Teaching Methods Research Articles

Crafting Minds: A Constructivist Blueprint for Philippine Education Reform

Constructivism has been a prominent pedagogical paradigm in Philippine education, especially in light of recent curriculum reforms and the changing educational environment. This method based on Piaget and Vygotsky theories, emphasizes learner-centered education and active, experiential learning which highlights the proactive involvement of learners in developing their understanding and knowledge through experiences and interactions with their environment. This paper discusses the potential of constructivism as a revolutionary educational paradigm in the Philippine education system. It aims to develop 21st-century skills like critical thinking, collaboration, and contextualized learning. The paper also discusses how constructivist approaches, such as project-based and inquiry-based learning, can address issues like memorization, outdated teaching methods, and disengagement. The paper advocates for constructivist techniques in redesigning Philippine education to prepare students for global issues while respecting local settings, demonstrating its potential for a more inclusive, engaging, and efficient educational system.

Navigating new waters: The academic learning experiences of international postgraduate taught students in UK higher education

ABSTRACT This study explores the academic learning experiences of international postgraduate taught students at a UK university. Employing a longitudinal case study design, the study collected data from 168 interviews and 3 group sessions with 12 students. The findings reveal three principal themes: evolving motivations for studying abroad, the variability of lecturer support, and the impact of cultural and linguistic barriers on classroom participation. Students’ initial motivations centred on academic advancements evolve into a broader appreciation for personal and cultural growth, while lecturer support is shown to be crucial yet inconsistent, significantly affecting students’ academic success. Additionally, cultural norms and language proficiency significantly contribute to students’ reluctance to participate in classroom discussions. The study contributes to the broader discourse on international education by providing practical implications for educational stakeholders on how to enhance support systems, tailor teaching methods, and create more inclusive academic environments that address the needs of these students.

Policy, practice and skill development: a study of Kazakhstan’s higher education landscape

PurposeAs part of this larger project, this paper aims to understand the possible shortcomings of the university-level education system in skill development that may be the reason for low adult proficiency in the country.Design/methodology/approachTo answer the question, national policy document reviews and semi-structured interviews with faculty members in four different universities were conducted. The aim for policy review was to understand how graduate skills are constructed policy-wise which is further explored through faculty perception of how skills are formed in practice at the university level. The latter is also thought to shed light on perceived shortcomings of skills development which would let us understand the relationship between university system training and low adult skill proficiency indicators in the country. Qualitative inductive analysis was used to analyze the data.FindingsResults indicate that Kazakhstan’s shift to competency-based education following its 2010 Bologna Declaration adoption has posed challenges, particularly in transitioning from traditional teaching methods to competency-based learning. This transition, compounded by curriculum overload from the previous paradigm, hinders effective skill-based teaching. The country’s recent focus on lifelong learning underscores the need to enhance the population’s skills through quality programs. Addressing these challenges requires a comprehensive approach from policymakers and practitioners, emphasizing holistic skill development and lifelong learning.Research limitations/implicationsPotential limitation is that the data only reflects staff perceptions and further detailed content analysis of the current university curriculum and compulsory subjects syllabus along with the historical analysis of policies and university curriculum to understand the change would shed more light into the possible shortcomings in university education that potentially influences adult proficiency level in the country.Originality/valueThis paper is sought to contribute to the limited scholarly discussion on the issues around skill development at the university level in the context of developing countries which would inform policymakers and practitioners in similar contexts to understand the factors behind low adult skills.

