Learner-centered Teaching Approaches Research Articles

The biology teacher profile of junior and senior high school and the use of learning models in Ternate Indonesia

The implementation of instructional models in the classroom significantly impacts students’ learning abilities and achievements. The adoption of a teacher-centered learning approach might lead to reduced student engagement in the learning process, consequently influencing their ability to acquire life skills. The current study aimed to determine the educational attainment, teaching experience, utilization of learning media and application of learning models by junior and senior high school biology teachers in Ternate, Indonesia. This study employed a qualitative research method that utilized survey questionnaires. The respondents were 25 biology teachers of junior high school and 30 biology teachers of senior high school. The research findings showed that (1) 84% of the junior high school biology teachers have the undergraduate education and 16% of them have the master education; 69.77% of those of the senior high school have the undergraduate education and 30.23% of them have the master education. (2) Both the junior and the senior high school biology teachers have over 15 years of teaching experience. (3) Among the junior high school biology teachers, the use of student worksheet is only 20%, and the use of learning media is 14%; Among the senior high school biology teachers, the use of student worksheet is 36.66% and the use of learning media is 23.33%. (4) The uses of conventional learning and the use of cooperative learnings among junior high school biology teachers are 83% and 17%, respectively; where as among those of senior high school are 73.34% and 26.66%, respectively. In conclusion, the educational qualifications of junior and senior high school biology teachers in Ternate have satisfied the necessary criteria for teaching. However, the teachers have not been able to enhance the quality of education in the city. This highlights the importance of developing innovative learning models to improve the learning abilities and achievements.

Harnessing AI Chatbots for EFL Essay Writing: A Paradigm Shift in Language Pedagogy

In a time when digital technologies are changing educational paradigms, this study delves into integrating Artificial Intelligence chatbots in enhancing English as a foreign language essay writing, marking a significant shift in language pedagogy. With the backdrop of increasing reliance on technology in educational settings, the research foregrounds Artificial Intelligence chatbots’ potential to revolutionise traditional teaching methodologies. This article aims to scrutinise the efficacy of these digital assistants in augmenting the essay-writing skills of English learners, underlining the importance of aligning technological advancements with educational needs. By investigating the incorporation of Artificial Intelligence chatbots into English as a foreign language curriculum, the study highlights their capacity to offer immediate, personalised feedback, fostering a learning environment that supports individual learners’ needs and preferences. The central inquiry revolves around identifying and optimising the mechanisms through which Artificial Intelligence chatbots can contribute to developing writing proficiency among English students. Through a comprehensive review, the paper presents insights into the pedagogical benefits and challenges of using Artificial Intelligence chatbots, including their role in promoting learner autonomy, accommodating diverse learning styles, and providing a safe space for linguistic experimentation. The findings underscore the transformative potential of Artificial Intelligence chatbots in language education, advocating for a paradigmatic shift towards more interactive, responsive, and learner-centred teaching approaches. This review not only reaffirms the significance of integrating technology into language learning but also opens new avenues for enhancing the educational experiences of English learners

Lesson learned from assessing teachers’ and students’ perspectives regarding the quality of e-learning in medical education during the pandemic: a mixed-methods study

BackgroundThe evaluation of e-learning systems ensures the provision of quality training. The goal was to identify the perspectives of teachers and students on e-learning in medical education during the COVID-19 pandemic at Shiraz University of Medical Sciences (SUMS), Iran.MethodsThis study utilized a convergent mixed methods research design with a two-phase approach to collect and analyze data between June and August 2022. In the first stage, a cross-sectional descriptive study was conducted to evaluate the quality of e-learning systems from the perspective of 400 students. In the second stage, semi-structured interviews were conducted with 10 virtual education professors and 10 student representatives to identify the strengths, weaknesses, opportunities, and threats of virtual education. A validated questionnaire was administered to assess the quality of the e-learning system, and data were analyzed using SPSS-21. Qualitative data were subjected to content analysis.ResultsOur findings revealed that the student support system, the course structure, and the infrastructure and technology subscales’ mean scores were significantly higher than the average level (P < 0.001). However, the professors’ methods of teaching and learning strategies were unsatisfactory. The results of the present study showed that the evaluation mean score was significantly higher among, younger, female, and undergraduate students. Virtual education has strengths and weaknesses, and innovative approaches are needed to enhance student engagement. The lack of appropriate infrastructure and virtual teaching tools for teachers and students is a significant challenge that needs to be addressed. Blended learning is effective in medical education, and the shift from teacher-centered to learner-centered teaching approaches is an opportunity to explore innovative teaching approaches.ConclusionFrom the perspective of students, the quality of eLearning systems at the universities was moderate. Virtual education offers both benefits and drawbacks, and there is a requirement for innovative solutions to enhance student engagement and lessen boredom.

