Teaching Style Research Articles

The Return Journey: A Multivariate Analysis of Covid-19 Related Academic Pitfalls in Post-Secondary Business Education

Online instruction is not new and has not been such for over two decades. Despite this, it still presents challenges for faculty and students alike. Specifically, many faculty and students avoid online instruction because it does not fit their teaching or learning styles. A problem then occurs when this instructional methodology cannot be avoided. The current work looks at online instruction from before, during, and after COVID-19 (i.e., when faculty and students were not necessarily given a choice on the delivery of instruction) to assess any instructional quality gaps during this period. The results significantly impact a student’s classroom performance (i.e., grades earned) based on several factors. Results and future research are discussed.

A Human-Centered View of Continual Learning: Understanding Interactions, Teaching Patterns, and Perceptions of Human Users Toward a Continual Learning Robot in Repeated Interactions

Continual learning (CL) has emerged as an important avenue of research in recent years, at the intersection of Machine Learning (ML) and Human–Robot Interaction (HRI), to allow robots to continually learn in their environments over long-term interactions with humans. Most research in CL, however, has been robot-centered to develop CL algorithms that can quickly learn new information on systematically collected static datasets. In this article, we take a human-centered approach to CL, to understand how humans interact with, teach, and perceive CL robots over the long term, and if there are variations in their teaching styles. We developed a socially guided CL system that integrates CL models for object recognition with a mobile manipulator robot and allows humans to directly teach and test the robot in real time over multiple sessions. We conducted an in-person study with 60 participants who interacted with the CL robot in 300 sessions with 5 sessions per participant. In this between-participant study, we used three different CL models deployed on a mobile manipulator robot. An extensive qualitative and quantitative analysis of the data collected in the study shows that there is significant variation among the teaching styles of individual users indicating the need for personalized adaptation to their distinct teaching styles. Our analysis shows that the constrained experimental setups that have been widely used to test most CL models are not adequate, as real users interact with and teach CL robots in a variety of ways. Finally, our analysis shows that although users have concerns about CL robots being deployed in our daily lives, they mention that with further improvements CL robots could assist older adults and people with disabilities in their homes.

The Benefits of Effective Teaching Style for HUMSS Students at Liceo De Pulilan Colleges: A Quantitative Study

The present study investigates the benefits of different teaching styles to HUMSS students of Liceo De Pulilan Colleges. Teaching style is important because teachers play a big role in shaping the students' learning and behavior. That is why it needs to be suited to students especially because HUMSS students are facing professionals in the future. This research used quantitative research design in which the data was collected using survey questionnaires and analyzed using descriptive statistics. The results revealed that teaching style influences the student’s comfort, enjoyment, motivation, and inspiration. Most of the stakeholders say that teaching style has an overall impact on their engagement, confidence, and performance to study hard. It also affects how the student interacts with the teacher and classmates because when the teaching style is effective in the class, students are more active and have the willingness to participate which is why they can form a good bond and connection.

Dosen Otoritatif: Analisis Persepsi Mahasiswa STIE Balikpapan

This research aims to investigate student’s perceptions of authoritative teachers, commonly referred to as "killer" lecturers, in the context of the teaching and learning process, communication, and the lecturer’s assessment standards. The research employs a qualitative descriptive approach. The study was conducted at the STIE Balikpapan campus, with subjects being fifth-semester students from the Faculty of Business Economics. Data collection was carried out using semi-structured questionnaires containing open-ended questions to explore students views in depth. The results indicate that students perceive "killer" lecturers as strict, difficult to joke with, having high assessment standards, and engaging in minimal interaction. The study also highlights how effective collaborative and interactive teaching styles can create a conducive learning environment to achieve established educational goals

My ideal teacher: the Gen Z’s choice

This study explored the Gen Z’s ideal teacher. The research employed an explanatory sequential mixed method. The intent of the transformative mixed methods design, to seek reality from their preferred teaching styles, on how do they perceived an ideal teacher, and on how can teachers meet their expectations. The findings revealed that the most preferred teaching styles and most effective way in teaching these students is experiential learning. In addition, as perceived by the Gen Z students, an ideal teacher should have positive values and they must be emotionally supportive and technologically literate. Furthermore, it was unveiled that a teacher must imposes skill enhancement, be conscious of today’s trend, adapt to the digital revolution and have an awareness of individual differences and needs to meet the Gen Z expectations. This also provides information and serves as a guide on how teachers meet the Gen Z expectations based on the overall data gathered from the respondents. Through this, an instructional input was crafted containing the different teaching styles that the student prefers and the different activities that can help teachers accommodate the said teaching styles.