Pengaruh Metode Pembelajaran terhadap Hasil Belajar Ta’limul Qur’an Siswa di SMP Khadijah Surabaya

Student learning outcomes are influenced by various factors, one of which is the use of methods in teaching. Educational institutions need to more seriously consider teaching methods in the teaching and learning process. This study aims to determine the influence of teaching methods on the learning outcomes of Ta'limul Qur'an students at SMP Khadijah Surabaya. This research uses a quantitative method with a population of 439 students from grades IX, X, and XI. The sampling technique was carried out using the Quota Purposive Random Sampling method, where 20% of the population, or 88 students, were randomly selected. Data collection was conducted through questionnaires, observations, and documentation. The research location is at SMP Khadijah Surabaya, and data analysis was performed using SPSS version 25. Based on the results of a simple linear regression analysis, the significance level was 0.000 < 0.05, thus Ha was accepted. This indicates that there is a significant influence of teaching methods on the learning outcomes of students at SMP Khadijah Surabaya, with the contribution of teaching methods being 29.6% to the learning outcomes of Ta'limul Qur'an. These findings provide important insights into the influence of teaching methods on learning outcomes, particularly in the teaching of Ta'limul Qur'an.

Engaging in transnational ways of teaching and building a community of practice: Preservice teachers’ experiences in an online after‐school program

AbstractEmploying the concepts of transnational funds of knowledge and community practice, this ethnographic case study examines the experiences of preservice world language teachers in a year‐long teaching methods course. It focuses on an online after‐school program where preservice teachers taught languages and cultures to children from linguistically and culturally diverse backgrounds. The findings illustrate how a teacher candidate from a multilingual and immigrant background drew on her transnational lived experiences and encouraged students to think beyond the boundaries of languages, cultures, and countries. Findings also show how preservice teachers in the program learned from fellow teachers’ practices and built a shared repertoire of resources to engage in transnational ways of teaching language and culture. This study underscores the importance of providing clinical opportunities where preservice teachers can put theory into practice, incorporate transnational funds of knowledge that learners possess, and challenge linguistic, cultural, and geographic boundaries.

Jigsaw technique: Will it help Gen Z nursing students?

This research focuses on Generation Z (Gen Z) students, specifically those in nursing colleges. Gen Z individuals display unique characteristics in terms of thinking, personality, lifestyle, and learning preferences compared to preceding generations, necessitating adaptations in teaching methodologies within nursing schools. This study explores the effectiveness of the Jigsaw Technique (JST) in engaging first-year undergraduate nursing students in learning process. Four topics (modules): Cardiovascular system (Module 1), Respiratory system (Module 2), Endocrine system (Module 3) and Central nervous system (Module 4) were selected. Module 1 and 2 were taught by JST to Group I (Jigsaw group) and by conventional didactic lectures to Group II (Lecture group). The groups alternated teaching methods for the remaining modules. Scores in pre, post and retention tests were higher in Group I than in Group II. The results were statistically highly significant (p=0.000) for modules 1,2 and 4 and not significant (p=0.411) for module 3. Analysis of student feedback revealed that 63% of students liked JST. 71% responded that this is an interesting way of learning the topic, helped them in improving their communication skills and improved interaction with their peers. 77% found that JST helped them understand the topic easily. 69% want this technique should be used for teaching other physiological concepts and for other undergraduate subjects as well. The study concludes that using and integrating this student-centric teaching method into Gen Z nursing education holds promise for building a foundation of robust knowledge and developing essential personality skills crucial for future nursing professionals.

Students’ Perceptions of Creating Educational Videos as a Teaching and Learning Strategy

Background: The integration of digital technology in nursing education has revolutionized traditional teaching methods. Creating educational videos enhances student engagement and clinical reasoning. Purpose: This study evaluated nursing students’ satisfaction and perceptions of creating educational videos as a teaching and learning strategy. Methods: A mixed-methods descriptive study was conducted with 150 second-year nursing students enrolled in a Health Education module at San Jorge University (Zaragoza, Spain). Students developed health education videos in groups, and data were collected through a 5-point Likert scale questionnaire and reflective narratives. Results: Students produced 33 videos. Quantitative findings showed high satisfaction, with the highest ratings for video applicability. Qualitative data revealed enhanced teamwork, creativity, and information technology skills. Conclusions: Video creation is an effective tool in nursing education, fostering engagement and skill development, aligning with modern educational practices.

