Teaching-learning Activities Research Articles

Personalized Mathematics Teaching with The Support of AI Chatbots to Improve Mathematical Problem-Solving Competence for High School Students in Vietnam

The digital age has sparked interest among educators in utilizing information technology, especially artificial intelligence (AI) chatbots. Due to the constant technological involvement, students must also acquire solid digital skills, especially AI proficiency, for learning and everyday life. However, there are few studies on models applying AI in teaching to develop mathematical abilities for high school students. Therefore, this paper proposes a theoretical framework for incorporating AI chatbots into education, boosting students’ mathematical problem-solving competence. Based on student data analysis, this framework will cover teaching, assessment, feedback, and dynamic learning activity adjustment. The paper then explains the operations of AI chatbots to provide personalized feedback. This process emphasizes the importance of error handling and information security, ensuring safety and efficiency in the learning process. This theoretical model supports the integration of AI chatbots in personalized teaching, specifically for improving mathematical skills.

Teacher’s Feedback to Improve Students’ Writing Recount Text at First Semester Students of English Letters Department UIN Raden Mas Said Surakarta in 2024-2025

This research aims to improve the students’ writing skill through Teacher Feedback strategy at First Semester Students of English Letters Department UIN Raden Mas Said Surakarta in 2024-2025. The subjects of this research were 27 students of A class. This research used a cycle of Classroom Action Research, and it consisted of five meetings. The CAR cycle contents are Planning, Acting, Observing, and Reflecting. This research used two types of data, and they were qualitative and quantitative data. The qualitative data were obtained through observations during the teaching learning activities. Moreover, the quantitative data were the scores of the students’ writing recount text before the implementation of the Feedback (pre-test) and after the implementation of the Feedback (post-test). The students’ pre-test scores showed that the total was 1250. In this degree, the mean that the researcher gained in students’ pre-test score was 46.30. Furthermore, the students’ post-test scores showed the total was 2062. In this degree, the mean that the researcher gained in students’ post-test was 76.37. It can be seen that there was an improvement on students’ mean scores. Most of the students’ scores were increased from the pre-test and the post-test scores. It was from 29.63% (8 students) who passed the minimum score to 81.48% (22 students) of the 27 students. It can be seen that there was a significant improvement from the percentage before and after treatments. In short, applying Teacher Feedback strategy in teaching learning process can significantly improve the writing skills of the students.

Students Engagement in Classroom Teaching by Innovative Pedagogy: A desk-based Review of Existing Literature

The use of modern teaching methods in the social sciences classroom under higher levels of education is presently required to increase learning achievement through student participation. The pace of change in educational structures, curricula, teaching-learning activities, and learning outcomes should be able to keep up with all kinds of developments taking place in the world. Innovative is one of the newly developed approaches that can be used to increase students' active engagement, particularly in social science disciplines. A thorough literature search technique was employed to find the literature relevant to this study. The datasets up to 2024 were utilized for descriptive analyses of effective instructional techniques. The research-based articles and reports were used from digital and physical libraries. The easily accessible web search engine Google Scholar and other freely accessible databases such as Academia, ResearchGate, NAPJOL, JSTOR, ProQuest, and Elsevier were used. The findings indicate that innovative teaching methods promote the active participation of students through hands-on experiences. This approach significantly enhances learning outcomes in social science and helps for applying theories in real life. This technique promotes a more dynamic learning environment by encouraging teachers to adopt innovative and creative teaching methods, which in turn increases student engagement, motivation, and academic achievement. Integrating innovative pedagogies into activity-based instruction techniques empowers teachers to cultivate pupils' success, equipping them with essential skills for thriving in the 21st century.

Instructional Insights: Learnings from a Case Study of Collaborating with an Individual with Lived Experience in Occupational Therapy Education

This case study shares the knowledge gained from working with an individual having lived experience of a health condition contributing toward an occupational therapy education module through the reflections of an occupational therapy academic and an individual with lived experience working in a university. The primary goal is to establish an empirical evidence base for involvement of people with lived experience in occupational therapy education and to encourage other educators and individuals with lived experience to follow this model of teaching and learning in their curricula. Based on the belief that teaching and learning through co-production creates a ‘triangle’ of benefit for individuals with lived experience, students and academics. Individuals with lived experience are seen as powerful, independent, and strong despite their medical condition. Students learn more about important aspects of service provision beyond direct medical and therapy knowledge and academics learn about and model this new way of working. The aim is to promote development of co-production learning activities in occupational therapy education.

