Teaching Assistants Research Articles

The Effect of Modelling Instruction on the Interest and Achievement of Lower Basic 5 Special Needs Pupils in Special Needs Schools in Abia State, Nigeria

The study investigated the effect of modelling instruction on the interest and achievement of lower basic 5 special needs pupils in special needs schools in Abia state, Nigeria. The study employed a quasi-experimental design with pretest, posttest non randomised control group using 2x2 factorial matrix, and gender as moderating variable. Two intact class of lower basic 5 special needs pupils were used for the study and were assigned as experimental and control groups. The experimental group consisted of 12 pupils’ and control group 15 pupils. Data were collected using a 34-item multiple choice Home Economics Achievement Test (HEAT). The questionnaire contained 10 Likert-type questions on interest scale. The instrument was subjected to face and content validation. Face and content validation were carried out by three experts. The internal consistency aspect of the reliability of the instrument was determined using Kuder Richardson (K-R20) formula which yielded an index of 0.81 indicating that the instrument was highly reliable. The experiment which lasted for six weeks was carried out with the assistance of the regular Home Economies teachers in the sampled schools. The HEAT was used to collect data for the Pre-Test, and Post-test and the retention tests. The data collected from the pupils were analyzed using mean and standard deviation to answer the three research questions that guided the study, while the Analysis of Covariance (ANCOVA) was used to test the three null-hypotheses at 0.05 level of significance. The results among others showed that pupils’ Modelling teaching strategy has had an increasing and significant mean score difference on interest scores and achievement scores of primary five special needs pupils’ when taught Home Economics using Modelling teaching strategy and those taught using lecture method. Furthermore, gender has no significant effect on primary five special needs pupils’ taught Home Economics using modelling teaching strategy and those taught using lecture method. It is recommended that Government and relevant professional bodies should pay more attention to special needs schools by providing the needed instructional materials for better instructional delivery.

Tennis teaching assistance model based on double chain shared unsupervised action recognition algorithm

The traditional self-supervised methods based on skeleton data frequently categorize the various enhancements of a given sample as positive examples, while the remaining samples are designated as negative examples. This approach results in a significant imbalance in the ratio of positive to negative samples, which in turn constrains the efficacy of samples with identical semantic information. Therefore, to further improve the training quality in tennis teaching and enhance the accuracy of action recognition, a dual chain sharing unsupervised action recognition algorithm has been proposed. This study first designs a skeleton topology data augmentation method based on the physical connections of human joints to obtain advanced semantic embeddings. Then, an improved positive sample expansion strategy is utilized to enhance the diversity and quality of training data. Next, an unsupervised learning mechanism is employed to autonomously learn and recognize complex patterns of tennis movements. To measure the performance of the model, tests were conducted on its accuracy, F1 score, recognition time, and fitting degree. The experimental results showed that the proposed algorithm could reach its optimal state after 23 iterations of training, and its F1 value reached 0.918, with an average accuracy of 92.9 % and an average recognition time of 7.4 s. The research algorithms were superior to the multi-input branch graph convolutional network action recognition algorithms used for comparison, pull-push contrastive loss action recognition algorithms, and multi-granularity anchor contrastive representation learning action recognition algorithms. Its accuracy was leading by 8.6 %-23.5 %, and the recognition time has been reduced by 2.3s-7.4 s. In addition, in terms of the fitting degree of action recognition, compared with other methods, the proposed method had a fitting degree of up to 95.7 %, which was at least 8.1 % higher. This research method can improve the timeliness of feedback from trainers by accurately and quickly recognizing movements, helping coaches develop more targeted training plans, thereby improving the efficiency and quality of tennis teaching.

Artificial Intelligence-Enabled Intelligent Assistant for Personalized and Adaptive Learning in Higher Education

This paper presents a novel framework, artificial intelligence-enabled intelligent assistant (AIIA), for personalized and adaptive learning in higher education. The AIIA system leverages advanced AI and natural language processing (NLP) techniques to create an interactive and engaging learning platform. This platform is engineered to reduce cognitive load on learners by providing easy access to information, facilitating knowledge assessment, and delivering personalized learning support tailored to individual needs and learning styles. The AIIA’s capabilities include understanding and responding to student inquiries, generating quizzes and flashcards, and offering personalized learning pathways. The research findings have the potential to significantly impact the design, implementation, and evaluation of AI-enabled virtual teaching assistants (VTAs) in higher education, informing the development of innovative educational tools that can enhance student learning outcomes, engagement, and satisfaction. The paper presents the methodology, system architecture, intelligent services, and integration with learning management systems (LMSs) while discussing the challenges, limitations, and future directions for the development of AI-enabled intelligent assistants in education.