The Integration of Industry Case-Based-Environmental Sustainability with Heutagogy Approach in Evaluating the Thinking Skills Among Technical Students

This study evaluated the efficacy of an innovative teaching method framework, which incorporated heutagogical techniques and industrial case-based learning, in boosting the critical thinking abilities of vocational students. Using a pre-and post-test experimental design, 120 students from three Malaysian vocational colleges were randomly assigned to experimental and control groups. The experimental group participated in a three-day environmental sustainability and heutagogy-based educational camp. Pre- and post-test performance was graded using a validated rubric that evaluated analytical, creative, and practical thinking skills. Controlling for pre-test performance, Multivariate Analysis of Covariance (MANCOVA) demonstrated a substantial influence of the heutagogical method on the post-test scores of the students. These findings demonstrate the potential for creative, hands-on teaching techniques, such as heutagogy coupled with industry case-based learning, to improve students' critical thinking abilities. For even more outstanding results, future studies should examine complex, personalised teaching tactics that consider pupils' various learning styles. This study highlights the significance of industryrelevant and learner-centred teaching approaches, especially in Technical and Vocational Education and Training (TVET).

IMPLEMENTATION OF JIGSAW TECHNIQUE IN VOCABULARY ACQUISITION

Undeniably, the teacher-centered learning approach has long been abandoned. From the preliminary observation conducted in an elementary school located in Sidoarjo, Indonesia, it is found that most of the teachers still maintain their role as the knowledge providers. In consequence, the motivation and participation of the students are low. Therefore, this study was aimed at describing the implementation of jigsaw technique in vocabulary acquisition and obtaining the students’ perception of the implementation of the technique. Method. This qualitative study collected data using observation on English learning in a classroom to obtain a description about the implementation of jigsaw technique in vocabulary acquisition. Both field notes and a checklist will be used to collect the data concerning with the students’ activities when applying the jigsaw technique. Moreover, a questionnaire will be spread to the students to obtain the students’ perception of the implementation of the technique. Results and Discussion. The application of jigsaw technique in learning has followed an appropriate procedure. In addition, the students also showed positive perceptions of the Jigsaw Technique. This technique can create a positive learning environment, support Student-Centered Learning (SCL), support cooperative learning, and help students gain skills. Conclusion. The jigsaw technique is useful for learning English, especially in gaining understanding. Considering the benefits that students gain after applying the jigsaw technique to learn English, this technique is also recommended for improving other English language skills, such as listening, speaking, reading, and writing.

The Participation Experiences of Chinese Teacher Trainees and Their Finnish Teacher Trainer on an In-Service Teacher Training Program Exported From Finland to China

Purpose This paper aims to examine the participation experiences of a sample of Chinese teacher trainees and their Finnish teacher trainer on an in-service teacher training program exported from Finland to Beijing, China. Design/Approach/Methods Six science teachers from Beijing and their Finnish teacher trainer participated in semi-structured interviews. From the ideological perspective of international education, a total of eight semi-structured interviews were analyzed through qualitative content analysis. Findings The results show that all interviewees were highly motivated to learn from the Other's education system and culture. Some participants benefited from a broader understanding of the Self's and the Other's education systems, while others did not. The interviewees also described some participation challenges, such as language barriers and practices that adapted learner-centered teaching approaches in Beijing schools. Furthermore, the interviewees mentioned future expectations of more in-depth communication between Finland and China. Originality/Value Some recommendations for better training outcomes, improving the quality of participation experiences, and reaching more mutual understandings were discussed at the end of this study.