Teaching translation online: A Community of Inquiry study

This study explores learning and assessment practices in online translation teaching in the changing educational settings. Using the Community of Inquiry (CoI) model as a framework, it aims to present a comprehensive list of recommendations for creating and implementing teaching, learning and assessment practices for online translation courses. This paper reports on the results of the CoI survey carried out with learners enrolled in an online translation program. The survey was conducted to understand the learners’ perception of teaching, social, and cognitive presence in their learning experience. The participants were also asked to provide feedback on specific course components, i.e., tasks, assignments, and elements such as syllabus, instructor feedback, and reflective practice, concerning their impact on achieving course objectives. The findings highlight the importance of creating teaching, social, and cognitive presence in online translation teaching environments. Given the interconnected nature of learning and assessment activities in online education, these presences not only create an effective learning environment but also improve the assessment of learners’ performance. While the findings are based on a small online community and may not be universally applicable, they can serve as a starting point for evaluating existing curricula and launching new online programs in translation. Keywords: Online education, translator training, translation teaching, Community of Inquiry

Unpacking linguistic features in EFL textbooks using systemic functional linguistics: Transitivity, Mood, and nominal group structure analysis

Systemic functional linguistics provides a systematic and comprehensive approach to examining language use, offering valuable information about the construction of meaning in the context of experiential, interpersonal, and textual metafunctions. This framework can be used to examine linguistic features and discourse patterns of the EFL textbooks. This study analyzes the linguistic features that go into creating the metafunctions in question found in EFL textbooks using systemic functional linguistics. The study specifically focused on process types of Transitivity patterns, Mood structures, and nominal group structures. Data were taken from two secondary EFL textbooks published in 2013 by two Indonesian publishers from which samples of reading passages were purposefully chosen based on the topic, genre and difficulty, and they were modified into clauses for analysis. After transitivity analysis, material process type was found to be predominantly used signifying a focus on tangible actions. Furthermore, the mood structure predominantly employs declarative structures, indicating comprehensible and direct information exchanges. Nominal group analysis indicates that T (Thing) and DT (Deictic Thing) types are frequently used, increasing vocabulary with physical references. The pedagogical implications of the linguistic feature analysis provide tailored teaching-learning activities and the useful information for instructional design. Acknowledgments The author would like to express their sincere gratitude to the team, editors, and anonymous reviewers for their valuable insights and constructive feedback. Their input has greatly contributed to the improvement and refinement of this manuscript. Disclosure Statement The authors reported no potential conflicts of interest.

Classroom Vulnerability and Delivery of Learning Activities of Teachers in Public Elementary Schools

This study aimed to examine the classroom vulnerability and the delivery of learning activities by teachers in public elementary schools within the Carmen District, Division of Davao del Norte. The research employed a non-experimental quantitative design, utilizing a correlational method. A total of 138 public elementary school teachers were selected as respondents using universal sampling. Data analysis involved calculating the mean, Pearson r, and regression analysis. The findings revealed that the level of classroom vulnerability in terms of learning activities was high and was oftentimes manifested. Conversely, the delivery of learning activities by teachers was moderate, with occurrences described as sometimes manifested. Furthermore, the study found a significant relationship between classroom vulnerability and the delivery of learning activities, indicating that the two variables were interconnected. The study also concluded that the domains of classroom vulnerability significantly influenced the delivery of learning activities. Based on these findings, it is recommended that efforts be made to mitigate classroom vulnerability while enhancing the delivery of learning activities. A proactive and holistic approach may be essential, emphasizing teacher training and professional development. Educators may benefit from continuous access to learning opportunities to improve their skills in managing diverse classrooms, integrating technology, and utilizing innovative teaching methods. These measures may help ensure more effective and adaptable learning environments for students.