Unveiling the influence of pedagogical content knowledge in questioning on college students’ conceptual learning of introductory physics

Learning assistants (LAs) play a pivotal role in transforming traditional physics instruction toward a more inquiry-oriented approach. While empirical evidence supports the effectiveness of LA-involved physics instruction, there is a research gap regarding the specific competencies of LAs that contribute to improved conceptual understanding. One conjectured reason is LAs’ inquiry-oriented pedagogical skills, like questioning, which engender more effective interactions with students at points of instructional needs. This study addresses the gap by constructing a model delineating the contribution of LAs’ competencies of questioning, referred to as pedagogical content knowledge in questioning (PCK-Q), to students’ conceptual learning in introductory classical mechanics and electromagnetism. The participants included an instructional team comprising instructors, graduate teaching assistants, and LAs, and students from two sections over two semesters. PCK-Q was measured using a prevalidated instrument of free-response questions from our previous study, which could predict LAs’ questioning practices. Employing a pre-post design, students’ learning gain in conceptual understanding and critical thinking was assessed, and separate models were constructed to explore the relationship between LAs’ PCK-Q and students’ learning gain. Findings suggest that LAs’ PCK-Q has a significant but slight impact on students’ conceptual learning, with little impact on critical thinking. Furthermore, we developed Likert-scale questions, derived equations to quantify PCK-Q from Likert-scale ratings, verified the feasibility of this streamlined approach in measuring LAs’ PCK-Q, and discussed its limitations. The implications of the research findings are discussed in the context of physics instruction and LA preparation. Published by the American Physical Society 2024

A STUDY TO ASSESS THE EFFECTIVENESS OF VIDEO ASSISTED TEACHING ON KNOWLEDGE AND PRACTICE IN SELECTED ASPECTS OF POSTNATAL CARE AMONG PRIMI PAROUS MOTHERS IN SELECTED HOSPITALS, BANGALORE

In the present study Quasi-experimental one group pre-test and post-test design was selected in order to evaluate the effectiveness of video assisted teaching on knowledge and practice in selected aspects of postnatal care among primi parous mothers. The study was conducted by Dr. CHITRA K, Dr. KARTHIKEYAPRASATH, Mrs. PAVITHRA.J, at RR institutes Chikkabanavara Bengaluru Karnataka. The Objective Of The Study 1. To assess the existing knowledge of postnatal care among primi parous mothers. 2. To identify the existing practice followed by the primi parous mothers. 3. To prepare and administer video assisted teaching regarding related aspect of postnatal care 4. To assess the effectiveness of video assisted teaching through posttest regarding selected aspect of postnatal care. 5. To find out the association between knowledge and practice of primi parous mothers with the selected demographic variable.

Developing Physical Education Curricula Within the Framework of Digital Transformation to Achieve Sustainable Development