Practical exploration of BOPPPS model combined with situational teaching method in clinical training of intensive medicine: novel pedagogy and perception

ObjectiveTo explore the application value of bridge-in, learning objective, pre-assessment, participatory learning, post-assessment, and summary (BOPPPS) model combined with situational teaching method in the clinical teaching of intensive care unit (ICU), and to provide experience for the reform of ICU clinical teaching and standardized training of intensive medicine.MethodsA randomized trial was conducted using a multi-center, prospective cohort study. A total of 293 residential physicians in ICU of Fujian Medical University Union Hospital, the Affiliated Hospital of Putian University and the First Affiliated Hospital of Gannan Medical University from January 2021 to December 2023 were selected as subjects, and the residential physicians in ICU in each medical center were divided into control group and experimental group using random number table method. The control group adopted bedside teaching and demonstration teaching method, and the experimental group adopted BOPPPS model combined with situational teaching method. Clinical teaching performance was evaluated by ICU admission examination, and study process questionnaire (SPQ) and the critical thinking disposition inventory-Chinese version (CTDI-CV) was used to evaluate the learning motivation and critical thinking ability of the two groups. At the same time, the effect evaluation and satisfaction questionnaire of ICU training (EESQ) was used to evaluate the teaching satisfaction.ResultsThe scores of the experimental group in ICU theoretical knowledge, clinical thinking and skills, and the treatment of clinical critical cases were higher than those of the control group [(87.31 ± 13.15), (92.86 ± 12.35), (81.45 ± 11.28)] vs. [(83.94 ± 12.73), (88.37 ± 12.61), (78.83 ± 10.47)], the difference between the two groups was statistically significant (p < 0.05). The scores of surface motivation, deep motivation, achievement motivation and SPQ total scores of the experimental group were all higher than those in control group (p < 0.05), and the scores of seek truth, open mind, analytical ability, systematic ability, self-confidence of critical thinking and intellectual curiosity of the experimental group were also higher than those in the control group, and the CTDI total score was statistically significant (p < 0.05). In addition, the results of the questionnaire showed that the experimental group was better than the control group in terms of learning interest in ICU, improvement of humanistic care and doctor-patient communication ability, improvement of teamwork ability, improvement of job identity, ICU training harvest and satisfaction with teacher style (p < 0.05).ConclusionThe combination of BOPPPS model and situational teaching method is likely a more effective and helpful which may improve the clinical comprehensive ability and training quality of residential physicians, and it may be worth learning and promoting.

The Influence of Parental Support on Academic Achievement among Vocational College Students in Ganzhou, China: A Mediating Effect of Teacher's Teaching Style

The Influence of Parental Support on Academic Achievement among Vocational College Students in Ganzhou, China: A Mediating Effect of Teacher's Teaching Style

Mediating role of academic competence in the relationship between perceived teaching style and academic resilience among adolescents

BackgroundAcademic resilience is crucial for adolescents as it enables them to overcome challenges and achieve educational success, yet the mechanisms underlying its development remain inadequately understood. This study investigated the mediating role of academic competence in the association between perceived teaching style and academic resilience among adolescents.MethodsThis descriptive correlational study was conducted between June 2022 and December 2022. The statistical population for this study encompassed all high school students in Tehran. To ensure the representativeness of the sample, a stratified random sampling technique was employed, involving a total of 400 high school students. Data were collected using online questionnaires, including the Academic Resilience Inventory (ARI), Teacher as Social Context (TASC), and Academic Competence Evaluation Scale (ACES). Descriptive statistics (e.g., mean, standard deviation, correlation matrix) and inferential statistics (e.g., path analysis) were used to analyze the data through SPSS-23 and LISREL version 8.7.2.ResultsThe findings demonstrate significant relationships between teaching styles, academic competence, and academic resilience. Specifically, path analysis reveals that teaching styles, particularly those emphasizing support and involvement, have direct and meaningful effects on academic competence, subsequently influencing academic resilience. The proposed model exhibits a good fit, as evidenced by various fit indices (p < .05).ConclusionThis study underscores the pivotal role of supportive and engaging teaching styles in fostering academic resilience among adolescents. By significantly enhancing students’ academic competence, these teaching approaches contribute to their overall well-being. These findings offer valuable insights for educators and policymakers to develop strategies that cultivate both academic skills and emotional strength, ultimately leading to improved educational outcomes.

