Teacher-led Instruction Research Articles

Can AI Robot Teaching Improve Children’s Performance in Housework? A Quasi-Experimental Study

Background: The primary objective of this study is to explore the effects of using Artificial Intelligence (AI) robot-assisted instruction in preschool activities on young children’s performance in housework. Methods: A quasi-experimental design was employed, with an experimental group and two control groups, to observe changes in children’s performance in housework before and after AI robot-assisted teaching. The study sample consisted of preschoolers from metropolitan Taipei, with 65 children in the experimental group, 53 in control group 1, and 75 in control group 2. Children participating in the research project required consent from the school, teachers, and parents. The children in the experimental group received AI robot-assisted instruction on household tasks for two days a week over three consecutive weeks, with each session lasting approximately 20–30 min. Control group 1 did not receive any experimental treatment, while control group 2 underwent the same learning schedule and content as the experimental group but was instructed by teachers instead of AI robots. The data were analyzed based on pre- and post-test surveys of parents observing their children’s performance in household tasks. Results: This study found that both AI robot-assisted teaching and teacher-led instruction enhanced children’s household skills, with the AI robot-assisted method showing slightly better results. These findings suggest that both technological tools and teacher guidance can effectively improve children’s housework performance, while artificial intelligence robots may provide young children with motivation and curiosity to learn due to their appearance and interactive design, which deserves further analysis. Conclusion: As technology rapidly advances, young children are exposed to various technological devices at an early age. Integrating technological media into future preschool teaching is inevitable, and leveraging tools like AI robots to support teaching, reduce teacher burden, and diversify instructional methods could be a direction worth considering.

The Dark Side of Artificial Intelligence in Education: A Critical Analysis of its Impact on Learners Aged 12-14 Years

This research explores the connections between Teacher-Led Instruction (TLI), Peer Collaboration (PC), and Artificial Intelligence Assistance (AIA) in influencing Student Cognitive and Social-Emotional Development (SCED). Through exploratory and confirmatory factor analyses, the study found that TLI and PC are important positive predictors of SCED, highlighting the crucial role of collaborative and teacher-led approaches in promoting overall student development. Contrastingly, there is a negative association between AIA and SCED, underscoring the potential disadvantages of excessive dependence on technology at the cost of meaningful human connections. The results indicate that educational settings should give precedence to incorporating effective teaching approaches while utilizing technology as an auxiliary instrument rather than a replacement for conventional teaching methods. By embracing a multifaceted approach to instruction, this study contributes to the ongoing discourse on enhancing educational practices in an increasingly digital landscape, ultimately advocating for a future where students thrive both academically and emotionally while studying with Artificial Intelligence cautiously.

BALANCING TRADITION AND TECHNOLOGY: A COMPARATIVE STUDY ON VOCABULARY ACQUISITION IN INTERMEDIATE ENGLISH LEARNERS

This study explores the effectiveness of traditional and technological methods in vocabulary acquisition among intermediate-level English learners. A mixed-methods approach was used, combining quantitative data from pre-tests, weekly exams, and post-tests with qualitative insights gathered from surveys and interviews. Over a six-week period, 30 students participated in lessons utilizing both traditional teacher-led instruction and technological tools such as mobile apps and digital flashcards. The results revealed that while the traditional group showed steady but moderate improvement, the technological group experienced more rapid and significant gains in vocabulary retention. Interviews with participants highlighted the strengths and challenges of both methods, emphasizing the need for a blended learning approach. This study suggests that combining traditional and technological methods can offer a more comprehensive and effective learning experience, catering to diverse learner preferences and enhancing overall vocabulary retention.

Inclusion in the learning game: Applying considerations from cognitive neuroscience, educational psychology, and SLA to language learning activity and materials design

Considering the need for pedagogically effective learning activities and materials to support language learning, particularly within teacher-led instruction, it is curious that at present there is no overarching, research-based framework available to educators to draw from when designing and implementing such activities and materials. To address this gap, the authors of this paper have drawn from a host of relevant research pertaining to cognitive neuroscience, educational psychology, and second language acquisition to establish a framework for designing and implementing activities and learning materials capable of facilitating enhanced language learning outcomes within an inclusive classroom. Incorporating ten key considerations – attention and focus, desirable difficulty, depth of processing, deliberate practice, novelty and surprise, wakeful rest, visible learning, meaningful feedback, affective engagement, and strategic choice and use – this versatile framework not only provides teachers with necessary knowledge for designing language learning activities and materials in an engaging and efficacious manner but may also embolden them to do so.

