Teacher-centered Approach Research Articles

A comparative study of how teachers communicate in deaf education classrooms.

This study investigates the communication practices of four teachers in 3rd to 6th grade classrooms with 9 deaf students with limited language proficiency and in stages of emergent writing development. Analyzing language modalities, utterance types, and class interactivity, we found that teachers using American sign language used student-centered approaches, generating a greater number of directives and responsive utterances. They persevered in increasing students' engagement and were successful in clarifying misunderstandings. Teachers using spoken English used teacher-centered approaches, making general comments directed at the whole class, which consequently reduced student participation and responsiveness. They also largely avoided repairing communication breakdowns with emergent writers, focusing instead on those with greater auditory and speaking abilities. These patterns reveal disparities in classroom communication that can affect student learning. Our findings highlight the need for teacher preparation programs to equip teachers with skill sets to employ accessible and effective communication during instruction, especially with deaf students who are still developing foundational language and writing skills.

A new approach to business ethics education: Virtual reality-based flipped learning

Paying attention to business ethics and educating ethical leaders and employees can impact organizational performance. Effective professional ethics education and learning can prevent administrative corruption, embezzlement and fraud in organizations. On the other hand, the development of digital technologies has created transformations in educational processes and methods. Evaluating the effectiveness of innovative teaching methods will greatly help the learning process of individuals and educational planning of business schools. Flipped learning is an educational approach in which students learn about course content before class. Accordingly, the aim of this research is to evaluate the impact of virtual reality (VR)-based flipped learning compared to the traditional method of teaching business ethics. This study was applied and quasi-experimental. Among business students of Shiraz University, 135 people were randomly divided into three groups. The first experimental group underwent training with the flipped learning method based on VR and the second experimental group underwent training with the traditional method and the third group was the control group. The control group didn't receive training and was selected only for the purpose of comparison with experimental groups. Pretest and posttest designs were used and the results of the three groups were compared using the Tukey test. The results showed that the two groups that received business ethics education had a significant difference compared to the control group. An important finding of this study revealed that among the two teaching methods, VR-based flipped learning had a greater impact on students' business ethics compared to the traditional teacher-centered approach. Accordingly, university managers and business ethics course instructors can facilitate the learning process using VR-based flipped learning. Designing simulation software for ethical scenarios is also a suitable solution for teaching business ethics.

Can Game-Based Learning Help to Increase the Awareness of Water Management in Uganda? A Case Study for Primary and Secondary Schools

In the Ugandan curriculum, theoretical teaching predominates in conveying water-related topics due to its efficiency and low resource requirements. However, this teacher-centred approach limits student interaction and collaborative learning. Conversely, game-based learning can enhance social skills, critical thinking, and engagement, yet it remains underutilised in Ugandan education. To address this gap, this study developed three educational games: Water Conservation Snakes and Ladders (WCSL), Water Awareness Quartet Cards (WAQC), and Water Pollution Puzzle (WPP). These games were implemented in four schools—three primary and one secondary—where students engaged in competitive, team-based play. The impact of these games on learning outcomes was assessed through pre- and post-test questionnaires. Descriptive and thematic analysis indicated a significant positive effect, with WAQC showing a 25% greater influence on performance than WCSL (18%) and WPP (14%). The findings also underscored the importance of age in determining game acceptability and enjoyment. To enhance education on water-related issues, it is recommended that these topics be integrated into both Science and Social Studies curricula and taught consistently across academic terms. Ultimately, the Ugandan government should consider incorporating game-based learning strategies into schools to improve student engagement and learning in water resource management.

A digital, inquiry-based lesson on the rain shadow effect for middle school

This article introduces a middle-school level, NGSS-aligned, inquiry-based approach to teaching weather and climate concepts in grades six through eight using free online resources including Google Earth. Inquiry-based learning has been shown to improve student achievement, but Earth’s climate systems are complex and macroscopic, making inquiry-based teaching difficult. This tends to result in a teacher-centric approach to teaching climate in middle school, where lectures and authoritative videos predominate. Unfortunately, in this educational setting, many people develop climate misconceptions and tend to view climate change as a minor issue or a matter of personal belief. This lesson offers an alternative approach in which technology provides a scaffold to inquiry-based learning. After an unusual weather phenomenon such as a snowman in the desert is introduced, students use Google Earth to explore the contrasting forest and desert found on opposite sides of some mountain ranges. With Nullschool Earth, students explore daily historical wind data to model prevailing winds and develop an understanding of how patterns in the motion of air masses create the rain shadow effect. This lesson helps students begin to model the complex Earth systems that create climate and to understand the distinction between weather and climate.

