Teaching Style Research Articles

INVESTIGATING UNIVERSITY LEVEL STUDENTS’ PREFERENCES BETWEEN TRADITIONAL AND BLENDED LEARNING APPROACHES

This research assessed the students’ attitudes toward blended learning at universities, specifically accenting delivery mode preferences, exam format preferences, and trust in the digital instructional resources. The study used a quantitative research method with descriptive survey design. A purposive sample of 450 students from public and private universities was used. The study utilized the validated instruments. It was also notable that students had highly positive inclination toward face-to-face interaction, and hands-on practice, which suggested a hybrid approach of face-to-face teaching and online instruction was preferred over the fully online style of teaching. The analysis revealed that university type and academic year influence attitudes. Concerning the exam types, students were more comfortable with traditional paper and pencil tests; but male students were more accepting of technology-based tests. The level of trust in digital instructional materials was high, although it varied by year of study. Thus, teachers should adopt a gradual approach in integration of blended learning into their classroom. There is need to support learning from diverse backgrounds. The study can help inform educational policy, course development & faculty professional growth in institutions.

Correlation Between Psychological and Contextual Characteristics Affecting Chemistry Achievement in Senior Secondary Science Education in Sri Lanka

This quantitative study explores the correlation between psychological and contextual characteristics and student achievement in chemistry within senior secondary schools in Sri Lanka. The research addresses the persistent low performance in chemistry, a critical subject within the science curriculum, by examining various influencing factors. The study utilized a cluster random sampling method, selecting 302 students and 114 teachers from the Kegalle Education Zone. A pilot test was conducted to refine the instruments, followed by confirmatory factor analysis and exploratory data analysis to ensure reliability and validity. The psychological factors investigated include teachers' teaching styles, students' perceptions of chemistry, subject satisfaction, and attitudes toward chemistry. Contextual factors encompass school type and gender. Data collection involved standardized instruments and a structured chemistry examination, with analysis performed using SPSS and Amos software. The findings reveal significant positive correlations between students' perceptions, satisfaction, attitudes towards chemistry, and their academic achievement. Additionally, the study highlights differences in achievement based on school type and gender, emphasizing the importance of tailored educational strategies. The results underscore the necessity for targeted interventions and policy reforms to enhance chemistry education in Sri Lanka. These insights aim to inform educators and policymakers, fostering improved educational outcomes in the region.

The Relationship Between Coaches’ Leadership Styles and Athletes’ Burnout Among UiTM Perlis Athletes

Burnout among athletes can be influenced by many factors and one of the most significant factors that influence athletes towards burnout is the leadership involved in their particular sports. Thus, the purpose of this study is to identify the preferred coaches’ leadership styles, levels of athletes’ burnout, and to investigate the relationship between coaches’ leadership styles and athletes’ burnout among UiTM Perlis athletes. A total of 164 athletes (85 males and 79 females) participated in this study. The Revised Leadership Scale for Sport and the Athlete Burnout Questionnaire were used to collect data. Further, the data were analysed by using means and standard deviation of each item. Meanwhile, the Pearson Correlation Coefficient was used to investigate the relationship between coaches’ leadership styles and athletes’ burnout. Statistical significance was set at p < .05. Results revealed that positive feedback was the most preferred coaches’ leadership styles among UiTM Perlis athletes (M = 4.24, SD = .54). Results also showed that the overall score for burnout among athletes was considered low to moderate (M = 2.52, SD = .70). Pearson correlation test showed that there was a significant relationship between coaches’ leadership styles of autocratic behaviour (r = .385, p = .001), training and instruction (r = -.269, p = .001), positive feedback (r = -.295, p = .001), situational consideration (r = -.217, p = .005) and athletes’ burnout. Thus, this finding revealed that when coaches provided more training and instruction, more positive feedback, more situational consideration, and less autocratic behaviour tend to be associated with lower levels of burnout among athletes due to the expertise of coaches that could influence the athletes’ psychological well-being.