Challenges in Promoting Learner Autonomy in Blended Learning: Perspectives from English as a Foreign Language Teachers in China

Blended learning is gaining popularity as a prevailing practice in higher education worldwide. This study explores the challenges faced by experienced English as a Foreign Language teachers in promoting learner autonomy within blended learning environments. Drawing from interviews and classroom observations conducted with five EFL teachers at a private university in China, the study identifies four key challenges: technological, pedagogical, cultural, and institutional. Technological challenges revolve around concerns regarding technical support, internet reliability, and hardware availability, highlighting the need for sturdy technical infrastructure and supportive mechanisms. Pedagogical challenges include designing effective blended learning activities that balance teacher-led instruction with opportunities for student autonomy, emphasizing the importance of scaffolding learning tasks, and providing adequate support for independent learning. Cultural challenges underscore the influence of cultural factors on student attitudes towards autonomy and authority in the classroom, emphasizing the necessity for culturally responsive teaching practices. Institutional challenges highlight barriers stemming from rigid curriculum requirements, limited professional development opportunities, and a lack of administrative support, underscoring the importance of systemic support and organizational change. The findings offer valuable guidance for institutions, administrators, and EFL teachers on how to design more effective blended EFL courses. Limitations and suggestions for future studies such as larger sample size, rigorous data collection method, and longitudinal studies are provided to enhance our understanding of promoting learner autonomy in blended learning environments.

Station-rotation blended learning model in science education a case study for rural classrooms

ABSTRACT This study investigates the implementation of the station-rotation blended learning model in science education within rural classrooms in Turkey. The research employs a case study approach to explore the learning experiences of 5th-grade students as they engage with this model. Throughout the implementation, teacher-led instruction, online instruction, and independent work instruction stations were established, and students rotated between these stations. The participants include eight 5th-grade students, comprising five girls and three boys, aged 10-11. Data were collected through focus group interviews, open-ended questionnaires, reflective diaries, and a researcher diary including researcher observations. The students expressed positive sentiments, stating that they learned better in the teaching process, found the lessons enjoyable, acquired independent learning skills, gained different perspectives, improved their peer teaching and collaboration skills, and experienced increased interest in the subjects. However, they also reported negative experiences, such as limited classroom space, issues during station transitions, and insufficient time. Additionally, students mentioned facing the most difficulty with the independent work station, finding the online station the most entertaining, and considering the teacher-led station to provide the most information. Finally, two models for the implementation of the station-rotation model in science classes, tailored for small and large classes, are proposed.

Application of problem-based learning in marketing studies combined with silver-haired business opportunities

Problem-Based Learning (PBL) is an approach that focuses on practical problem-solving and places the student at the center of the learning process. Students work collaboratively in groups to apply theoretical concepts and solve problems. The instructional process consists of two main phases, with each class session divided into two units: teacher-led instruction and group discussions. During the teacher-led instruction unit, the teacher provides explanations of relevant marketing theories. In the group discussion unit, students engage in discussions related to the presented topics. To facilitate these discussions and familiarize students with the PBL teaching model, JAMBOARD and GOOGLE SITE software are utilized as tools during the first phase. In the second phase, the curriculum incorporates the topic of "silver-haired business opportunities" allowing students to gain an understanding of the needs of the old adults and develop marketing strategies specifically targeting this demographic. The effectiveness of PBL in enhancing students' focus, autonomy, learning value, and importance is demonstrated through the application of the Learning Motivation Scale and Learning Attitude Scale. Qualitative research highlights several advantages of PBL in marketing education, including its connection to real markets, promotion of cooperation, fostering of innovation and critical thinking, facilitation of autonomous and interdisciplinary learning, and enhancement of problem-solving abilities. Additionally, a fuzzy Delphi analysis indicates that students highly value effective teaching in the PBL experience.