Analyzing the impact of traditional and sports-based teaching methods on team cohesion and team cognition among college students

This study examines the impact of traditional and sports-based teaching methods on team cohesion, cognition, and stress reduction among college students, guided by a positivist research philosophy. Adopting a comparative correlational design, data were collected from 60 students aged 18–20 at the private higher education in the Philippines through quantitative surveys. Grounded on Social Interdependence Theory and Cognitive Load Theory, the findings reveal that sports-based teaching methods significantly enhance team cohesion, foster cognitive engagement, and reduce stress compared to traditional lecture-based approaches. Statistical analyses, including paired t-tests, Pearson’s correlation, and chi-square tests, confirm that the interactive and cooperative elements of sports-based methods promote collaboration, trust, and active participation. In contrast, traditional methods, which emphasize passive learning and individual focus, are associated with lower team cohesion and cognition and higher stress levels. These results highlight the value of integrating sports-based teaching methods into educational curricula to support students' holistic development. The study recommends professional development for educators to implement these strategies effectively and further research to explore long-term benefits and adaptations for diverse learning environments.

The Use of ChatGPT in Task-Based ESP Learning at University: Does It Make a Difference?

This study investigates the integration of ChatGPT into task-based learning (TBL) environments for English for specific purposes (ESP) at a technical university in Ukraine. Conducted with 27 bachelor students, the research employs a mixed-methods approach to evaluate the effectiveness of ChatGPT in enhancing students’ writing task performance (creating a sustainable campus initiative proposal). The use of a quantitative research method permitted comparing the quality of students’ writing between two TBL groups: the one that used ChatGPT to complete the tasks and the one that did not use this tool. The qualitative method was used to survey students and explore their attitudes towards using ChatGPT to complete the tasks. Results indicate that students using ChatGPT showed the same level of achievement as those who did not use it in generating ideas and structuring initial drafts but struggled with the deeper aspects of writing, such as communicative achievement and creativity. Also, the ChatGPT’s ability to enhance language accuracy was evident, yet not superior to traditional methods. Students generally perceive ChatGPT positively, appreciating its role in facilitating the writing process and providing immediate assistance. However, they also acknowledge the necessity for critical evaluation and human refinement of artificial intelligence (AI)-generated texts to ensure the quality and originality of their work. This study concludes that while AI tools, such as ChatGPT, can complement traditional teaching methods, they cannot replace human evaluation and expertise.

Unraveling Intrinsic Motivation: The Key to Empowering Teacher Professional Growth

Purpose of the Study: This study explores the pivotal role of intrinsic motivation in driving the professional development of early childhood education (ECE) and kindergarten teachers, focusing on how it influences their teaching practices, adaptability, and overall job satisfaction. Methodology: A qualitative approach with a case study design was employed, involving purposively selected ECE and kindergarten teachers from multiple schools. Participants had at least five years of teaching experience and demonstrated active engagement in professional skill development. Data were gathered through in-depth interviews and participatory observations and then analyzed using thematic analysis to uncover recurring patterns and insights. Main Findings: The study reveals that intrinsic motivation significantly shapes the professional growth of ECE teachers. Motivated teachers are likelier to adopt innovative teaching methods, integrate new technologies into their classrooms, and demonstrate resilience in managing challenges. They display a heightened sense of responsibility for their students’ holistic development and report greater job satisfaction. Moreover, intrinsic motivation fosters creativity and adaptability, enabling teachers to craft engaging learning experiences. This, in turn, positively impacts student outcomes, as intrinsically motivated teachers create dynamic, supportive environments that enhance student engagement and facilitate social-emotional growth. Novelty/Originality of the Study: Underexplored connection between intrinsic motivation and professional development in early childhood education. The study underscores the need for fostering intrinsic motivation in teacher training programs by linking teacher motivation to innovation, resilience, and student engagement. Furthermore, it provides actionable insights into designing interventions and policies prioritizing intrinsic drivers, contributing to sustainable teacher development and improved educational quality.