The importance of the study is due to improving the quality of learning and enhancing interaction and participation in the educational process. Achieving personalized and effective learning in the field of physical education. Enhancing self-learning and enabling students to better discover and develop their mathematical skills. The study aims: The goal of developing physical education curricula in the era of “artificial intelligence” is to improve the learning process and enhance students’ sports performance. Analysis of individual performance through the use of advanced technology and artificial intelligence. Study methodology: The researcher used the descriptive survey method and the experimental method due to its suitability to the nature of the study. Study design: The study was designed by collecting data through questionnaires in a way that allows for the collection of appropriate data to test the hypothesis. Data collection methods: Through interviews, questionnaires are distributed to specialists in developing curricula and methods of teaching physical education to most physical education teachers and in the Department of Curricula and Methods of Teaching Physical Education and in Arab and foreign countries. Their number is (80) experts in curricula and methods of teaching physical education. Communication was made via Academic communication sites ((Research Gate - Academy Gate - Google Scholar - sci space ai) The conclusions were that there were statistically significant differences between the means in favor of the experimental group. The effect size values were high, which indicates a significant positive impact of the smart system in improving the scientific and methodological nature of physical education. This indicates the effectiveness of using smart teaching systems in teaching physical education. It can be concluded that the effectiveness of using modern curriculum design methods in improving the curriculum design skills of students of the College of Physical Education. There is a need to develop similar training programs to develop the curriculum design skills of teachers and curriculum designers. The recommendations were: Adopting smart teaching systems and multimedia in teaching physical education courses due to their effectiveness Developing training programs to develop curriculum design skills among teachers and curriculum designers in physical education colleges. Reducing the number of students in classes and training teachers on an ongoing basis. Involving faculty members in developing physical education curricula and training teaching assistants. Paying attention to the continuous professional development of physical education teachers. Conducting further studies to measure the effectiveness of other strategies in improving the quality of teaching physical education courses

The Relationship Between Foreign Language Anxiety and Self-Efficacy: A Study in Chinese College Students' English Learning

In the process of foreign language learning, learners will encounter various psychological phenomena, among which anxiety and self-efficacy are two psychological variables that have received much attention. Foreign language anxiety refers to the emotional states of tension, unease, and worry that learners experience during the process of learning a foreign language. This emotional state can have a negative impact on learners' learning outcomes. Self-efficacy refers to an individual's judgment of their ability to perform a specific task, directly affecting their behavioral motivation and level of effort. This study will analyze the impact of foreign language anxiety and self-efficacy on the effectiveness of foreign language learning among Chinese college students and emphasize the use of multidimensional analysis methods, including listening, speaking, reading, and writing, to analyze and summarize previous literature. Foreign language anxiety and self-efficacy show a negative correlation and together influence the effectiveness of college students' foreign language learning. In China, the anxiety subjects of college students are ranked from high to low as follows: speaking, listening, writing, and reading. This article will also summarize and analyze ways to improve foreign language anxiety and enhance self-efficacy from the perspectives of student self-regulation and teacher assistance.

Analysis of Effective Use of Interactive Video in International Chinese Education

With the passage of time, many colleges and universities around the world have set up online classes and integrated the course teaching assistance system into them. With the innovation of science and technology, the use of interactive video in offline teaching is becoming more and more common. By integrating it into the offline learning education system, students’ enthusiasm in class can be significantly improved, and it can also be widely used in international Chinese classes. Therefore, this paper takes international Chinese education as an example. By studying the overall situation of international Chinese classrooms, teachers discuss the operation mode of interactive video in offline teaching, and put forward relevant suggestions, hoping to help international Chinese classroom teachers improve teaching quality and consolidate students’ academic performance. By introducing new teaching concepts, teachers’ teaching methods can be greatly improved, and at the same time, students’ active participation can be promoted, making it easy and practical to conduct a robust assessment of students’ learning progress.

Student voice and choice in the virtual classroom: engagement strategies

The coronavirus pandemic has compelled a transition to distance and online education, requiring instructors and students to adjust swiftly. During this transition period, it became crucial to prioritize comprehending students’ perspectives and decision-making within virtual educational environments. The present study investigates the strategies a GPCOM (Purposive Communication) instructor employs at a premier university to enhance student autonomy and decision-making through student voice and choice in the online learning environment. Data were collected via a survey comprising Likert scale items and open-ended questions from the 335 participants who participated in the study. The study results indicate that educators significantly facilitate student engagement in expressing their thoughts and ideas, promoting self-discovery, critical thinking, and collaborative problem-solving. Student preferences noted that active learning, utilization of technology, and engagement in class discussions were prominent options. Several strategies were employed to promote student engagement, such as fostering cooperation, implementing interactive gamification techniques, establishing real-life linkages, facilitating class debates, and encouraging self-directed learning. This study emphasizes the crucial role of instructor assistance in virtual learning while recognizing and integrating student preferences. Doing so aims to create a well-rounded and captivating virtual learning experience.