Educational Innovation: Teacher- and Student-Made Videos to Enhance English Proficiency at University Level

In the context of English as a foreign language (EFL) education, the efficacy of various instructional approaches has been a subject of ongoing concern. Traditional teacher-led methods have been challenged by the emergence of video-based instruction, raising questions about which approach yields the more effective learning outcomes. This study investigated the impact of student- and teacher-made video implementation versus traditional teacher-led methods on EFL class outcomes. Standardized tests were used to assess the English proficiency levels of 214 students who registered for EFL classes in a higher education institution in Cuenca, Ecuador. A quantitative methodology with quasi-experimental type and Solomon four-group design was applied to examine the effects of these different instructional approaches, comparing groups both with and without pre-tests. The students were organized into groups at random. The results were arranged into two sections, one comparing post-test scores and the other focusing on mean differences among those who experienced both pre-test and post-test assessments. Notably, statistically significant differences were observed in post-test evaluations within the groups that received pre-tests, indicating that it influenced post-test outcomes. However, the most important finding was that the intervention group had a better mean difference in English level than the control group. The findings highlight the importance of considering pre-tests when designing effective instructional strategies and suggest further investigation into the dynamics of video-based versus teacher-led instruction in EFL education.

Why We Played Wiffle Ball on Wednesday

The decision to move away from lecture-led instruction in the college classroom is not simple. Planning for and managing a more interactive classroom brings unique challenges and opportunities. A biomechanics instructor and an instructional designer from Utica University compared teacher-led instruction to brain-based instruction and share their brain-based class redesign.

Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom

The present study aimed to investigate the effectiveness of an audio-visual high variability phonetic training (AV-HVPT) approach in improving the pronunciation of English interdental sounds /θ, ð/ and vowel /ɪ/ among a group of Chinese graduates. A total of 70 participants were randomly assigned to two groups: one received AV-HVPT instruction (Class 1) and the other one received traditional teacher-led instruction (Class 2). The overall findings showed that Class 1 significantly improved /θ, ð/ pronunciation but Class 2 did not. No improvement in /ɪ/ pronunciation was observed in either group. This may suggest that the effectiveness of the AV-HVPT approach in the classroom might be limited in the learning of sounds with salient articulatory gestures.

Project-based Language Learning and Its Implications for English Teaching in Chinese Universities

Project-Based Language Learning (PBLL) is a novel teaching method that focuses on the student and seeks to transform the model of second and foreign-language education. This technique can dramatically transform students learning experiences. Students are at the center of their own learning experience in PBLL. In comparison to traditional teacher-led instruction, PBLL emphasizes students active engagement and in-depth comprehension. Students will study language in PBLL by taking part in a range of projects that are typically related to their interests, professional domains, or social activities. This article dives into the unique characteristics, benefits, and limitations of PBLL, providing a complete assessment of its applicability in Chinese college English classes. By examining its essential components, useful insights into how PBLL might be used to maximize language acquisition in higher education contexts are gained. Furthermore, this analysis illuminates the current stage of PBLL implementation and forecasts its future trajectory in the field of Chinese college English instruction. This article seeks to serve as a beneficial resource for educators looking to innovate and improve their approaches to college-level English language instruction by chronicling the course of this dynamic teaching methodology.

Does Context-Based Learning Increase Academic Achievement and Learning Retention?: A Review based on Meta-Analysis

The meta-analysis focuses on examining the effects of context-based learning on students' academic achievement and learning retention. A comprehensive search of the available research literature identified a total of 42 studies addressing academic achievement and 10 studies investigating learning retention. The findings of the analysis indicated that context-based learning had a statistically significant positive impact on both academic achievement (g=0.970) and learning retention (g=0.791) when compared to teacher-led instruction. These results were obtained using the random-effects model. To ensure the robustness of the findings, an assessment for publication bias was conducted. The analysis suggested that the observed effects were not influenced by publication bias. However, it is important to note that there was a notable variability in effect sizes across the included studies. To explore potential factors contributing to this heterogeneity, moderator analysis was performed on five possible moderator variables. The results of moderator analysis revealed that the impact of context-based learning on academic achievement was only moderated by group size. Specifically, studies with fewer than 50 participants demonstrated a strong effect (g=1.116), as did studies with 50-100 participants (g=1.096). On the other hand, studies with more than 100 participants exhibited a modest effect (g=0.498). These findings suggest that group size plays a role in moderating the effects of context-based learning on academic achievement. It implies that smaller groups may provide a more conducive environment for implementing context-based learning approaches, resulting in stronger effects compared to larger groups.