EVALUASI PROGRAM KAMPUS MENGAJAR PADA SMPN 3 SUNGAI PANDAN KABUPATEN HULU SUNGAI UTARA

Education plays a crucial role in developing high-quality human resources. In Indonesia, the Kampus Mengajar Program was launched as part of the Merdeka Belajar policy to enhance education quality, particularly in under-resourced schools. This study aims to evaluate the implementation of the Kampus Mengajar Program at SMPN 3 Sungai Pandan, Hulu Sungai Utara Regency, using the CIPP (Context, Input, Process, Product) evaluation model. The research focuses on the program's impact on learning quality, the role of students in supporting teachers, and the responses from students, teachers, and the community. The findings reveal that the program has positively impacted students' learning motivation, strengthened literacy and numeracy skills, and introduced innovative teaching methods. However, challenges such as limited implementation time, insufficient training, and logistical constraints need to be addressed to improve program effectiveness. Based on these findings, it is recommended that universities enhance pre-program training, increase mentoring support, and improve coordination between students and schools. Continuous support from local governments is also necessary to sustain the program's impact. With improvements in these areas, the Kampus Mengajar Program is expected to make a more significant contribution to achieving quality education in remote areas.

The Impact of Critical Thinking and Teaching Methods on Students' Writing Ability

Abstract – In today's global culture, writing—once thought to be the domain of the educated—has evolved into a critical ability for people from all walks of life. One of the most challenging language production tasks is writing, and both professional and amateur writers routinely lament the process' complexity and difficulty. Students need to be able to think critically to generate an idea. The aim of this study was to ascertain how instructional methods and critical thinking interact to affect students' writing abilities. An experimental research design was adopted. There were 80 pupils in the sample, 40 from MAN 1 Kabupaten Tangerang's experiment class and 40 from MAN 2 Tangerang's control class. The sampling method that was employed. The findings of the validity and reliability tests of the writing ability and critical thinking (30 items) were tested using research instruments. Two-way ANOVA analysis was the test utilized, and the outcome revealed: (1) At State Islamic High School 1 Tangerang Regency, educational methods have a major impact on pupils' writing abilities. It is demonstrated by the values of Fo = 77,449 and sig 0,000 < 0,05. (2) At State Islamic High School 2 Tangerang, pupils' writing abilities are significantly impacted by critical thinking. The values of sig 0,000 < 0,05 and Fo = 51,791 demonstrate this. (3) Do teaching methods and critical thinking have any discernible interacting effects on students' writing abilities at State Islamic High School in Tangerang?

КОМПЛЕКСНИЙ ПІДХІД У ВИКОРИСТАННІ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОЦЕСІ НАУКОВОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ ЕКОЛОГІВ

On the basis of educational standard analysis and interrogation of ecology disciplines teachers from high educational establishments it is noticed the necessity to inculcate information and communication technologies in teaching and learning process of ecology disciplines. The article investigates the use of various ICT tools in the «urban ecology» subject study and teaching method that focuses on the use of ICT in the research activities of future environmental experts. The main areas of use of ICT in teaching discipline of «urban ecology» and the basic elements of electronic methodical complex of disciplines are highlighted. Examples of the use of ICT to solving practical problems and proprietary program solution are adduced.