Leadership Outcomes of the Transformational, the Transactional and the Passive Leadership Style in Public Secondary Education Based on Teachers’ Perceptions

Leadership Outcomes of the Transformational, the Transactional and the Passive Leadership Style in Public Secondary Education Based on Teachers’ Perceptions

Optimising orthodox style learning in physical education through a variational training model

Background: The research problem is to improve our understanding of how different training approaches can improve bullet-shot results. Research Objectives: This study aims to investigate the impact of different training models on the learning outcomes of orthodox-style shot put. Methods: The research method employed was an experiment with a one-group pre-test and post-test design to enhance student learning outcomes using a varied training model. The subjects consisted of 32 students from a high school in Palembang. The study was conducted over 30 days, with four weekly meetings. During each meeting, 2-3 training models were presented, resulting in a total of 10 variation training models, namely Passing Techniques in Football Baseball, Techniques that Hold the Repulsion, Hanging the Ball, Resisting Pull, Clap Hand, Reject Target, Throwing Darts, Shoot in Target, and Load Rejection One Shoot. Data analysis used SPSS version 23 to calculate the significant value of the pretest and posttest results. Finding/Results: The study found that using varied training models resulted in significantly better learning outcomes in orthodox-style bullet throwing. Conclusion: The study concluded that varied training models have a considerable positive influence on learning outcomes in the orthodox style of instruction. This suggests that the findings contribute to a deeper understanding of effective training methods in sports education and have practical implications for athletic training programs. We could conduct longitudinal studies to investigate the long-term impact of diverse training on skill retention and entry into competitive athletics.

Key factors for successful implementation of the independent curriculum: examining teacher readiness

The Merdeka Curriculum that prioritizes student autonomy in the learning process was chosen as a solution to overcome the learning crisis exacerbated by the Covid-19 pandemic. However, the implementation of this curriculum faces challenges, especially related to teacher readiness. This study aims to analyze factors that affect teacher readiness in implementing the "Merdeka" curriculum, including teacher understanding of curriculum steps, lesson plan readiness, and supporting and inhibiting factors. This research uses a qualitative approach with a case study design involving grade 1 to 6 teachers who have implemented the "Merdeka" curriculum. Data were collected through interviews, observation, and documentation, and analyzed using inductive models. The results of the study explained that although teachers have a good understanding of the seven steps in implementing the curriculum, there are still challenges in realizing planned learning due to the dominance of lecture teaching styles. Several inhibiting factors were identified, including lack of pedagogic competence, limited facilities and infrastructure, and insufficient number of teachers. On the other hand, supporting factors such as school funding, teacher working groups, and collaboration among teachers have been shown to contribute to successful implementation. The implications of this study emphasize the need for targeted professional development programs, adequate funding and infrastructure support, and the value of collaboration among teachers.

Can the teaching style reduce inequality in the classroom? Evidence from a quasi‐experiment

AbstractWe investigate the effects of ‘lecture‐based’ (LBT)—i.e. individual work and rote learning—vs. ‘discussion‐based’ (DBT)—i.e. participative and focused on student‐centred learning—teaching styles on the test scores and socio‐economic inequality of middle‐school students randomly assigned to classes using data from the China Education Panel Survey—a large‐scale nationally representative survey. Estimates from unconditional quantile regressions and decompositions based on the recentred influence function suggest that LBT raises scores in mathematics, but the effect is non‐linear, as students in the bottom and top quintiles are more likely to benefit from it. In contrast, LBT lowers scores in Chinese and English. Lecture‐based teaching also has greater influence on socio‐economically advantaged students, resulting in larger inequality within classrooms, especially between top and median students. These effects arise under various robustness checks, implying that (i) teaching styles affect scores and classroom inequality and (ii) they appear to be subject‐specific. These results suggest that teaching styles can be used as a tool to influence students’ academic performance as well as the socio‐economic heterogeneity that they bring to their classrooms.