‘ITA problem’ or opportunity? Online global communication training at a US university to increase undergraduate students’ use of collaborative strategies

Abstract Communication requires cooperative strategies by all interlocutors. Nevertheless, US undergraduate students’ complaints about multilingual international teaching assistants (ITAs) have typically led to training and assessment for ITAs, although the undergraduates may also benefit from training in global communication. The few previous undergraduate-training attempts have generally been too intensive to offer widely and did not investigate data from international undergraduates. The current study reports on a one-hour, completely online training at a US university addressing domestic and international undergraduates’ attitudes, comprehension, and strategies relevant to global communication; it analyzes participant responses to the strategies portion. According to their own ratings, participants in the treatment group (N = 534) were more likely than a control group (N = 528) to intend to use collaborative strategies with an international instructor. Positive correlations between international or multilingual background and willingness to use collaborative strategies were low, suggesting that international students may also benefit from training. Communicative strategies proposed by the students in response to open-ended questions differed for one-on-one vs. in-class communication and suggested ways of improving training to model collaborative behaviors.

Undergraduate Teaching and Learning Assistants Provide Feedback as Part of a Formative Assessment System

Undergraduate Teaching and Learning Assistants Provide Feedback as Part of a Formative Assessment System

Integration of Local Wisdom in the Implementation of the Merdeka Belajar Kampus Merdeka (MBKM) Policy in The Biology Education Study Programs in Indonesia: Analysis and Evaluation

This study analyzes the implementation of the “Merdeka Belajar Kampus Merdeka (MBKM)” program in the Biology Education Study Program (BESP) on various campuses in Indonesia with a special focus on the integration of local wisdom. Data was collected from respondents in 44 study programs covering aspects such as campus status, accreditation, course repositioning, implementation of MBKM activities, and suggestions and recommendations for program improvement. The results of the analysis show that the majority of study programs at state campuses (75%) have repositioned the curriculum and implemented various forms of MBKM activities such as student exchanges (70.45%), internships/work practices (68.18%), and teaching assistance. The integration of local wisdom is emerging as an important aspect, with many study programs using local wisdom in academic activities and business product development, such as using traditional medicinal plants for health products. Key suggestions from respondents included the need for standardization of guidelines, financial assistance for students, periodic evaluations, and adjusting the curriculum to the needs of the times. Most study programs have ensured that MBKM activities follow the formulated Program Learning Outcomes (PLO), with 63.64% of study programs stating that they always ensure this suitability. However, there are still challenges in the process of recognizing MBKM activities into courses and integrating these activities into a thesis or final project, with 77.27% of study programs not carrying out this integration. The study concludes that although MBKM has been doing well, there is still room for improvement. There needs to be further efforts in terms of integrating local wisdom, financial support, and strengthening collaboration between educational institutions and local communities. Clear and standardized implementation of guidelines, as well as continuous evaluation, are essential to improve the effectiveness and benefits of the MBKM program.

Pelatihan Pembuatan Kerajinan dari Manik-manik untuk Meningkatkan Kreativitas Anak-anak di Rumah Yoel

This research aims to: Provide assistance to the children of the Rumah Yoel Community to build entrepreneurial skills using the main materials of beads and string which are cheap and easy to obtain. Building children's mindset to become independent, creative and highly competitive individuals in society. This research uses descriptive qualitative methods. The research subjects were the children of the Rumah Yoel Community. The training participants were 16 children in the Rumah Yoel Community. The meeting took place over three meetings with stages, 1) observation and interviews with the Rumah Yoel Community administrators, 2) observation and interviews with the children with the assistance of Rumah Yoel Community teachers, 3) skills training for the Rumah Yoel Community children. Training is evaluated using the results of service video comments, pretest and posttest. Results of the service: 1) researchers were able to train children's skills in making crafts through creativity using the main materials of beads and rope so that children were able to make key chains, bracelets, headbands and rings. Second; 2) researchers invite children to use packaging for their work so that it has economic value. 3) Researchers are able to invite children to take part in activities according to the procedures directed in making works using practical methods. 4) researchers provide skills for the children of the Rumah Yoel community because by training them to be creative with beads it can motivate them to become entrepreneurs from an early age to help their parents.