Concept mapping and students’ attitudes towards biology: Analysis of school location differences and attitude toward concept maps

Many secondary school students, especially those in rural settings do not view favorably biology subject. The predominant use of the teacher-centered approach is mostly cited as the determinant. This study, therefore, investigated the effect of Concept Mapping (CM) mapping on students’ attitudes based on school location and how students experienced the CM. The study used a quasi-experimental research with a pre-test and post-test control group design. The research sample consisted of 305 students from lower secondary schools. Data were collected using Biology Attitude and Attitude toward Concept Mapping Questionnaires and were analyzed using Analysis of Covariance, Multivariate Analysis of Variance, and Independent t-student test. The findings showed that the CM is more effective in fostering students' attitudes toward biology than the conventional methods of instruction. Students' attitudes towards biology when taught using the CM did not significantly differ between those in rural and urban areas. Students showed a positive attitude towards using CM as a learning tool regardless of school location. To enhance student attitudes toward biology, schools should integrate Concept Mapping (CM) into the curriculum and provide professional development for teachers to effectively implement this method. Resources and support should be allocated, especially to rural areas, to ensure equitable access to CM tools. Gathering and responding to student feedback will help refine the approach, while continuous assessment will track its effectiveness. Encouraging collaborative learning with CM can further engage students and improve their overall learning experience in biology and other science-related courses.

Analysis of the Needs of Cognitive Conflict-Based Teaching Materials Integrated with Augmented Reality on Heat

In the 21st century, the increasing development of technology and informatics has brought significant changes in the world of education. The independent curriculum is a response to the demands of education in the era of evolving technology. The main goal is to deepen concept understanding and strengthen student skills. Concept understanding is one of the basic competencies in the independent curriculum that students must have. But in fact, based on research of preliminary, it was got that the problem of concepts understanding from students was still low and tended to occur misconceptions, the use of cognitive conflict learning could contribute to improving understanding of concepts in the independent curriculum. The research purposes was to analyze the characteristics, validity, and practicality of teaching materials based on cognitive conflict. This research type is preliminary research. Three Padang City High School teachers were given a questionnaire to complete in order to assess how physics is being taught in classrooms. Subsequently, the survey was distributed to 130 students in class XI F across two distinct high schools in Padang City, with the objective of examining the requirements for physics educational resources in the classroom. Journal analysis was done in addition to the questionnaire to examine high school students' conceptual grasp of heat topic. Both quantitative and qualitative analyses were done on the data. Misconceptions about hot content and low concept understanding among students are the outcome of an analysis of multiple published papers. Furthermore, there are still few teaching resources available, less technology-integrated learning media, and a teacher-centered approach to education. Consequently, based on the findings of preliminary research, physics instructional materials integrating augmented reality technology and cognitive conflict must be developed

Fostering language skills through verse

The use of authentic literary texts, including poetry, in teaching English as a foreign language is becoming increasingly widespread. This can be attributed to the growing popularity of communicative teaching methods and the gradual shift away from teacher-centered approaches to language instruction. When teachers decide to incorporate authentic texts into their English lessons, they face the challenge of selecting appropriate texts and determining the most effective methods for working with them in the classroom. At the same time, they strive to consider their students' interests and preferences, as well as curriculum requirements, while focusing on teaching English. In the process of teaching a foreign language, educators always aim to choose the best teaching methodology to enhance students' communicative skills. One such method is familiarizing students with literature, especially poetry in the foreign language being studied. The ability to read foreign literature is one of the key skills acquired in the process of learning a foreign language. Today, the selection of teaching materials available to foreign language teachers is quite extensive, ranging from ready-made methodological brochures and teaching guides to accessible authentic journalistic materials and literary works. However, when choosing a teaching strategy for specific students, the question arises about the appropriateness of using poetry in the curriculum, as well as the degree of their authenticity or adaptation. In most foreign language teaching methodologies, literature is introduced after a substantial and solid study of the language. Thus, in textbooks, methodological tools, and teaching aids for teachers, poetic works receive little attention. This work is an attempt to analyze the importance and effectiveness of using poetic works in foreign language lessons, it explores the integration of poetry in the teaching process and investigates its impact on language acquisition, cultural appreciation, and overall language learning experience. It is an attempt to learn contemporary language teaching methods with an emphasis on literature at the university level and analyze their effectiveness in this specific context.

