appropriate teaching and learning interactions for students. A suitable teaching method is to pay attention to the psychological aspect by observing the condition of students, one of which is by providing problem-solving strategies appropriate to personality types. This study uses the problem-solving strategy described by Herman and observes the personality types proposed by David Keirsey. This research aims to reveal the strategies students use in solving mathematical problems based on their personality type so that teachers can find suitable strategies for students. This research method uses a descriptive qualitative approach with total sampling. Class X students took a strategy test about linear equations with one variable totaling 3 questions and a personality type test by Keirsey totaling 70 questions. The results of this study indicate that students with Guardian & Artisan personalities tend to use an open-sentence strategy. Students with Rational personalities tend to use the guess & check strategy. And students with Idealist personalities tend to use tables.

A Closer Look at Students’ Silence: A Case Study

This article discusses Indonesian State Polytechnic students understanding and reasons towards silence and lack of oral participation in class. It is a qualitative case study conducted with two students from English study program. The authors conducted semi-structured interview and then analyzed the data using a constant comparisons method. Both students realize that they were one of the quietest students in the class. It is revealed that the causes of their silence are lack of speaking skills that related to their study program, shyness in the classroom and lack of background knowledge related with their fields. Their silence in classroom could not be interpreted as their unwillingness to contribute in class, rather than a process they should go through whenever they use English at class orally. Besides indicate the need to find a more suitable teaching approach to help students in class, this finding also suggest that teachers or lecturers need to understand the reason behind students’ silence better.