Examining the Connection Between Parenting Styles and High School Students' Interest in Learning

High school is an important stage of individual development, and students in this period will face more learning pressure and greater interpersonal pressure. Whether these life pressures can be handled well also directly affects their physical and mental health. Children's nature is to imitate their parents' behavior, explore their children's thirst for knowledge, and let them see the desire to learn from themselves, so as to form positive values. If their parenting style is very extreme, then it will have an indelible impact on the child. It can be said that high school should be a stage where children have a strong interest in learning and are eager for knowledge. If not properly guided, it is also a great loss for the child. Therefore, the influence of parents' educational style on high school students' learning interests is very important. Based on this problem, this paper explores the relationship between parental styles and high school students' interest in learning, emphasizing the crucial role parents play in encouraging their childrens academic curiosity and providing a proper reference for future research in this domain.

Evaluating Student Satisfaction and Self-Confidence in Simulation-Based Anesthesiology Training among Final-Year Medical Students.

Simulation-based training (SBT) is increasingly recognized in medical education for enhancing clinical skills and confidence. This study evaluated the impact of SBT on satisfaction and self-confidence among final-year medical students at Jazan University, Saudi Arabia. A total of 117 students participated in a cross-sectional study after attending SBT sessions focused on anesthesiology. Data were collected via a questionnaire assessing satisfaction and self-confidence. Statistical analyses included descriptive and inferential statistics. Results showed mean satisfaction and self-confidence scores of 3.64 ± 0.79 and 3.70 ± 0.90, respectively, with no significant differences by gender or age. A strong association was noted between the learning experience ratings and both satisfaction and self-confidence (p < 0.001). The highest satisfaction was with the instructor's teaching style, whereas the lowest was with the motivation provided by teaching materials. For self-confidence, the highest scores related to the instructor's guidance, while the lowest concerned the application of SBT to critical skills learning. A strong positive correlation was found between satisfaction and self-confidence (R = 0.847, p < 0.001). The study concludes that SBT significantly enhances student satisfaction and self-confidence, emphasizing the importance of learner-centered methods and interactive learning in medical education.

Identifikasi Gaya Belajar Mahasiswa Calon Guru IPA Universitas Negeri Makassar

Student learning style is one of the important things that teachers need to know before carrying out the learning process. So that teachers can determine the appropriate learning process for the class. This study uses quantitative descriptive which aims to identify the learning styles of prospective science teachers. The research sample amounted to 71 students of class 2022 Science Education FMIPA UNM. The research instrument used was a questionnaire with 30 statement items with 5 scales. This learning style focuses on visual, auditory, and kinesthetic. The results showed that overall, dominant students had a visual learning style.

Exploration of the Application of Artificial Intelligence in High School English Speaking Teaching

With the remarkable strides in artificial intelligence (AI) technology, a range of sophisticated techniques and products have sprung forth, including speech recognition and semantic analysis. These advancements have propelled the application of AI to new heights, particularly in the realm of education. Notably, AI applications such as speech recognition, human-computer interaction, and automated evaluation have revolutionized traditional English speaking teaching, introducing unprecedented changes to the way students learn and interact. The paper aims to investigate how AI might enhance high school pupils' English-speaking proficiency, which employs a literature review methodology to examine and illustrate the smooth integration of AI technology with high school English speaking instruction. This approach enhances speaking learning materials and fosters creativity in teaching strategies and assessment techniques. In addition, it creates room for the evolution of the oral teaching style and broadens the learning environment. This intelligent transformation of the oral teaching mode is expected to effectively enhance the effectiveness of high school oral English teaching and ultimately improve students' language proficiency.