NEEDS ASSESSMENT OF TEACHING METHODS USED FOR IMPLEMENTING ACCOUNTING EDUCATION CURRICULUM IN FEDERAL COLLEGES OF EDUCATION IN SOUTH-SOUTH NIGERIA

The study is a needs assessment of teaching methods used for implementing accounting education curriculum in federal colleges of education in South-South Nigeria. One research question guided the study and one null hypothesis was tested at a 0.05 level of significance. The study adopted a sequential explanatory mixed methods research design. The entire population of 216 (68 accounting educators and 148 final-year accounting education students) was studied without sampling. A five-point rating scale questionnaire which was validated by experts and a semi-structured interview schedule was used for data collection. The questionnaire has a reliability coefficient value of 0.91 using the internal consistency method with Cronbach alpha. Mean, standard deviation, and t-tests were used to analyze quantitative data while thematic analysis was used for qualitative data. The study revealed that graduating accounting education students in federal technical and conventional colleges of education in South-South Nigeria agreed that different teaching methods were occasionally used for implementing the accounting education curriculum. No gap exists between graduating students in federal technical and conventional colleges of education on the teaching methods frequently used by accounting educators for implementing the curriculum but the hypothesis revealed that a gap exists but is not significant. Furthermore, teacher-led instruction was the theme identified. The study concluded that graduating students' exposure to excessive traditional-based instructional delivery will not only affect their acquisition of critical thinking and creativity skills but may also affect their employability profile and productivity in the labor market. It was recommended among others that the National Commission for Colleges of Education should partner with the management of federal colleges of education in South-South Nigeria to organize capacity-building programs for accounting educators on varieties of instructional methodologies that can be used for greater instructional outcomes. This will go a long way in ensuring that accounting education graduates can demonstrate mastery of accounting concepts and acquire accounting skills for effective performance in the workplace.

Active learning improves academic achievement and learning retention in K-12 settings: A meta-analysis

The meta-analysis investigates the impact of active learning on K–12 students' academic achievement and learning retention. A thorough search of published and unpublished research reveals 398 studies for academic achievement and 88 studies for learning retention. The analysis demonstrates that active learning has a significant positive impact on academic achievement (g = 1.005) and learning retention (g = 1.204) in comparison to teacher-led instruction under the random-effects model. The analysis conducted to identify publication bias suggest that the findings are not influenced by publication bias. However, there is significant variation in effect sizes across studies. Therefore, moderator analysis is conducted for eight possible moderator variables. The analysis indicate that the impact of active learning on academic achievement is moderated by domain subject, educational level, course implementer, region, and group size. Conversely, the impact of active learning on learning retention is moderated by publication type, domain subject, educational level, experimental duration, and region.

Reproduction to transformation: disrupting teacher habitus through pedagogic work

Addressing in-service teacher professional development is a significant issue for educational stakeholders as reform movements mobilize to replace teacher-led instruction with student-centred pedagogies. Teachers need access to high-quality professional development to mitigate implementation problems associated with reform practices. Drawing on critical ethnography, I followed the year-long professional journey of six in-service science teachers in Quebec, Canada. Video-recorded professional development meetings and semi-structured interviews captured how teachers worked to enact sophisticated inquiry-based teaching practices. I have used a Bourdieusian lens to examine teachers’ shifting habitus as they professionally develop in collaborative professional development. Findings suggested that the field of educational reform is transformative when teachers engage with a professional learning model emphasizing critical reflection and collaborative discourse. Using Bourdieu’s concept of habitus and field, findings illustrate the benefits of pedagogic work on teachers’ repertoires of practice to understand the generative potential of professional development to transform teachers’ instructional practices.