Causes of Mental Stress and Associated Social Behavior in Students: A Phenomenological Study

This article explored the sources of mental stress and their reflection on the social behavior of the students in an institutional (private) school in Palungtar of Gorkha district, Nepal. A phenomenological study was carried out using semi-structured questions and in-depth interviews with purposive sampling of the participants. Five students who were distressed from mental stress, one parent, and one principal of the institutional school were the participants. Due to the English language, the learners couldn't have in-depth conversations with their teachers and couldn’t express their difficulties. So, students had a low relationship with their tutors. They were continually thinking about how to get out of school and play with their friends outside of the house. As a result, they were subjected to maltreatment and pressure to study. Most of the children were suffering from mental stress as a result of overburdened teaching-learning activities, difficult discipline, joining school at a young age, and being tied by particular school norms. Teachers and parents thought optimistically but acted ineffectively, viewing the children as machines. Maltreatment, forcibly learning, English as a second language resulting in difficulty in expressing feelings, instance rule of discipline, and rote learning all caused mental stress. The fitted standards of discipline and non-humanistic conduct generated imbalanced homeostasis in the kids' bodies, resulting in mental tension, and thus they acted unsociably. Implications of this study include the use of intrinsic motivational processes by the schools to foster a social environment and promotion of social behaviors among the students rather than forcibly changing them.

The Integration of Eco-Literacy in Teaching-Learning Activities as An Effort to Reduce Environmental Crisis

This study explores the integration of eco-literacy values within the framework of teaching and learning activities, aligning with the principles of Islamic thought. Recognizing the growing importance of environmental awareness and sustainability in today’s world, this study delves into the potential synergies between Islamic values and ecological consciousness. It employs a qualitative research design, incorporating literature reviews from both Islamic principles and environmental studies. Through this multidimensional approach, the research seeks to identify the integration of eco-literacy values into diverse subjects across teaching-learning activities within an Islamic educational framework. The study also investigates the challenges and opportunities associated with implementing such an approach in educational settings, considering cultural contexts and varying levels of environmental awareness. By promoting a comprehensive understanding of ecological principles rooted in Islamic thought, this study envisions contributing to the development of environmentally conscious, responsible, and ethical individuals who integrate Islamic values into their daily lives, fostering a harmonious relationship between humanity and the natural world. Keywords: Eco-Literacy, Teaching-Learning Activities, Islamic Thought.

Reaching the top of Bloom’s Taxonomy: an innovative pilot program for preclinical undergraduate and medical school students to create curricula for STEMM outreach/service-learning programs

Bloom’s Taxonomy is an andragogical tool that classifies educational objectives, learning activities, and assessments into distinct levels of cognitive thinking. Preclinical medical sciences educators aim to promote higher-order thinking in their curricula to help students develop clinical decision-making skills and foster deep learning. However, many courses and curricula remain focused on lower levels of Bloom’s Taxonomy because they are easier to implement and assess. Meanwhile, many service-learning opportunities for medical students focus on developing affective faculties over higher-level cognitive processing of curricular material. We describe a model program in which undergraduate pre-medical education (UPE) and undergraduate medical education (UPE/UME) students at Boston University Charles River Campus (BU CRC) and Boston University Aram V. Chobanian & Edward Avedisian School of Medicine (BU Chobanian & Avedisian SOM) simultaneously engaged in service-learning and the Create level of Bloom’s Taxonomy by developing a supplementary high school (HS) medical science curriculum based on content and instructional models from their preclinical courses. Activities such as mock patient cases, simulated patient interviews, and physical examination training contributed toward a HS curriculum that promotes healthy habits; increases community public health self-efficacy; sparks interest in Science, Technology, Engineering, Math and Medicine (STEMM) concepts; and educates about medical careers through engaging lessons and activities focused on human anatomy and physiology.