System differential learning for detecting learning styles in science education for students with learning disabilities

The research aims to develop a Differential System Learning (SIDILAN) effective for students to learn Disabilities (LD) in science learning. SIDILAN is designed to detect students' learning styles that suit their unique needs, especially those with difficulty understanding science concepts. The research method used is the ADDIE Model, an abbreviation for the five stages of the development process: Analysis, Design, Development, Implementation, and Evaluation. The implementation stage of ADDIE SIDILAN was implemented on 68 prospective teacher students in Indonesia aged 20-22 years, and they were then given a questionnaire to respond. The study results showed that the development of the SIDILAN online URL https://s.id/SIDILAN can be used to detect students' learning styles in science learning. Based on the student response questionnaire to SIDILAN for Learning Disability (LD), information was obtained that LD A for the Indicator of Understanding and Engagement was 84.31%, LD B for the Indicator of Effectiveness 87.25%, LD C for the Indicator of Skills and Self -Development of 92.65% and LD D for Indicator of Satisfaction and Recommendation of 95.59%. The findings indicate that SIDILAN effectively improves the quality of learning by offering personalized learning styles according to their needs, creating a more inclusive and supportive educational environment for students with learning disabilities. The study suggests that SIDILAN should be integrated into special education programs as an innovative solution to support the science learning process for students with special needs.

Achievement Motivation and Stress Coping Styles of Physical Education Major

This study conducted in-depth research and statistics on the achievement motivation and stress coping methods of college students majoring in physical education at Hunan University of Science and Technology. The research subjects were college students majoring in physical education at Hunan University of Science and Technology. Understand their current evaluation of their achievement motivation and stress coping styles in physical education. The results show: The survey of student respondents shows that the gender distribution is basically balanced (males account for 50.77%, females account for 49.23%), mainly including sophomores and seniors. The interviewees generally affirmed the achievement motivation and stress coping style of physical education. However, although male and female students are consistent in their achievement motivation, the sociocultural factors that may affect this phenomenon were not explored in depth, which limits a comprehensive understanding of gender differences. Reduced performance among senior students in motivation to pursue success and avoid failure may be due to increased academic stress and psychological exhaustion. However, research has not analyzed the specific impact of these factors in detail, resulting in insufficient recommendations on how to effectively support older students. Although participants showed diversity in stress coping strategies, a tendency toward avoidance strategies may impact their long-term mental health. Research has not fully explored how to cultivate students' more active coping styles to enhance their ability and resilience to cope with stress.

How might a mastery style of teaching in mathematics lead to deeper understanding and sustained levels of attainment?

ABSTRACT The ‘mastery’ approach for the teaching of mathematics in primary schools has been advocated by the UK government stating it will develop deeper understanding and sustained learning for pupils. The approach, emulated from countries that have scored highly in international testing, has seen varied implementation in England. This research aims to compare the understanding of the mastery approach and its implementation in two English primary schools to the approach to teaching mathematics in Shanghai. The findings suggest that the implementation must be supported by relevant and ongoing training in both subject and pedagogical knowledge in mathematics for all practitioners.

The mediating roles of academic self-efficacy and learning interest in the relationship between teaching style and math behavior engagement among junior high school students in China.

Teacher guidance can positively impact students' learning interest and mathematical behavior engagement. As a crucial part of classroom teaching, effective teaching styles play an indispensable role in middle school students' mathematical behavior engagement. This study addresses the gap in understanding how different teaching styles influence junior high school students' math behavior engagement in China, by examining the underexplored mediating roles of academic self-efficacy and learning interest in this relationship, which are critical yet often overlooked factors in fostering student engagement and improving educational outcomes in mathematics. Students from grades 7 to 9 in six middle schools in Jiangsu Province, China participated in the survey. The results indicate that: (1) academic self-efficacy mediates the relationship between effective teaching styles (humorous and lively style, rigorous and logical style, caring and sharing style) and mathematical behavior engagement among Chinese middle school students; (2) math learning interest mediates the relationship between effective teaching styles (humorous and lively style, rigorous and logical style, caring and sharing style, innovative and exploratory style) and mathematical behavior engagement among Chinese middle school students. Recommendations include encouraging teachers to adopt diverse teaching styles that foster both self-efficacy and interest.