EVALUASI PELAKSANAAN PROGRAM KAMPUS MENGAJAR: SEBUAH LITERATUR REVIEW

Kampus Mengajar is one of the teaching assistance program activities part of the MBKM. Kampus Mengajar has two main outputs, namely developing the ability of program participants (students) to improve leadership skills, develop creativity and innovation, solve problems, communicate, manage groups and improve analytical skills for thinking. Outcomes for schools are focused on improving literacy and numeracy skills. This research is a literature review to examine the evaluation results of several evaluation articles on the implementation of the Kampus Mengajar collected from various indexed journal sources for the last 4 years. Based on the results of the study it can be concluded that this program has many positive effects. This effect can be felt by all parties concerned. This program also has obstacles, the existence of obstacles is expected to be used as learning for partners involved in the Kampus Mengajar.

Performance of a Large‐Language Model in scoring construction management capstone design projects

AbstractGrading is one of the most relevant hurdles for instructors, diverting instructor's focus on the development of engaging learning activities, class preparation, and attending to students' questions. Institutions and instructors are continuously looking for alternatives to reduce educators' time required on grading, frequently, resulting in hiring teaching assistants whose inexperience and frequent rotation can lead to inconsistent and subjective evaluations. Large Language Models (LLMs) like GPT‐4 may alleviate grading challenges; however, research in this field is limited when dealing with assignments requiring specialized knowledge, complex critical thinking, subjective, and creative. This research investigates whether GPT‐4's scores correlate with human grading in a construction capstone project and how the use of criteria and rubrics in GPT influences this correlation. Projects were graded by two human graders and three training configurations in GPT‐4: no detailed criteria, paraphrased criteria, and explicit rubrics. Each configuration was tested through 10 iterations to evaluate GPT consistency. Results challenge GPT‐4's potential to grade argumentative assignments. GPT‐4's score correlates slightly better (although poor overall) with human evaluations when no additional information is provided, underscoring the poor impact of the specificity of training materials for GPT scoring in this type of assignment. Despite the LLMs' promises, their limitations include variability in consistency and reliance on statistical pattern analysis, which can lead to misleading evaluations along with privacy concerns when handling sensitive student data. Educators must carefully design grading guidelines to harness the full potential of LLMs in academic assessments, balancing AI's efficiency with the need for nuanced human judgment.

Graduate teaching assistants' beliefs and practices regarding mentoring in the context of an online introductory biology CURE: an exploratory study.

Course-based undergraduate research experiences (CUREs) have been identified as a promising approach to engage large numbers of students in discovery-based investigations in the biological sciences. As the prevalence of CUREs continues to increase nationwide, the role of graduate teaching assistants (TAs) in facilitating these courses has simultaneously grown. In addition to serving as instructors of CUREs, previous research suggests that educators-including TAs-must also adopt additional roles, including that of a mentor. However, few studies have explicitly examined CURE TAs' beliefs and practices regarding mentorship. To address this need, we conducted an exploratory, concurrent mixed methods study to better understand TAs' self-reported mentoring skills levels and their experiences acting as potential mentors in the context of an online introductory biology SEA-PHAGES CURE. Results indicate that TAs (N = 12) believed themselves most skilled in areas related to listening and communication, building rapport with students, and encouraging independence with respect to student research projects. Analysis of open-ended survey data further demonstrated that the overwhelming majority of TAs (n = 10) considered themselves to be mentors, citing a diversity of rationales reflective of both psychosocial and instrumental forms of mentoring support. Collectively, these outcomes contribute to a growing body of literature on the nature and level of involvement of TAs within CURE learning environments, particularly with respect to their posited role as mentors.

The effects of teaching assistants on letter knowledge of foundation phase students in South Africa: Findings from an exploratory trial

There is increasing evidence that letter knowledge is a significant predictor of early grade reading achievements and that interventions designed to improve learning of this constrained skill can be effective. However, little is known about ways to enhance the teaching of letter knowledge in African languages and the degree to which teaching assistants can facilitate this process. This paper reports findings from an exploratory study designed to establish if teaching assistants can improve letter knowledge in African languages. A pre-post-trial with 249 pre-Grade R and Grade 1 students was conducted in two South African provinces with two distinctive African languages, isiXhosa and Sepedi. Our analysis shows significant positive correlations for both languages between students’ exposure to teaching assistants and their improvements in the number of attempted letters as well as correct letters in a standardised test. Therefore, our findings suggest that teaching assistants, who are instructed to play letter games with foundation phase students to complement the teaching of letter knowledge, could be an effective, low-cost strategy to facilitate future improvements in reading.