How Do the Romanian Students Learn? Metacognition and Experiential Learning in the Romanian School Curricula

Fundamental for the development of the lifelong learning skills, the metacognitive processes are connected to the experiential model of learning. In an age where information is a click away, the development of higher-order thinking skills becomes essential for a relevant content for learning. The first step should be the development of the metacognitive processes and the critical thinking skills, not only as prerequisites for the school success, in an era where the documentation involves selections and hierarchies, but also as a foundation for social insertion. The school syllabuses should target the development of metacognitive strategies, in the spirit of student-centred teaching-learning activity. Our paper traces the way they deal with metacognition, observing the precariousness of the specific skills that could develop it, in order to assess the knowledge level of the learning strategies and their use in the disciplines from the “Language and communication” and “Man and society” curricular areas, as the students and even the teachers that are trained using these syllabuses are experiencing difficulties when these skills are necessary. In addition, after graduation, the obstacles in the development of metacognitive processes in students can be more difficult to overcome, the purpose of the present research being precisely to reveal them.

Learning Activities in Mathematics Education: Application of Problem-Based Learning in Power Dominating Set for Electricity Network Optimization Problems

Learning activities in mathematics education play an important role in developing students' analytical and problem-solving skills, especially in applying mathematical concepts to real-world problems. This research aims to apply the Problem-Based Learning (PBL) method to the topic of Power Dominating Set to optimize the electricity network. Power Dominating Set is a concept in graph theory that can be used to minimize the number of control points in the electricity network, thus optimizing the use of resources and increasing the efficiency of the network. By using PBL, students are expected to understand the concept of Power Dominating Set both abstractly and in a practical context relevant to the real world. This research was conducted using an experimental method with two groups of students, namely the experimental group using the PBL method and the control group using the conventional learning method. The results showed that the group that learned with PBL had a deeper understanding and better analytical skills in applying Power Dominating Set to electricity network optimization problems. Discussion of the results showed that the PBL approach is not only effective in improving the understanding of abstract mathematical concepts, but also capable of enhancing students' skills in identifying and solving real-world electricity network problems. Thus, the application of PBL in mathematics education can be an effective alternative to connect abstract mathematical concepts with practical applications, especially in electricity network optimization.

Innovative Strategies for Addressing Diverse Learning Needs in Ghanaian English Language Classrooms

The complexity of contemporary classrooms in Ghana necessitates innovative strategies to address diverse learning needs effectively. Hence, addressing the latter in English language classrooms (ELCs) is critical. This study explored the understanding of English language teachers regarding differentiated instruction and how they addressed the varied needs and abilities of learners in primary schools in Ho Municipality. The study is grounded in the Differentiated Instruction (DI) Theory and utilized a sample of 12 teachers from four primary schools selected through convenience sampling. Data collection involved semi-structured interviews and classroom observations, which were meticulously coded and analyzed thematically to uncover patterns and themes. The study revealed that teachers view differentiated instruction as essential for accommodating diverse learning styles/approaches/dispositions, adapting teaching techniques to individual needs, and promoting inclusive practices. Again, it revealed that primary school English language teachers employed flexible grouping, diverse assessments, action-oriented teaching, technology integration, individualized explanations, and student-centered and peer learning activities. However, the consistent use of tiered assignments to address varying academic levels was notably absent, indicating a gap in the full implementation of DI. The study concludes that employing various innovative teaching strategies in ELCs is crucial for enhancing primary school educational quality and student achievement.

Knowledge and attitudes towards genomic medicine and pharmacogenomics of medical undergraduate students in Sri Lanka: a cross-sectional study.

Genomic medicine and pharmacogenomics (PGX) are emerging practices in medicine that play a vital role in providing personalized and efficient treatments for patients. While many countries have integrated these novel concepts into their undergraduate medical curricula to enhance the quality of healthcare, Sri Lanka remains relatively new to these advancements. Herein, we accessed the knowledge and attitude of Sri Lankan medical undergraduates on genomic medicine and PGX and explored the readiness of introducing genomic insights to Sri Lankan undergraduate medical education. The study sample was the undergraduate students of Medical Faculty of Wayamba University in Sri Lanka, being a newly developed and diverse institution seeking research findings to enhance the curriculum and teaching-learning activities aiming to produce competent graduates. A descriptive cross-sectional study was conducted by distributing a questionnaire to all five student batches at Faculty of Medicine, Wayamba University of Sri Lanka. The data of 232 respondents (55% response rate), demonstrated a good level of knowledge on genomic medicine and PGX, with no significant variation of the level of knowledge across the five academic years. A nuanced range of attitudes, encompassing both negative and positive perspectives towards genomic medicine and PGX was observed varying according to the specific questions posed. However, heavy concerns regarding data privacy, insurance implications, and the timing of implementation appeared. The results of the study highlight a need for curriculum enhancement, acknowledging the level of knowledge while emphasizing areas for improvement in students' perspectives on genomic medicine and PGX for better advancements in future healthcare of Sri Lanka.