Teaching science to students with special educational needs: a systematic review of science teaching-learning approaches in regular and special education settings

ABSTRACT In this systematic review, a series of didactic proposals and experiences that have been developed over recent years in formal education are presented with the common purpose of ensuring that students with special educational needs learn science. Initially, only 54 publications on the topic were identified, which underlines the scarce research over the last 20 years and the small percentage of papers published in research journals and conference proceedings within this area. From among those publications, our review is focused on the 27 that report the implementation of didactic interventions: 11 at specific special education centres and 16 at regular educational centres. Explicit instruction was considered a fundamental strategy in the first group, while varied experiences and methods were among the most relevant approach in the second group. In addition, both educational environments involve learner-centred teaching approaches, with the implementation of inquiry-based and hands-on activities, in line with the general results of research in Science Education that does not specifically deal with SSEN. Ensuring that all learners have the opportunity to learn science requires more specific and complementary studies that consolidate the evidence of these results, taking into account the diversity of learners in classrooms for the benefit of all.

Pendekatan Pembelajaran PKN MIS Fajar Shiddiq

&#x0D; Citizenship Education (PKn) in elementary schools has an important meaning for students in the formation of private citizens who understand and are able to exercise their rights and obligations to become intelligent, skilled and characterized Indonesian citizens mandated in Pancasila and the 1945 Constitution. Learning is a process that is carried out by providing education and training to students to achieve learning outcomes. By using several approaches such as (1). Student-oriented or student-centered learning approach (student centered approach) and (2). Teacher-oriented or teacher-centered learning approach (teacher centered approach). Based on the explanation above, the title "PKN MIS Fajar Shiddiq Learning Approach" can be raised. Based on the title, background and formulation of the problem to be studied, the authors use descriptive qualitative research methods. From the results of observations and research interviews, problems were found regarding the learning approach at MIS Fajar Shiddiq regarding the PKN learning approach used by teachers at the school.&#x0D; Keywords : Learning approaches, PKN subject

PENGEMBANGAN MODUL PEMBELAJARAN MATA PELAJARAN PEMELIHARAAN MESIN KENDARAAN RINGAN KELAS XI TKR SMK NEGERI 2 PADANG SIDEMPUAN

The lack of learning resources and continued reliance on a teacher-centered learning approach for issues related to light vehicle engine repair served as the driving force for this study. The goal of this study is to provide a trustworthy and useful module for the Light Vehicle Engine Maintenance course for students in the Vocational School SMKN 2 Padangsidempuan's 11th grade Light Vehicle Enginering (Teknik Kendaraan Ringan/TKR) Study Program. The research and development technique is this kind of study. The approach is a four-step process called the Define, Design, Development, and Disseminate. The study's participants were 11th-grade students at the vocational school SMKN 2 Padangsidempuan's Light Vehicle Engineering (Teknik Kendaraaan Rimgan/TKR) Study Program. To evaluate the accuracy and usefulness of the data gathered, a questionnaire assessment sheet was employed during the data gathering procedure.Keywords: Module, Light Vehicle Engine Maintenance

Teaching Method as a Critical Issue in Science Education in Ghana

Science education has received a lot of attention around the world. Given this, several works of literature have been produced to address the issue from various perspectives. Regardless of the investigator's background, there are some universal challenges that science educators are currently facing. This paper identified and highlighted teaching methods as a prevailing crucial problem in science education in Ghana, emphasizing its enormity and long term consequences. Furthermore, the article proposes a model that can help to address the situation. The study suggests that learner-centered teaching approaches are the best pedagogy for stimulating learners' interests and understanding in science education. The study did reveal the enormity of how science in the nation's education is not seeing the light of day, as well as how science is not becoming more influential in attaining national development goals. The theories adopted for this research are social constructivism and constructive controversy as they see learning as exchanges and interrogation between learners and learners, and teachers and learners. The study again made recommendations of models for implementation to help rebrand the teaching of science education in Ghana.