340 Training cognitive skills to improve integration and application of knowledge in animal physiology

Abstract Case-based learning immerses students in real-world scenarios, prompting observation, action, and reflection to enhance cognitive skills. The open-ended nature of such learning can challenge students to reach greater levels of critical thinking; however, we have noticed that without guidance, students often do not know how to approach these types of questions. Therefore, the objective of this study was to investigate how two low-input interventions strategies may help train cognitive skills and improve student performance. Three semesters of an undergraduate physiology course employed a case-based assessment strategy, which included three-unit case studies and one cumulative final case study. Semester 1 (S1; n = 48) represented no intervention, Semester 2 (S2; n = 59) included two dedicated class periods of instructor led guidance on approaching case studies, and Semester 3 (S3; n = 95) utilized an online peer evaluation platform, where students evaluated and provided feedback to each other. For S2 and S3 the interventions first took place between case study 1and case study 2. In all semesters, students also received individualized feedback from the instructor or teaching assistants after each case study. In S2 and S3 pre-semester and post-semester surveys were administered to understand changes in perceptions of their own cognitive skills. In S2 and S3, case study grades decreased and increased (P < 0.05), respectively, between the first and second case study. The average grade on case studies after intervention was greatest (P < 0.05) in S3 where peer intervention was employed, compared with S1 or S2, which did not differ. When comparing changes in perceptions between the beginning and end of the semester, student confidence in their cognitive skills, determined by agreeance with Likert scale statements, tended to increase more (P < 0.10) in S3 compared with S2 (7.9% vs. 3.4%, respectively). The most notable change was agreeance with the statement “I can take multiple ideas from different concepts and combine them to create new understanding” which increased 7.0% and 16.5% in S2 and S3, respectively. Interestingly, free response questions indicated that students did not enjoy peer evaluation and felt that it was not beneficial to their learning. However, these data indicate that students benefited most from peer led intervention, when evaluated by student performance and perceptions of their cognitive skills. Peer evaluation provides a unique opportunity for students to actively engage in the learning process and to practice cognitive skills. This process holds dual benefit as reviewing peers requires students to reflect, analyze, and evaluate, which are cognitive skills also needed to solve the case studies.

Enhancing the community of inquiry in online courses: Making the case for blogs

The purpose of this article is to advocate for blogs as a method of building social presence, to present options for administering blog assignments, to provide feedback from students who completed blog assignments, and to contrast the practice of teaching with blogs to teaching with the frequently utilized discussion boards. Blogs create community, encourage dialogue, and inspire metacognitive processes leading to an authentic learning experience. Blogs can be effective and efficient tools for activities such as class bios/introductions, case studies, class reflections, or student assignment feedback, whereas discussion boards can be more effective in instances that necessitate genuine two-way dialogue such as asking for instructor assistance. Additionally, guidance for obtaining student satisfaction with using blogs in class is presented.

Teacher Cultivation of Classroom Statistical Modeling Practice: A Case Study

This report characterizes forms of dialogic support that a sixth-grade teacher generated during whole-class and small-group conversations to help students develop a practice of statistical modeling. During four weeks of instruction, students constructed and revised models to account for variability and uncertainty across a variety of random processes, many of which they experienced first-hand. Data sources for the research included field notes and video recordings of classroom conversations involving the teacher. Analyses identified and characterized teacher assistance during classroom episodes in which the teacher fostered the emergence and development of fundamental aspects of statistical modeling practice. These aspects included a) establishing mappings between models of chance and the situations or processes being modeled, b) imagining outcomes as constituents of a long-run random process, c) evaluating model fit, and d) making model-based inferences. Throughout instruction, the teacher systematically helped students coordinate these distinctive aspects of modeling practice. The findings suggest how teacher practices can promote the sustained development of statistical reasoning as a dialogue between data and model, and more generally, how teacher assistance attuned to student thinking about aspects of a disciplinary practice can foster a student-centered phenomenology of that practice.