Comprehensive Teaching Strategies: Learning Ecosystems for Twenty-first Century

This paper aims at boosting the effectiveness of teaching ecosystems in addressing the problems of the twenty-first century. It collects facts and required information from primary and secondary sources. Ten informants involved in teaching at AB, BC, CD, DE, and EF campuses; and twenty-five learners from these institutions were taken to discuss teaching strategy and learning satisfaction. The rapid change in society and technology in the twenty-first century poses unique challenges for human beings. Recognized it as a dynamic process, learning procedure encompasses memory, reasoning, individual mindset, habits, goals, and motivation. The findings of this paper indicate that the positive remarks on preferred teaching strategies, and cooperative learning affect students’ satisfaction. Research on teaching strategies suggests that learning transcends cognitive aspects, extending into social-emotional dimensions and unfolding within environmental and cultural contexts throughout an individual's lifespan. Effective learning and teaching strategies focus on cooperative, resourceful, interactive, and self-regulatory practices. Effective instruction involves a learner-centric approach and concentrates on conceptual understanding, metacognition, assessment, and technology integration, cognitive, social, and emotional development within a supportive environment. The responses gathered from tutors and learners limit the accepted applicability of the results, and the study sheds light on combined teaching strategies focusing on active teaching-learning activities in the twenty-first century.

Educational leadership for social transformation: An inclusive approach for schools as places of belonging

Education is the medium through which society can be transformed to ensure we live in a world free from discrimination and exclusion, where human beings coexist peacefully. One of UNESCO’s sustainable developmental goals is quality education that is inclusive and equitable. ‘Education for all’ and ‘places of belonging’ are therefore imperatives for educators if this goal is to be realised. This paper reports on selected educational leaders’ views on implementing inclusive approaches in teaching-learning activities. A qualitative approach was employed to collect data from 242 educational leaders from Caribbean Visionary Educators across 25 countries. Most respondents see inclusive education as beneficial. Others view it as a theoretical construct that increases workload. Lack of resources, infrastructure, administrative support and professional learning are viewed as barriers to inclusive education practices. There appears to be some incongruity between educators’ professional learning in inclusive education and their ability to implement inclusive education practices. Respondents revealed that despite receiving professional learning in inclusive education, their current level of training has inadequately prepared them to teach in an inclusive environment. Therefore, an inclusive approach requires educators to be prepared to teach all learners regardless of their challenges, and learners must become active participants in their schooling. The paper, therefore, concludes that it is necessary for leaders to operate in a transformative mode to promote inclusive education. This action should make schools become places of belonging that will benefit all learners.

Effects of Teachers’ Digital Leadership on Students’ Learning Outcomes in Selected Secondary Schools in Mfoundi Division-Cameroon

Purpose: Using digital leadership in instructional practices, teachers may or may not empower every student to reach his or her full potential. Hence, the purpose of this study was to investigate the effects of teachers’ digital leadership on students’ learning outcomes in selected schools in the Mfoundi division-Cameroon. The objectives of the study were: To examine the effects of teachers’ digital supervision of instruction on students’ learning outcomes; and to find out the effects of teachers’ digital communication on students’ learning outcomes. Materials and Methodology: The study adopted the descriptive survey design. From an accessible population of 220 teachers who held administrative positions (like principal, vice Principal, discipline master/ mistress and head of department), a sample size of 198 was deemed appropriate for the study. The purposive and simple random sampling techniques were used. Questionnaire was used as instrument to collect data. Cronbach’s alpha coefficient for the questionnaire was 0.874. The data collected was analyzed using descriptive and inferential statistics. Findings: The ANOVA results indicated that teachers’ digital supervision of instruction has statistically significant positive effect on students’ learning outcomes (F=2263.7, P-Value 0.000). Similarly, teachers’ digital communication has statistically significant positive effect on students’ learning outcomes (F=6917.1, P-Value 0.000). Implications to Theory, Practice and Policy: Based on the results recommendations were made which include that government should organize capacity building seminars focusing on the integration of technology into teaching learning activities for teachers and school administrators and, teachers should use technology devices to direct, coordinate, and monitor instructional practices so as to positively enhance students’ learning outcomes and improve school success.