Teachers’ Perceptions towards English Language Teaching Pedagogy in Secondary Schools of Nepal

Recently research on English language teaching pedagogy has been receiving increased attention throughout the world, with a primary focus on classroom teaching strategies. This qualitative research study aims to explore the narratives of English language teachers about the use of English language teaching pedagogy in secondary schools in Nepal. The participants purposively selected for this study were four English language teachers teaching at the secondary level in public schools of Kanchanpur district. The researcher used narrative inquiry as a research method in which interview protocols with open-ended questions were employed as research tools to obtain information. The findings of the study showed that secondary English teachers have been shifting their classroom pedagogy from traditional teacher-centred approaches to modern innovative student-centred approaches. The study further revealed that teachers keep the knowledge of both teacher-centred and student-centred methods and techniques but practise them in the classrooms in their ways due to the limitations of prescribed methods. The study also revealed students’ level of English as the main barrier to their learning progress. The implication of the study is that the teachers should create more learning opportunities and environments inside and outside the classroom to increase students’ maximum time engagement in English learning-based activities that provide them with more exposure to English and enhances their learning.

Using Metacognitive Questionnaires to Develop Translator Trainees’ Strategic Sub-competence: A Case Study

The status quo in higher education around the globe has shifted from teacher-centered approaches to learner-centered ones. Yet, researchers in the field of translation teaching argue that advances made in teaching and learning in other educational areas are not apparent in translation classrooms. Although translator educators embrace learner-centered approaches, more efforts are required to make translation training classrooms more learner-centered. Translator educators must meet this challenging transition if they wish to achieve the goals of 21st-century education. Research in the field of education has shown that metacognition can help learners be in charge of their learning. Thus, this study seeks to develop translation trainees’ strategic sub-competence through the use of metacognitive questionnaires. The results of this study confirm the positive effect of metacognitive questionnaires on the development of translation trainees’ strategic sub-competence. The findings also show an increase in planning and evaluation strategies and a shift from focusing on individual words to paying more attention to the target text.

How Do the TWO STAY TWO STRAY and Motivation Model Learning Affect Civic Education Result?

The teacher-centered approach has led students to feel bored and uninterested in the taught material. By choosing an appropriate learning model, it is hoped that a better understanding and interest in students will emerge, fostering a deep learning motivation. In this study, the chosen learning models were Two Stay Two Stray and Inquiry. The objectives of this research were: 1) to determine the difference in Civic Education learning outcomes between student groups taught with the Two Stay Two Stray and Inquiry learning models, 2) to examine the difference in Civic Education learning outcomes between student groups with high and low learning motivation, and 3) to investigate the interaction between the learning model and learning motivation in influencing Civic Education learning outcomes. The research was conducted at SDN 091713 Amborokan, involving fourth-grade students as the research sample. The research method employed was experimental research, utilizing a 2x2 factorial design. There were two classes involved in the study: an experimental class (IV-A) and a control class (IV-B). Data collected included Civic Education learning outcomes and student motivation data. The results of the research indicated that: 1. the learning strategy significantly influenced Civic Education learning outcomes with an F value of 58.775, 2. learning motivation significantly influenced Civic Education learning outcomes with an F value of 92.04, and 3. there was an interaction between the learning strategy and learning motivation significantly affecting Civic Education learning outcomes with an F value of 4.09. This study concludes that the selection of an appropriate learning model positively influences learning outcomes and motivation in students. It is recommended that teachers, as facilitators, should be capable of choosing suitable teaching methods to create an effective learning environment.

Measuring teaching effectiveness: transformative learning in legal education

ABSTRACT One of the ways of measuring teaching effectiveness is by looking at student grades and checking whether institutional attainment rates for student satisfaction have been met. However, to what extent do grades reflect teaching effectiveness or learner competence in modern legal education? With the advent of AI, teaching technologies, a changing world of work, and in light of a global pandemic, Covid-19, that has demanded changes to how we teach and assess students, how much guarantee can we give on the future prospects of a graduate, based only on their academic grades? This paper draws from the transformative learning theory and posits that incorporating a learner-centred approach to teaching, by contrast to the strict teacher-centred approach in traditional legal education, is essential for preparing law students for life and work, after university.

Exploring Exciting Ways to Teach: A Comprehensive Analysis of Modern Teaching Methods

This study explores the evolving landscape of education by investigating emerging teaching methods and analyzing their benefits and challenges in the context of modern education. Employing a documentary-analysis methodology, the research sheds light on contemporary approaches such as cooperative learning, project-based learning, spaced learning, flipped classrooms, tactile learning, and blended learning. These methods are identified as pivotal trends in the current educational era. The researcher examines both the positive and negative aspects of these approaches, providing valuable insights for educators. The study concludes that the modern teaching approach is predominantly experience-based and learner-centered, diverging from the teacher-centered approach. This research equips educators with significant knowledge to make informed decisions in selecting appropriate teaching methods for effective learning.