Implementasi Project Based Learning Melalui Pohon Qurma Pada Mata Pelajaran Qurma

The lagging behind in the world of education in Indonesia is due to the slow adjustment to the progress of the times, namely that there are still many teachers who use the Teacher-Centered Learning approach. So it is necessary to evolve using the Student-Centered Learning approach. MI Narrative Quran has a unique curriculum contained in Mulok QURMA (Quran and Meaning). Student projects as learning outcomes as a form of student-centered learning development. Does this study aim to find out how to apply the Project Based Learning learning model through the QURMA TREE in the QURMA subject at MI Narrative Quran Lamongan? And what are the supporting factors and obstacles in implementing PBL through the QURMA TREE at MI Narrative Quran Lamongan? This type of research is qualitative with a descriptive approach. Data collection was carried out using observation, interview, and documentation methods. The subjects of this study were students, teachers, and school principals. The data analysis methods in this study are data collection, data reduction, data presentation, data triangulation, and conclusion. MI Narrative Quran Lamongan madrasah wants to always prioritize the Koran by innovating to develop MULOK QURMA learning. The QURMA TREE is the product of each class which is carried out once every three months as an implementation of the Project Based Learning learning model in the QURMA mulok subject (Quran and Meaning). The QURMA TREE at MINAN is teaching materials compiled by the QURMA team, namely the preparation of the QURMA MUSHAF for grades 1 to grade 6, a special and coordinated teaching team consisting of 6 people, excellent programs as well as the tahfidz program as a pillar of the madrasa, namely tahfidz, QURMA, and language, adequate facilities and means, clearly and continuously scheduled program of events. The obstacles can be summarized as follows: the conditioning of the students as audiences, the duration or timing of the implementation, which is not following the plan rundown, and the place where the organizers are less supportive during rainy weather because it is held outdoors.

Continuous Assessment in Malawian Primary Schools: An Effective Policy on Paper

Education reform is a catchword in academia particularly now that the world is becoming more complex. The Ministry of Education in Malawi revised its primary school curriculum in the early 2000 to address educational challenges. Two key aspects of the reform were a paradigm shift from teacher to learner-centered teaching approaches and the integration of continuous assessment in the teaching and learning process. The obvious anticipation of the primary curriculum and assessment reform (PCAR) was that the education challenges facing the primary school sector would be addressed. This paper argues that the emphasis on the use of CA to address the learning challenges in primary education remains a far-fetched dream if there is no radical reform in the system and operating context.

Optimizing teaching effectiveness in dental education for a new generation of learners.

Today's dental students, Generation Z (Gen Z), are said to learn differently than those of previous generations. As generations of dental students vary, our teaching styles must keep up with unique and changing groups of individuals. This article discusses learner-focused teaching methods including techniques that address the characteristics of Gen Z learners. Blended learning methods that combine online media with traditional face-to-face sessions, team-based learning, and a flipped classroom format have previously been suggested as ways to increase learning effectiveness and student satisfaction. In this paper, the characteristics and preferences of Gen Z students are described along with the challenges they create with conventional teaching methods. An implementation strategy using principles from organizational agility and Bolman and Deal's Four Frames Model is proposed for dental schools to transition to a more learner-centered teaching approach. The suggested strategy can be customized and could be useful to schools that wish to enhance their teaching methods to meet the learning needs of Gen Z dental students and beyond.