Comparative Analysis of the Effectiveness of Informatics Course Learning Utilizing Chatgpt

This study examined the effectiveness of conventional teaching methods and ChatGPT in an introductory Algorithms and Programming course at the university level. ChatGPT, an AI-based NLP technology, assisted students in understanding course material through automated responses. However, its effectiveness relative to conventional methods required further evaluation, particularly concerning motivation, interaction, self-regulation, instructional structure, and the instructor's role. Using a sample of 10 students for pretest-posttest analysis, 38 respondents for the User Experience Questionnaire (UEQ), and accuracy analysis via prompt engineering, the results revealed that conventional methods better enhanced motivation and interaction. ChatGPT demonstrated strengths in attractiveness (1.982) and efficiency (2.053) but scored lower in accuracy (1.395) and novelty (1.053). Prompt engineering significantly improved response accuracy when tailored to learning modules, highlighting the importance of precise inputs. The findings suggested that while ChatGPT excelled as a supplementary tool, it was less effective as a standalone teaching method. This study contributed to the growing field of educational technology by providing insights into the integration of AI tools in learning environments.

Implementation of the Prophet Muhammad's Teaching Methods in Tarbawi Hadiths: A Study of Islamic Educational Values and Their Relevance to Modern Learning

The teaching methods of Prophet Muhammad SAW, as reflected in tarbawi hadiths, offer universal Islamic educational values that remain relevant across various contexts, including modern learning. This study aims to examine the implementation of the Prophet's teaching methods, highlighting Islamic educational values and their relevance to contemporary education. A qualitative approach with a descriptive-analytic method was employed. Primary data consisted of hadiths from standard collections such as Sahih al-Bukhari and Sahih Muslim, while secondary data included tafsir (Qur'anic exegesis) and sharh (commentary on hadith). Data collection was conducted through literature study, and thematic content analysis was utilised for analysis. The findings identified four main teaching methods of the Prophet: questioning, role modelling, storytelling, and hands-on practice. The questioning method fosters critical and analytical thinking, while role modelling is pertinent to character education. Storytelling facilitates understanding of concepts through narrative techniques, and hands-on practice aligns with experiential learning approaches. The study concludes that the Prophet’s teaching methods are highly relevant to modern learning, including problem-based learning, role modelling, and project-based learning. The study recommends integrating the Prophet’s methods into Islamic education curricula and developing educational technology grounded in Islamic values to support digital learning. Practical implications include educator training and technological innovation to enhance the quality of education in Islamic institutions. Future research is recommended to empirically test the application of these methods to measure their impact on learning quality and character development.

Analysis of Differentiated Teaching Strategies in Middle School English Education

This study examines the implementation of differentiated instruction in Chinese middle school English education, focusing on its theoretical foundations, practical applications, and implementation challenges. Through a comprehensive analysis of international practices and local adaptations, the research explores how differentiated instruction can address the growing diversity of student populations and enhance personalized learning in China's educational context. The study investigates three key dimensions: content differentiation, teaching methods, and assessment approaches, while comparing practices in developed countries like the United States and Australia with China's current educational landscape. The findings reveal significant challenges in implementing differentiated instruction in Chinese middle schools, including resource inequality, teacher capability gaps, and traditional assessment system constraints. However, the research also identifies promising opportunities by integrating modern teaching methods. It contributes to the ongoing discussion of educational reform middle school English education in China. But the findings overlook diverse educational contexts in China, highlighting the need for culturally responsive strategies to adapt international practices to local traditions and student needs.

Impact of evaluation method shifts on student performance: an analysis of irregular improvement in passing percentages during COVID-19 at an Ecuadorian institution

The COVID-19 pandemic had a profound impact on education, forcing many teachers and students who were not used to online education to adapt to an unanticipated reality by improvising new teaching and learning methods. Within the realm of virtual education, the evaluation methods underwent a transformation, with some assessments shifting towards multiple-choice tests while others attempted to replicate traditional pen-and-paper exams. This study conducts a comparative analysis of these two types of evaluations, utilizing real data from a virtual semester during the COVID-19 pandemic at an Ecuadorian institution. It aims to assess the impact of transitioning from one evaluation method to the other, revealing fundamental structural differences. These differences can lead to disparities that unfairly advantage or disadvantage certain student groups based on the evaluation method used. Beyond identifying the causes of these discrepancies, the study reveals that, for the specific case and dataset analyzed, the shift to virtual education led to a significant and abrupt increase in passing percentages. Moreover, under one specific type of evaluation, there is a possibility that a minimum of 21.1% of students may have passed a course due to cheating or other forms of academic dishonesty, while at least 5.5% could have failed that course despite possessing the necessary capabilities.