Self-Directed Learning Versus Teacher-Led Instruction: Their Effects on Oral Proficiency and Speaking Structural Accuracy of Intermediate and Advanced EFL Learners

This study investigated the effects and effectiveness of Self-Directed Learning (SDL) vs. Teacher-Led Instruction (TLI) on EFL learners’ oral proficiency and speaking structural accuracy. To this end, 52 participants were selected and assigned to intermediate and advanced levels. Afterward, both levels were divided into two groups of SDL and TLI randomly. All participants received eight sessions of treatment on their English-speaking by practicing the principles of SDL and TLI. IELTS speaking test was administered before and after treatment. The results revealed that learners of both levels benefited equally from SDL more than TLI. To explore the usefulness of these two approaches, five intermediate and five advanced participants were asked to write narratives. The results revealed that the participants mainly referred to SDL as a factor that could make them independent in detecting their speaking problems. Moreover, teachers in TLI had pivotal roles in guiding and managing the speaking process.

Self-directed learning vs teacher-led instruction: Effects on oral proficiency and speaking structural accuracy

Self-directed learning vs teacher-led instruction: Effects on oral proficiency and speaking structural accuracy

"No One Really Likes Crying in School": The Influences of Classroom and Institutional Dynamics Upon Student Absenteeism During COVID-19.

The COVID-19 pandemic has worsened the already problematic issue of student absenteeism. This study uniquely employs an ecological agency approach to better understand student absenteeism during COVID-19. Using a case study methodology, the study captures the experiences of two absentee students within a United States suburban high school during the 2020-2021 school year to better understand the institutional structures motivating their daily decision to attend or miss school. In the remote learning environment, rigorous curricular expectations, minimal social interactions, teacher-led instruction as a response to student disengagement from student-led instruction, and lower teacher expectations contributed to the participants' daily decision to miss school. In the remote, hybrid, and full-time in-person learning spaces, staff apathy toward bullying, minimal space to escape feelings of anxiety, and fewer tutoring outlets motivated student absenteeism. Therefore, the school environment can better promote attendance during COVID-19 by establishing an in-school space to escape heightened anxiety, academic supports to reduce grade-induced anxiety, shifting from nonintervention to prosocial instructional interventions in all learning environments, teacher voices in policy design, reducing teacher-led instruction, and shifting teacher beliefs to an asset mindset. Recommendations for future research are included.

AN ANALYSIS OF STUDENT’S RESILIENCE IN ONLINE ENGLISH CLASS DURING PANDEMIC ERA AT ENGLISH STUDY PROGRAM UNIVERSITAS MUHAMMADIYAH BENGKULU

The COVID-19 pandemic has changed the way universities learn. Teaching and learning activities that usually take place face-to-face have evolved into virtual meetings in various online learning applications. This paper aims to analyze the resilience of students in handling online English courses from a perspective or from the perspective of coping with online learning challenges during the COVID-19 pandemic. This document collects 20 students who are actively participating in online learning activities as an example for the "Teaching English as a Foreign Language" course. Online learning offers a variety of teacher-led instruction. Instructions can be synchronous (communications where participants interact simultaneously, such as video conferencing, Zoom, Google Meet, and WebEx) or asynchronous (time-separated communications, such as email, Google Forms, streaming video content, posting handouts) and social media platforms). This study adopts a qualitative method. The researchers collected, read and highlighted each student's responses that were deemed relevant to the analysis. This article gives many answers to the challenges students face in online learning such as: skills, finding online learning media.

Reforming the Teaching and Learning of Foundational Mathematics Courses: An Investigation into the Status Quo of Teaching, Feedback Delivery, and Assessment in a First-Year Calculus Course

Several universities are witnessing an increase in students’ enrolment in mathematics-intensive programmes over the last decades. This increase has come with the price of high failure rates in foundational mathematics courses, which poses challenges to mathematics teaching and learning in higher education. It is therefore inevitable, for some universities, to transform the teaching and learning of mathematics to more student-centred approaches that engage the students mathematically and enhance their success rates. We approach this transformative effort by investigating students’ perception of teaching, feedback, and assessment as a first step in reforming the teaching of a first-year mathematics course at a Norwegian university. The results of both quantitative and qualitative analyses of the data generated using a questionnaire from 107 (80 men) engineering students show that the status quo of teachings offers little support for learning. The teaching is dominated by teacher-led instruction, note-taking, and large pieces of proof which make learning difficult for students during class activities. The results also show that the current structure of the course offers limited formative feedback to students and that the assessment tasks require restructuring to capture students’ time and effort. We discuss the implications of these findings and make some recommendations for improvement.