Exploring Undergraduate Medical Students Perspectives on PowerPoint Presentation In Medical Evaluation: A Qualitative Study

PowerPoint lectures are a growing way of improving topic understanding for students. Its use in teaching has increased in every field of education. Objective: To access different perceptions of students towards PowerPoint lectures at public sector medical college. Methods: Phenomenological survey was performed in Physiology Department, Sahiwal Medical College, Sahiwal. Questionnaire was spoken in front of participants one-by-one and responses were collected in voice notes. These responses were converted into text later. Six undergraduate students of 1st, 2nd, and 3rd year each were included in study. Results: Under the Development section the participants said "Yes, PowerPoint teaching helps in better collection of subject matter because it allows one to dive into the excellent presentation of PowerPoint." After that, we discussed the Spectacles part "Yes, PowerPoint teaching increases attention span to the lecture session when it is being made in a versatile pattern." When discussion moved towards Multimedia "Yes the major difference between PowerPoint teaching and traditional board teaching style is that you cannot deliver your expressive thoughts in board teaching styles." When discussion moved towards teaching. One of them said, "Educators can improve the integration of PowerPoint in teaching by using it as a support tool, not a replacement for teaching." Conclusions: Our study concluded that there was difference of opinion among students regarding PowerPoint in terms of its uses and better integration in lectures. Still, further studies are required to find out more beneficial ways of using PowerPoint in educational system.

Implementation of Project-Based Learning Model in Islamic Religious Education for Grade X at Muhammadiyah Senior High School 1 Surakarta

&lt;em&gt;A learning model is an approach to change learners' behavior adaptively or generatively, which is strongly related to learners' learning styles and teachers' teaching styles. One prominent learning model is Project-Based Learning (project based learning), where students actively participate in real projects to solve real-world problems independently. This research focuses on the implementation of project based learning in Islamic Religious Education (PAI), which aims to develop learners' religious values and character. This research uses a phenomenological approach to describe the situation in the field and understand individual experiences in the context of everyday life. Through direct data collection in the field, this study reveals how project based learning in Islamic Education affects the development of students' social skills, creativity, and concept understanding. The results show that project based learning not only improves students' academic understanding, but also builds inclusive character and effective communication skills in group collaboration. In conclusion, project based learning in Islamic Religious Education makes a positive contribution to education by combining religious values with project-based learning. By going in-depth, this study hopes to provide useful insights for future educational development, particularly in the context of relevant and empowering religious teaching.&lt;/em&gt;

Exploring Online Inquiry-Based Instruction in Social Studies

The purpose of this study was to determine the various experiences and challenges of social studies teachers in utilizing inquiry-based learning or instruction in social studies in an online class setting, as well as how teachers make online inquiry-based instruction effective in teaching social studies subjects. The findings of this study will be used to develop actions and models for improving inquiry-based instruction in an online class setting. A qualitative study design was used in this study wherein ten (10) social studies teachers participated in the study because they are the ones who have mastered the subjects and lessons involved in social studies. A semi-structured interview was used, with interview questions focusing on teachers’ experiences with inquiry-based learning. Thematic content analysis was used to evaluate and categorize the respondents’ statements or responses to the research questions. It was discovered that when social studies teachers began using the inquiry-based learning approach or teaching style in online social studies classes, they encountered challenges in terms of student readiness and preparedness. When students are not prepared, the IBL becomes ineffective because teachers cannot receive responses from students who are not ready to answer questions. Also, when teachers are unprepared for the content, questions, activities, and assessments in an online IBL class, the IBL becomes unsuccessful. The findings suggested that establishing a positive relationship with students, as well as informing them about the objectives of the IBL and their role in the IBL class, will make inquiry-based instruction effective in an online class setting, particularly in social studies.