Innovative Methods and Approaches of Teaching English as a Second Language: An Overview

This paper delves into the dynamic realm of language education, specifically exploring the innovative methods and approaches employed in teaching English as a Second Language (ESL). Embracing a multifaceted inquiry, the study incorporates insights from educators, learners, and stakeholders through surveys, capturing a diverse range of perspectives on the evolving landscape of ESL instruction. By intertwining theoretical frameworks with practical insights, this research aims to foster an environment where creativity, adaptability, and inclusivity become integral components of English language teaching. This paper presents an experimental study focused on investigating innovative methods and approaches that go beyond traditional methods, with a focus on their effectiveness in enhancing English language acquisition among second language learners. The study involves a sample of 50 English language teachers to whom questionnaires designed by the researchers were given to collect reliable data. The findings of this study highlight the potential of innovative student-centered methods and approaches in effective teaching of English as a second language. Thus, by creating a supportive and engaging learning environment, teachers have the capacity to inspire their students to become confident language users, enabling them to thrive in academic, professional, and personal spheres. The conclusion underscores the importance of shifting from a teacher-centered approach to a more student-centered approach in language teaching. This paper also highlights the call for a paradigm shift that adapts to the diverse needs of learners in an interconnected and rapidly evolving global landscape.

Addressing the Lacuna in Critical Thinking in Kenyan Secondary School Chemistry Curriculum

Abstract: There are numerous studies on critical thinking (CT), but very few studies have been done that relate CT dispositions especially self-efficacy in classroom theory and practice, particularly in Kenya's secondary school chemistry curriculum. This paper analyzed reports from scholars, policymakers, and the curriculum reforms for Kenyan secondary schools to establish the extent to which CT is incorporated into the curriculum. These reports were used to experiment with the standard critical thinking analysis model. The analyzed categories were used to develop key theoretical propositions for the study. Theoretical propositions formed an explanatory theory that supported the analysis. From the analysis, although education reforms recognize CT as a key skill, it is not clear how CT self-efficacy should be developed in Kenyan secondary school chemistry learners. In this paper, we argue that CT can only be realized in the Chemistry classroom if the learning approach is learner-centered as opposed to the current teacher-centered approach. CT self-efficacy indicators also ought to be infused into the secondary school education curriculum for chemistry learners to acquire CT skills.

The Religious Curricula of Moroccan Fundamentalist Movements: "Justice and Spirituality" and "the Call to Quran and Sunnah"

Moroccan fundamentalist movements employ distinct religious curricula as tools for indoctrinating their ideologies. While some subjects align with formal religious institutions, others are either adopted or omitted to adhere to the movements' beliefs and objectives. This article employs a qualitative methodology with a phenomenological and pedagogical approach to compare the religious curricula of two prominent religious agents: "Justice and Spirituality" and "The Call to Quran and Sunnah." The study seeks to unveil the main aspects of their religious Curricula and understand the internal dynamics of Moroccan fundamentalist movements. Findings reveal that "The Call to Quran and Sunnah" prioritizes Islamic creed learning, employing a teacher-centered approach, while "Justice and Spirituality" encompasses not only religious matters but also addresses social and political issues through a learner-centered approach. Moreover, as both movements rely on social media and the internet to expand their educational program, some limitations affect the achievement of an ideal Islamic learning environment.

Is Indonesia's ELT Implementation Already Aligned with the Concept of 21st Century Language Teaching?

The 21st century demands that students acquire the 4C’s skills so that they can face future challenges. In that case, English teachers have to select particular teaching methods or techniques to assist the students in sharpening their 4C skills. Therefore, to make the teaching relevant and effective, teachers should understand the notion of 21st-century language teaching and implement particular teaching methods and strategies that suit their needs. This research is aimed at examining if English language teaching in Indonesia has turned to the ideas of 21st-century education based on the student’s point of view. To seek the answer, this research employed a descriptive-qualitative approach. There were 58 secondary student participants from public and private schools. A survey, documents, and FGD were used as the instruments to collect the data. The data were transcribed, coded, and analyzed using thematic analysis. The findings revealed that many of our English language teaching practices in Indonesia were still conducted with a teacher-centered approach, focused on language components rather than sharpening their holistic knowledge, and rarely integrated with technology. In conclusion, based on the students’ perspectives, ELT in their schools has not tuned to the notion of 21st-century education. It was indicated by three reasons discussed in the study. Keywords: ELT; Language; Learning; Perspectives; Students; Teaching.

Black Sheep as Tragic Hero: How Disruptive Students Resist the Oppression and Why They Fail to Liberate?