A study on how to improve students' continuance intention in landscape architecture conservation course within a virtual learning environment based on SVVR.

With the rapid pace of global urbanization, preserving natural landscapes has become increasingly critical. However, urbanization presents significant environmental risks worsened by decreased ecological consciousness. This has led to a pressing demand for education in landscape conservation. While university curricula begin to focus on this area, the shortcomings of conventional teaching methods are apparent, especially in technology-supported learning. Therefore, it is crucial to incorporate cutting-edge technologies to devise novel educational strategies that improve students' learning experiences and achievements. Based on the relevant variables from the UTAUT model, coolness theory, and flow theory, this study constructs a structural equation model to assess students' intention to continue using SVVR teaching materials. The model includes external factors like performance expectancy, effort expectancy, perceived sustainability, self-efficacy, flow, and perceived coolness. A survey of 382 students was conducted, and the data were analyzed using structural equation modeling (SEM). Results indicated that: 1) students' intention to use SVVR educational resources is significantly affected by their attitude and flow; 2) performance expectancy, effort expectancy, perceived coolness, perceived sustainability, and self-efficacy have a positive impact on attitude, whereas flow does not directly affect attitude, and 3) there is a positive relationship between self-efficacy and flow. These insights are instrumental in developing and implementing SVVR educational materials for landscape conservation classes. They confirm the utility of the expanded UTAUT model, providing a methodological framework for its use in similar settings.

A Holistic Maturity Model for Quality Assessment and Innovation in Peruvian Universities

This study proposes a holistic maturity model to evaluate and optimize the performance of Peruvian universities. It addresses key dimensions such as favorable governance, university talent (including students, faculty, and administrators), substantial resources, and results. It is based on the Design Science Research methodology and the Mettler framework. On the other hand, the Delphi method was selected for its ability to consolidate expert opinion. Aiken’s V coefficient was used to determine content validity, evaluating criteria such as clarity, relevance, and coherence, to ensure the reliability of the instrument. This model defines concrete practices for each maturity level, facilitating the progressive implementation of improvements in different university contexts. It contributes to Education 4.0 through the IT strategic alignment practices of the enabling governance dimension, promoting the implementation of personalized teaching methods and hybrid learning models. Regarding the Society 5.0 approach, the model prioritizes social impact and environmental sustainability through university social responsibility, ensuring that universities contribute to human and technological development. Finally, this proposal will support decision making in university management and educational policies in Peru and in international contexts.

Contraception Chronicles: The Gamified Approach to Postgraduate Education in Family Medicine

Gamification involves using gaming elements in education to capture learners’ attention and motivate participation, offering innovative solutions to traditional teaching challenges. In various fields gamification enhances learning by fostering competition, collaboration and peer learning. In the realm of medical education, innovation is key to foster knowledge acquisition, critical thinking and skill development. Family physicians, dealing with comprehensive care, emphasize preventive measures like family planning and contraception. Effective contraceptive education is crucial not only for providing patient-centered reproductive healthcare but also to address the unique needs and preferences of a diverse patient population. To make learning more engaging we incorporated the board game “Snakes and Ladders” into a didactic session for family medicine trainees. Divided into teams, they solved case-based questions linked to game progression. Feedback indicated the session was more engaging and enjoyable compared to traditional lectures and they wish to see similar teaching methods in future academic sessions. doi: https://doi.org/10.12669/pjms.41.2.10239How to cite this: Hashmi SA, Hanif MM, Khan A. Contraception Chronicles: The Gamified Approach to Postgraduate Education in Family Medicin. Pak J Med Sci. 2025;41(2):637-639. doi: https://doi.org/10.12669/pjms.41.2.10239This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.