Embracing the Promise of Open Educational Resources: Faculty Insights and Implications in Higher Education

This study examines faculty perceptions, awareness, and utilization of Open Educational Resources (OER) in higher education and identifies barriers hindering their adoption. The research encompasses multiple perspectives, including demographic information, teaching practices involving technology, familiarity and opinions regarding OER, types of OER utilized by faculty, ease of searching for OER, a comparison between open and traditional resources, intentions to use OER in the future, and factors deterring the adoption of OER. The study employed a quantitative approach using an online survey questionnaire to gather data. A random sample of faculty members from the University of Jeddah in Saudi Arabia was recruited (n = 139). Using descriptive and MANOVA tests, the findings highlight a preference for blended teaching styles, significant awareness of OER, ease in searching for OER, and a strong intention to use OER in the future. The results emphasize the importance of addressing concerns related to institutional support, intellectual property policies, recognition of contributions, and creating a supportive environment to enhance faculty engagement with OER. The study implications suggest comprehensive and targeted approaches to support faculty members in adopting and utilizing OER effectively, including promoting gender equity, enhancing ease of adoption, considering workload impact, recognizing differences based on teaching experience, tailoring support based on teaching style, and actively promoting the benefits and opportunities of OER.

Intimidating Attendings: The Importance of Near-Peer Mentorship During Third-Year Surgical Clerkship

IntroductionNear-peer instruction has grown in popularity in medical education; however, limited data exist to support its effectiveness. This study investigates the perceptions of near-peer style instruction in third-y medical students undergoing a surgical clinical clerkship. We hypothesized that near-peer instruction would provide a beneficial educational experience to third-y medical students during their surgical clinical clerkship. MethodsThe authors anonymously surveyed third-y medical students undergoing their clinical clerkship in surgery on their perception of the near-peer instruction and mentorship they received from fourth-y medical students at the beginning of the clerkship. Near-peer instruction included teaching suturing techniques, surgical procedures and anatomy, operating room literacy, and sharing anecdotal experiences. Surveys were distributed 24 h after receiving the formal instruction. ResultsA total of 85 students completed the survey (78% response rate). Students reported a similar or increase in value of learning from near-peer mentors compared to attending physicians (less valuable: 1.2%; just as valuable: 52.9%; more valuable: 45.9%). The majority of students indicated they would like to experience more near-peer style instruction in medical school as demonstrated in surgical clerkship training (absolutely no: 0%; probably not: 0%; on the fence: 4.7%; probably yes: 25.9%; absolutely yes: 69.4%). After experiencing near-peer instruction and mentoring, students were more interested in becoming near-peer mentors (less interested: 1.2%; just as interested: 29.4%; more interested: 69.4%). ConclusionsStudents appreciate and desire near-peer instruction, seeing it as an effective learning method. Mentees undergoing near-peer style instruction have an increased interest in becoming near-peer mentors.

Positive Youth Development (PYD) in Martial Arts Activities: Literature Review

Several literatures provide indications on the results of their research that martial arts activities can have a positive effect on the development of adolescents. However, martial arts activities that have been running still do not reveal programs that lead to positive youth development. Apart from that, there is still uncertainty regarding the martial arts training program which is still focused solely on achieving achievements. This study reveals the contribution or role of martial arts activities by providing an overview and explaining the results of the latest research on martial arts activities for positive adolescent development. Literature data collection techniques were taken using systematic computer searches consisting of several journal articles and dissertations, as well as manual data search results. Data collection was carried out for two months in January and February 2024. Several articles were eliminated which were then focused on the 17 articles used in this study. The results show that martial arts activities have had a major impact on positive adolescent development in recent years. The main topics in several research results in general are about prosocial behavior, antisocial behavior, aggression and resilience. There is strong agreement among researchers about the potential of martial arts activities for positive adolescent development. In addition, the discussion in several studies shows clearly that the main influence in martial arts activities is closely related to how the trainers make a strong contribution in providing understanding and also the teaching style used in martial arts activities

Learning Preference of Health Care Professional Students at a Multi-culturalUniversity in the United Arab Emirates