A structured multimodal teaching approach enhancing musculoskeletal physical examination skills among undergraduate medical students

ABSTRACT Current evidence indicates that undergraduate medical students display deficits in musculoskeletal physical examination skills (MPES). While various instructional methods are recommended for teaching clinical skills, effective methods for teaching MPES have not been established. This study compared the effectiveness of a multimodal teaching approach incorporating video-based learning, interactive small-group teaching, hands-on practicing, peer-assisted learning, formative assessment, and constructive feedback with traditional bedside teaching in developing undergraduate orthopedic MPES. Participants were 151 fifth-year medical students divided into two groups. One group received multimodal teaching, and the other received traditional bedside teaching. In both groups, the participants learned how to physically examine the knee and shoulder. The primary outcome was objective structured clinical examination (OSCE) scores, while the secondary outcomes included teaching sessions’ total durations, facilitator’s demonstration time, participants’ practice time, and proportion of students with passing checklist scores and global ratings-based assessments for the two teaching approaches. The multimodal teaching group had significantly higher OSCE scores (checklist scores, global ratings, and passing rates; p = 0.02, 0.02, 0.01, respectively) than the comparison group. Individual OSCE component assessments showed significant improvements in the special musculoskeletal physical examination test. The overall duration and amount of participants’ hands-on time were significantly longer for the multimodal than for the traditional bedside teaching group (p = 0.01 and 0.01, respectively), and the facilitator’s demonstration time was significantly shorter (p = 0.01). The multimodal learner-centered teaching approach evaluated in this study was effective for teaching MPES. It appeared to maximize learner engagement through enhancing interactions and providing increased time to engage in hands-on practice. This teaching approach improved MPES levels, maximized teaching efficiency for scenarios with limited instruction time and resources, and enhanced competency of undergraduate medical students in performing special musculoskeletal physical examinations compared to traditional bedside teaching.

Improving teaching and learning mathematics in Malawi primary schools: a review of reforms, interventions, successes and challenges

Teaching and learning mathematics in Malawi primary schools has been of concern for many years. This is because of the low learner achievement in national assessments by the Malawi National Examinations Board, where learners’ performance in mathematics at end of primary education has been consistently low. In other assessments, such as the Early Grade Mathematics Assessment (Brombacher, 2011) and the numeracy assessment by the Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ, 2011), the average performance of Malawi learners has been below the expectation of the curriculum. In an attempt to address the issues and improve the quality of teaching and learning of mathematics, there have been curriculum reforms which revised the content objective based curriculum to learner outcome based curriculum and aimed at shifting teaching from traditional teacher centred to more learner centred teaching approaches (Ministry of Education, 2007). In addition, over the years there have been interventions in the teaching and learning of mathematics; some interventions targeted mathematics teachers in schools to implement new teaching strategies, while other interventions targeted entire schools and communities. In this paper, we review the reforms and interventions, analyse their successes and challenges, and discuss the implications for improving the teaching and learning mathematics in Malawi primary schools.

TAHLIL AKHTO’ AL-IMLAIYYAH WANNAHWIYAH FII AL-INSYA’ AL-‘ARABI WATAKHTU AN-NAMTHI AL-MUNASABI FII TA’LIMIHI BIMA’AAHAD AL-KAUTSAR ALGONTORY AIKMEL LOMBOK ASY-SYARQIYAH

This study aims to analyze forms of imla' and nahwu errors in the third and fourth grader students' insha' writing at Al Kautsar Al Gontory Islamic Boarding School as a basis for designing an appropriate insha' learning model. This study is qualitative descriptive.The study indicates that the third-grader students commit 11 types of imla' errors and 14 types of nahwu errors. On the other hand, the fourth-grader learners make 12 and 7 errors of imla' and nahwu, respectively. Other errors are the absence of opening and closing of insha' and punctuation marks.The learning model applied in insha' learning at school is the PBJL with a student-centered learning approach and uses the assignment method. However, the results suggest that the learning design suitable for the school based on several considerations is direct learning with a teacher-centered learning approach and using an expository strategy. Lecturing and question-answer are the appropriate methods to apply such strategy. Suppose the teacher wants to devote 1 hour of lessons involving students to correct their insha’ writing errors. In that case, a discovery learning strategy with a student-centered is appropriate for this applied to the discussion method. Keywords: Imla' and Nahwu's Errors, Learning Model, Insha' Learning.