Assessing and Improving the Quality of Undergraduates in Preschool Education Programs in China: The Course Experience

This study examined the current status of course satisfaction among Chinese preschool undergraduate students and the prediction of five influencing factors on students satisfaction: teacher instruction, course management, course setting, course environment, and course resources. The findings revealed that: 1. the mean value of course experience was M=3.861 (out of 5); 2. there were differences in the satisfaction of undergraduate students' course experience by different background variables; 3. course, course resources, and loyalty had significant predictive power on undergraduate students' satisfaction with course experience; 4. instructor instruction (TI) did not significantly predict students' satisfaction with course experience (SCES) (p&gt; 0.001); 5. Faculty instruction (TI) in this study had the highest mean satisfaction score (M = 4.191) and the mean satisfaction score was only (M = 3.861). The results show that the current status of course satisfaction among Chinese preschool undergraduates is at an moderate level, and there is more space for improvement; although students' satisfaction with teacher instruction (TI) is high, effective teacher instruction does not have a substantial impact on the acquisition of SCES or general competencies, and this passive learning and teaching style leads to a lack of independent learning and active participation among Chinese preschool undergraduate students.

Learning Styles of Medical Students, Surgical Residents, Medical Staff, and General Surgery Teachers When Learning Surgery: Protocol for a Scoping Review.

Learning styles are biological and developmental configurations of personal characteristics that make the same teaching method effective for some and ineffective for others. Studies support a relationship between learning style and career choices in medicine, resulting in learning style patterns being observed in different residency programs, including in general surgery, from medical school to the last stages of training. The methodologies, populations, and contexts of the few studies pertinent to the matter are very different from one another, and a scoping review on this theme will enhance and organize what is already known. The goal of this study is to identify and map out data from studies on the learning styles of medical students, surgical residents, medical staff, and surgical teachers. The review will consider studies on the learning styles of medical students in a clinical cycle or internship, surgical residents with no restriction on year of residency, medical staff in general surgery, or general surgery's medical faculty. Primary studies published in English, with no specific time frame, will be considered. The search will be carried out in four databases, and reference lists will be searched for additional studies. Duplicates will be removed, and two independent reviewers will screen the titles, abstracts, and full texts of the selected studies. Data collection will be performed using a tool developed by the researchers. A results summary will be presented with figures, narratives, and tables. A quantitative and qualitative analysis will be carried out and further results will be shared. The search was funded on September 25, 2023. Data collection was performed in the two following months. Of the 213 articles found, 135 were excluded due to duplication. The remaining 78 articles will have their titles and abstracts analyzed by three of the researchers independently to select those that meet the eligibility criteria. This data is expected to be published in the first semester of 2025. Conducting a scoping review is the best way to map what is known about a subject. Understanding how students, residents, staff, and even teachers prefer to learn surgery is key to staying up to date and knowing how to best educate those pursuing a surgical career. Open Science Framework 75ku4; https://osf.io/75ku4. DERR1-10.2196/57229.

Significance of Educational Leadership Styles on Pupils Academic Achievement in Primary Public Schools in Morogoro Municipality, Tanzania

The study investigated the significance of educational leadership styles towards academic achievement in primary public schools in Morogoro Municipality. A convergent research design was employed. Utilizing a mixed-methods approach, the study targeted teachers and heads of schools, with simple random sampling used for teachers and purposive sampling for heads of schools, resulting in a sample size of 77 respondents. Data were gathered through questionnaires and semi-structured interviews, and analyzed using descriptive statistics for quantitative data and thematic coding for qualitative data, aligning with the study’s research objectives. The study found that, effective leadership styles significantly impact academic performance in primary public schools. Visionary, supportive, and collaborative approaches, coupled with clear communication, create a positive school culture, motivate students, and improve teacher-student interactions, thereby enhancing academic success. The study recommended that school leaders adopt these styles, prioritize vision and support, and foster collaboration to boost educational outcomes. Providing professional development for leaders and encouraging a culture of continuous feedback will further align leadership practices with the needs of the school community, ultimately supporting student success and driving academic excellence.

Generative artificial intelligence tools for diverse learning styles in design education

The integration of Artificial Intelligence (AI) is transforming design education by automating processes and enhancing learning. Early exposure to AI offers students a competitive edge in critical thinking and problem-solving. AI tools can inspire space planning, improve workflow, reduce cognitive load, and foster creativity. This study explores how the VARK model, which categorizes learning styles into Visual, Auditory, Reading/Writing, and Kinesthetic, influences student engagement with AI tools. In an interior design classroom study involving 32 sophomore students, AI tools were used to create floor plans and generate 3D images. The study assessed the correlation between learning styles and technology acceptance. Results revealed no strong correlations between individual learning styles and perceived ease of use, perceived usefulness, or actual use of AI tools. However, visual and kinesthetic learners displayed higher engagement, suggesting that these modalities may benefit more from AI-enhanced design education. The study also confirmed that perceived ease of use and usefulness are critical factors in technology acceptance, aligning with the Technology Acceptance Model (TAM). The findings suggest that AI tools can be broadly effective across diverse learning styles, with a universal perception of their utility in design education. This research highlights the potential of AI to support creative problem-solving and prepare students for future challenges in a digital design landscape. While learning styles influence engagement, AI tools’ usability and educational benefits are consistently recognized, demonstrating their transformative potential in design education.