The Real Situation and Main Problems of Rural Primary School Physical Education in Current China: Based on the Teaching Students’ Perspectives

The common problem of rural primary school Physical Education (PE) is the same consensus of the education sector in China. According to the materials obtained from the interviews with the students in the teaching practice process, the common problems of China’s rural primary school PE include: insufficient or no physical education class; lack of physical education equipment and sports fields; serious shortage of Physical Education teachers; and nearly no physical education teaching and learning activities based on an established instructional plan. These problems reflect the real state of current rural primary school PE in China, and have always been the basic state of rural primary school PE in China.

Perception and Effectiveness of Online Anatomy Lab Exercise on Undergraduate Students of BPKIHS During COVID-19 Pandemic

Introduction: Online mode of teaching learning activities were started for medical students of Nepal to reduce the risk of spreading virus during COVID-19 pandemic. BPKIHS started the modified online lab exercise (LABEX) for the undergraduate students after six months of pandemic. Objective: The main objective of study was to evaluate the student’s perception and effectiveness of modified online LABEX (prior content video uploading) during pandemic. Methods: The mixed method cross-sectional study design using semi-structured questionnaire was conducted. The questionnaire had sub-sections such as questions regarding students’ means of study, students’ perception on modified online lab exercise during pandemic and reflective writing. We collected the responses from 129 students after institutional ethical clearance and informed consent. Student’s paired test for analysis of effectiveness of modified online LABEX was done by using pre-test/post-test score. Thematic analysis was performed for reflective writing. A p<0.05 was considered as statistically significant. Results: The mean age was calculated as 20.84 year. The modified online LABEX increase the scoring of students for three consecutive sessions with an average score of 1.71; 1.55 & 1.09 respectively (p<0.001). We formulated 15 codes and 3 themes from reflective writing such as strength, weakness and recommendation of modified online LABEX. We found that “Accessibility of recorded Labex” (n=54) was major strength and “less efficient of online LABEX” (n=57) was major weakness. Conclusions: Although physical form of anatomy education is best way of learning but modified online LABEX can be used as alternative during pandemic like situations in future

The Influence of Using Smart Multiplication Table Learning Media (Takalintar) on the Learning Outcomes of Grade III Elementary School Students

Abstract. Teaching learning activities usually occur between teachers and students. Teachers as learning managers, play a role in creating a comfortable and conducive learning climate. Therefore, as a teacher, you must be able to choose and apply effective learning media to achieve learning goals and be able to attract student learning results. The purpose of this study is to determine the influence of the use of TAKALINTAR learning media on the learning outcomes of students in grade IIIA SD Inpres Kuanino 3. This type of research is quantitative research classified as Quasi Experimental research, using a pretest-posttest- control group design. The sampling technique uses a saturated sampling technique with a sample of 30 respondents. The instruments in this study used observation, test and documentation data. The data was analyzed by normality tests, homogeneity and hypothesis tests using t-tests. The results of this study showed that the average score of the pretest-posttest- of the experimental class and the pretest-posttest- of the control class using the t-test, the posttest of the experimental class and the control class was 84.67 > 75.00 with a difference of 1.98 and the pretest of the experimental class and the control class was 50.67 > 51.33. Further through hypothesis testing (Paired Sample T-test) shows that the value of sig. (2-tailed) t-test for Equality of Means of 0.000 < 0.05 means that H0 is rejected and Ha is accepted. The conclusion of this study is that there is a significant influence of the use of smart multiplication table (TAKALINTAR) media learning on the learning outcomes of grade IIIA students of SD Inpres Kuanino 3.