Professionalism of AqidahAkhlak Teachers in the Utilization of Digital-Based Learning Media

Teacher professionalism is a necessity that cannot be postponed anymore. Based on field supervision and document data (Teacher Competency Test), it is predicted that several causes of low student achievement include: 1) most teachers still use the teacher centered learning approach with lecture dominance and less variation in learning models; 2) the level of teacher professionalism is still not as expected. For this reason, teachers must be demanded to be more professional in using media and methods in the learning process, while the media itself is a tool that has the function of conveying messages, especially in learning aqidah morals. This study aims to analyze how professional Aqidah Akhlak teachers are and the obstacles they face in utilizing digital-based learning media. This research uses a descriptive qualitative approach. The results of this study found that the professionalism of teachers in using digital-based media was sufficient because it was supported by teacher training in using digital-based learning media, one of which was Google E-learning. As for some of the obstacles faced by the teacher, including the age factor which resulted in delays in studying the media and some students who worked during class hours and the data packages that were owned by students so that it slightly hampered learning

Effectiveness of Problem Based Learning in Developing Knowledge of Undergraduate Nursing Students

Background: Problem based learning (PBL) is an innovative and learner-centered teaching approach that improves nurses' theoretical knowledge, trains them practically, develops their critical and problem-solving skills to be used for overcoming environmental constraints during clinical practice. Objectives: The aim of this study was to determine the effectiveness of PBL in developing knowledge of undergraduate nursing students. Methods: This study conducted a pretest–posttest experimental design among B.Sc. Nursing students of Saida Waheed FMH College of Nursing Lahore. Lottery method of random sampling was used to recruit the participants for experiment group and control group. A PBL-based treatment for the experimental group and a series of lectures was traditionally delivered to the control group on the topic of Diabetes Mellitus. Data was collected using MCQs-based questionnaire during pre-test-post-test processes. Results: This study identified the problem-based learning as more effective teaching method than lecture method after observing a significant difference between the scores of post-tests of lecture method (LM) and problem-based learning. The participants of the experimental group significantly gained more knowledge scores than the members of LM. Conclusion: The intervention of PBL method has significantly improved more knowledge of the participants of experimental group than the members of LBL. It reflects that PBL is a more important and effective teaching method in developing knowledge of nursing students than lecture method.

Transformational leadership and the learner-centred teaching approach

Adopting learner-centred teaching approaches is important to advance student performance in Mexican rural communities, which have historically been disadvantaged. Yet, little research exists on the factors that might promote the use of this teaching approach. In the study reported on here we examined the associations between principals’ transformational leadership, school climate, teacher commitment to learners, and learner-centred teaching practices. In total, 174 teachers were selected from 26 tele-secondaries in the state of Tabasco, Mexico. A structural equation model was calculated. Results do not provide evidence to support a direct association between transformational leadership and the use of learner-centred teaching. However, an indirect relationship was found between the effects of school climate and teacher commitment. These findings indicate that enhancing school climate and teachers’ commitment through a transformational leadership style are key to foster an environment for learner-centred teaching.

Effectiveness of technology-integrated project-based approach for self-regulated learning of engineering students

ABSTRACT The goal of this study is to explore the impact of a technology-integrated project-based learning intervention (ReaLabs) on students’ learning attitudes, behaviours and self-regulated learning (SRL). A group of 49 mechanical engineering students was taught using this intervention and a group of 50 students in the same specialty was taught using the traditional method (Google docs). The findings revealed that students in the intervention group reported higher scores in learning attitudes and behaviours. They also reported higher levels of goal setting, task strategies, time management, help-seeking, and self-evaluation skills as compared to students in the control group. In addition, the usefulness of ReaLabs, the use of online tool was better perceived in the intervention group than that of Google docs in the control group. These findings indicate that a smart pedagogy model built on a technology-integrated learner-centered teaching approach may support outcomes related to SRL for engineering education students.