CiteSaga: Conceptualisation of a Serious Game for Citation and Reference Styles

This article asserts that serious games (SGs) are effective tools for teaching citation and referencing styles in higher education. The proposed SG aims to enhance students' understanding and application of these styles through an engaging, game-based approach. We use an agile design cycle combined with educational design and design science research methodologies. The SG's key elements include objectives, rules, mechanics, learning outcomes, and assessment strategies, all integrated into higher education curricula.

Prospects and Challenges that Teachers and Learners Face when using Field Study in Teaching and Learning Biology Subject at Ordinary Level of Secondary Education: A Case Study of Public Secondary Schools in Morogoro Municipality

Learning that occurs in a field setting is widely recognized as a very effective approach to connect science content to the real world. It is also a powerful experience that promotes the development of learners’ scientific skills, enhances active learning and promotes enthusiasm to biology subject among students. However, teaching biology through field study encounters several challenges that impedes effective implementation in public secondary schools. Thus, this study seeks to investigate the Prospects and Challenges that Teachers and Learners Face when using field study in teaching and learning biology at ordinary level of secondary education and to establish remedial measures to address these challenges. The study uses purposive sampling to select 56 respondents from 107 population including 10 heads of public secondary schools and 46 biology teachers. The study also adopted a concurrent transformative mixed approach. Data were collected by using interview guide and questionnaire. The reliability of the instruments was tested by computing Cronbach’s coefficient alpha (α) during pilot study where inter-item correlation was proved to be r = 0.872. The qualitative data was confirmed to be credible, transferable, confirmable and dependable through trustworthiness. The quantitative data analysis was done through Statistical Package for Social Science (SPSS) version 25 computer, while qualitative data were analyzed thematically. The study identifies institutional barriers to field study such as inadequate resources, overcrowded classes and fear of risk. Teachers face barriers such as traditional teaching styles, shortage of biology teachers, inadequate training, lack of experience, and fear of student risks. To address these challenges, the study recommends that the collaboration between school administrators, and field site management ad teacher’s training may foster a positive school culture, resource mobilization, employing more teachers, formulating supportive policies and utilizing school surroundings for study.

Meningkatkan Hasil Belajar PAKAT dengan Model PBL Fase D Kelas 9 SMPN 4 Tebing Tinggi

The low learning outcomes in Catholic religion for 9th-grade students are a problem, and the root of the problem is teachers' propensity to employ a traditional teaching style called lecturing. The researcher tries to apply the PBL approach to enhance learning results. Both qualitative and quantitative descriptive research models are used in this study. SMPN 4 Tebing Tinggi is the research site. The study's findings suggest that applying the PBL approach can enhance students' learning objectives. The fact that learning results improved from cycle 1 to cycle 2 with data showing that in the cognitive aspect, the competent category is at 22.2% and the proficient category at 77.8%. In the affective aspect, the competent category is at 11.1%, and the proficient category is at 88.9%. A similar trend is observed in the psychomotor aspect, with the competent category at 11.1% and the proficient category at 88.9%. The study concludes that the use of the PBL model in learning can enhance the learning outcomes of 9th-grade students.

Impact of Family Educational Styles on Students' Academic Achievement Motivation

The aim of this research was to determine the influence of family educational styles on the academic achievement motivation of students in an educational centre, using a quantitative descriptive-correlational, cross-sectional, non-experimental method. To elucidate, academic achievement motivation refers to what a student is willing to do to achieve excellent academic results and reach his or her proposed goals in school. Likewise, 318 students were selected as a sample and the standardised testing technique was applied by means of two data collection instruments, such as a motivation inventory and the Likert-type PSS scale. The results showed that 28.4% of the parents had a disinterested educational style with regard to their children's academic achievement motivation and 43% of the parents had a more open educational style with a favorable effect on their children’s academic achievement motivation; thus 43.4% revealed a low level of this relationship. In summary, there is a certain degree of both positive and negative family educational styles that affect students' academic achievement motivation.