Background: Identifying the preferred learning modalities of students is crucial for a comprehensive understanding of the content of the study, and this can be achieved by employing the VARK inventory developed by Neil D. Fleming. The preferred learning modality of students significantly influences their learning outcomes. Aim: This study aimed to identify the preferred learning modalities among health professional students. Methods: Using a cross-sectional survey study design, we surveyed a consecutive sample of 351 students from three health professional programs: Nursing, Medical, and Pharmacy. After obtaining institutional board approval, a standardized self-administered VARK inventory (Visual, Aural, Read/write, Kinaesthetic), version 7.8, was employed. VARK scores were computed for each respondent and sent to the publisher for interpretation and categorization of learning preferences. Data were analyzed using SPSS version 28.0 and 29.0. Results: The findings revealed that 35.9% of participants were between 18-20 years old and identified as unimodal learners, with 19.1% preferring kinaesthetic learning. In the bimodal and trimodal categories, 5.98% exhibited preferences for AK (Aural, Kinaesthetic) and VAK (Visual, Aural, and Kinaesthetic). Only seventy students (19.9%) preferred multimodal learning patterns. Notably, all the college students were identified as unimodal learners. Conclusion: Understanding these diverse learning preferences empowers students to employ appropriate learning methods, enhancing their overall learning experience. Faculty members can leverage this data to tailor teaching styles, thereby optimizing the learning environment. Further research across different universities can contribute to broader knowledge and informed strategies that promote effective learning processes.

Parenting Educational Styles and Obesity Association in Mexican Children.

Introduction Obesity can develop from childhood through adulthood and is influenced by genetics, family, and environmental factors. Parenting educational style is believed to contribute to an individual's future weight status. This study aims to assess the connection between parenting educational style and weight-related issues. Methods The study involved 487 participants, including either the mother and/or father and their school-age child, aged 6-11, at a primary care unit in Mexico. Fifty-two records were excluded due to incomplete questionnaires, electronic records, and refusal of informed consent. The study group consisted of 435 adults and children who completed an adapted version of the Parenting Styles and Dimensions Questionnaire (PSDQ) tailored for the Mexican population. The researchers also gathered anthropometric measurements of the primary caregiver (parent) and the child from the electronic record to calculate their BMI and nutritional status. We used IBM SPSS Statistics for Windows, Version 25.0 (Released 2017; IBM Corp., Armonk, NY, USA) to analyze the data. The Pearson Chi-square and Fisher's exact test were applied to examine interaction terms between variables, revealing a statistically significant p-value of <0.05. Results Out of the 435 patients examined, there were 229 (52.6%) children and 206 (47.3%) adult patients. Grade 2 obesity was present in 90 (39.3%) school-age children and 104 (50.5%) adult patients. The family's parenting educational style, as determined by the PSDQ questionnaire, was found to be permissive in 143 (69.4%) patients, authoritarian in 33 (16.0%) patients, and authoritative in 30 (14.6%) patients. Conclusions Parenting educational style and the PSDQ tool can be used to assess how parents influence the development of obesogenic home environments. We observed that a permissive parenting educational style was linked to a more obesogenic environment, whereas an authoritative parenting educational style was linked to a less obesogenic environment.

An In-Depth Qualitative Exploration of Normale Lecture Classes (NLec) in Mathematics: Understanding Student Experiences and Pedagogical Implications

Normale Lectures is a delivery model of academic coursework designed as an innovative response to address the challenges of human and infrastructural limitations. To respond to these challenges, the Philippine Normal University has developed an academic course delivery model called PNU Normale Lectures, or NLec. Along this line, I was interested in exploring general education students' experiences in NLec mathematics class. With this, an open-ended questionnaire was administered to the eighty-three students of the Philippine Normal University, Visayas. Responses generated five essential themes about their challenges: a) classroom environment and distractions; b) teacher’s impact and teaching style; c) personal engagement and learning difficulties; d) classroom structure and size; and e) online learning and technology. Coping strategies, on the other hand, are (a) study materials and notes; (b) peer and teacher support; (c) online resources and technology; (d) positive attitude and motivation; (e) practice and review; and (f) active listening and notetaking. These findings underscore the complex nature of these challenges and emphasize the importance of educators and institutions addressing them for improved student outcomes. The study also identified coping strategies, highlighting the need for innovative approaches to enhance the mathematics education experience for these students.