Within the educational landscapes, there exists a prevailing dichotomy. On one side stand the obedient students, absorbing knowledge from their teachers unconditionally, and on the other side stand their non-compliant counterparts who are prone to disrupt the prescribed order, labeled as the black sheep of the academic flock. In education, obedience and conformity are celebrated, while noncompliance is stigmatized. Researchers often focus on strategies to control disruptive behavior, perpetuating teacher-centered approaches that maintain power imbalances. However, disruptive behavior is not just defiance. It's a response to an oppressive educational paradigm. This study delves into the narrative of these disruptive students, exploring their resistance to an educational system with intrinsic oppressive nature and the obstacles they encounter in their pursuit of liberation. The theoretical framework of this study is mainly constructed upon Freires critical pedagogy theory and literature on power dynamics to examine power dynamics in education settings and to understand students resistant behavior and why it fails to provoke change.

Synchronous Virtual Learning in Ubiquitous Learning Paradigm and Effective Mathematics Teaching

Learning generally has taken a new dimension in this present era. Virtual learning has become increasingly popular recently due to technological advancement. Learning has moved from didactic pedagogy characterized by a teacher-centered approach where knowledge is transmitted from the instructor to the learner to a virtual, mobile, blended/ hybrid, e-learning mode of instruction. Learning is now a form of a Transformative approach to teaching and learning that goes beyond acquiring knowledge and skills only to create profound changes in individuals' beliefs, attitudes, values, and behavior. To obtain the necessary skills required for learning, the learners should have access to learning, and learning should be flexible and occur anywhere anytime through virtual instruction. The study emphasizes the ubiquitous (u-learning) paradigm, synchronous virtual learning in particular, and teachers' role in mathematics teaching and learning. This research has contributed valuable insights into how synchronous virtual learning can improve mathematics teaching and learning, support diverse learners, and inform instructional practices in digital environments. The implication of using synchronous virtual learning is to promote active engagement, social interaction, and peer collaboration, enhancing student comprehension and problem-solving skills. Since learning cannot be limited to didactic instruction, virtual learning should be considered for effective mathematics learning.

Perceived Barriers of Managing Teaching–Learning during COVID-19 Pandemic: A Descriptive Observational Study among Medical Educators in West Bengal

Introduction: The COVID-19 pandemic led to a paradigm shift in the landscape of medical education, necessitating a transition from traditional pedagogical methods to digital learning platforms. This study aims to find out the barriers faced by medical educators in West Bengal during the pandemic. Materials and Methods: This descriptive type of observational study with a cross-sectional design was conducted between December 2022 and February 2023 with a reference period of March 2020 to December 2020. The study population was the medical educators working during the reference period in the various departments of Government Medical Colleges in West Bengal. One hundred and twenty medical educators were selected using simple random sampling and responses were collected through a predesigned and pretested Google Forms. Collected data were checked for consistency and analyzed in GNU PSPP (v 1.4.2). Quantitative data were expressed as mean (±standard deviation) or median (±interquartile range), and qualitative data were expressed in frequency and percentage. Results: Out of the 120 sample population, 100 responded within the stipulated 7 days with a response rate of 83%. Most of the respondents had opined that they did not have a dedicated e-classroom facility for online education (87, 87%) and web camera (63, 63%). The majority had a prevailing teacher-centric approach to education including a lack of incorporating student feedback in deciding mode of communication. Conclusion: The study identifies the deficiency of logistical support and identifies the importance of capacity building of medical educators for tiding over similar situations in future.

The Effects of Student-centered Teaching Methods on the Motivation of English Language Learning

In recent years, student-centered teaching methods have received increasing attention. Many educators and researchers advocate a shift from a purely teacher-centered approach to a student-centered approach to teaching and learning. The study aims to explore the effects of student-centered teaching methods on the English learning motivation of college students majoring in English in Chinese universities. This study used questionnaires to investigate the effects of four teaching activities (group discussion, presentation, debate, and role-play) on the motivation to learn English. Furthermore, this study reveals the influence of teaching activities on language performance, and explores oral skills, English vocabulary use and English performance in English learning. It is found that the above four activities can improve the motivation of Chinese college students to learn English to some extent. The research results show that applying student-centered teaching methods is conducive to improving the motivation of Chinese college students in English language learning. Selecting teachers' teaching methods is crucial to improve students' motivation to learn English. This paper aims to improve students' motivation to learn English. It gives some suggestions to teachers for four activities, which are speech, group discussion, debate, and role-playing, to improve the effectiveness of teaching and learning. Based on the evaluation from participants, it is suggested that a clear purpose in a teaching activity should be addressed in a teaching context.