Teaching Effectiveness Research Articles

Exploring Innovative Approaches to Integrate Child Development Theory in Primary Classrooms

As education reforms prioritize comprehensive skills over traditional knowledge transmission, the limitations of the "one-size-fits-all" teaching approach have become evident. Theoretical frameworks, including Piaget's cognitive development theory, Vygotsky's sociocultural theory, and Gardner's multiple intelligences theory, provide valuable insights for tailoring instructional strategies to individual learning needs. This study explores the integration of child development theories into primary education, addressing the diverse cognitive, emotional, and social needs of students in contemporary classrooms. This research highlights innovative teaching methods grounded in these theories that can enhance student learning outcomes and support teachers' professional development. While the study identifies potential challenges in implementing these theories, particularly in resource-limited environments, it underscores the necessity for adaptable and innovative practices. Future research should focus on empirical studies to evaluate the practical applications of these theories across diverse educational settings, aiming to improve teaching effectiveness and student engagement.

Naked eye three-dimensional teaching assistant system applied to undergraduate medical imaging education: A pilot study.

The traditional approach of using PowerPoint (PPT) presentations in medical imaging theory classes hinders the spatial thinking ability of most students. Consequently, the learning outcomes are often unsatisfactory. This article proposes a naked eye three-dimensional (3D) medical imaging teaching assistant app based on augmented reality (AR) technology to enhance learning interest, teaching interaction, and effectiveness. The control group consisted of 50 undergraduate students from the 2018 clinical medicine major who receive traditional teaching, while the experimental group includes 52 undergraduate students from the 2019 cohort who utilize an AR-based naked eye 3D teaching assistant app in addition to traditional teaching methods. Based on Bloom's cognitive learning taxonomy (Remember, Understand, Apply, Analyze, Evaluate, and Create), corresponding teaching curricula and assessment methods were designed in order to achieve more in-depth learning of the curriculum. The evaluation of the teaching effectiveness between the two groups relied on exam scores and student satisfaction questionnaires, with statistical analyses conducted using t-test and Mann-Whitney U-test in SPSS. The experimental group and control group showed statistically significant differences in the theoretical examination scores (62.06 ± 3.06 vs. 59.82 ± 3.38), practical testing scores (22.90 ± 2.35 vs. 21.06 ± 2.65), and total scores (84.96 ± 4.58 vs. 80.88 ± 6.01). Likert scores showed the experimental group scored significantly higher in enjoyment, satisfaction, participation, efficiency, and understanding. They also reported high convenience scores for the app and desired continued use. The naked eye 3D teaching assistant system is an innovative and effective teaching model for undergraduate medical imaging education, enhancing student interest, student interaction, and teaching effectiveness and promising future applications.

Study on the Effectiveness of Experiential Teaching in Mental Health Education Courses in Higher Education

Experiential teaching, as an innovative instructional model, emphasizes the creation of authentic or simulated scenarios within the learning process, allowing students to gain insight and understanding of course content through direct experiences. This approach enables students to better comprehend and retain knowledge of mental health, enhancing their psychological resilience and self-regulation abilities. In this study, two freshman classes, with comparable pre-test results in psychological resilience, were selected as the subjects. The experimental group received a combination of experiential and lecture-based teaching, while the control group was taught solely through lectures. This research aims to explore the impact of experiential teaching in mental health courses on students' psychological resilience, ultimately contributing to improved quality and effectiveness of mental health education in higher education.

Design of Public Physical Education Curriculum Quality Evaluation System Based on the “5V” Characteristics of Computer Big Data

In order to improve the teaching effect of public physical education courses to the greatest extent and lay the foundation for the process of teaching reform, this paper puts forward the design of a public physical education course quality evaluation system based on the “5V” characteristics of computer big data. Analyze the characteristics of big data “5V” and study its application in public physical education courses; analyze the action estimation, prior, and update, failure recovery of public physical education course teaching, and get the three-dimensional visual positioning result of public physical education course teaching; collect the upper arm action image, extract the upper arm action image contour feature through edge contour detection, analyze the contour feature error characteristics, obtain the pixel component weighted value of the contour feature, further obtain the fuzzy error value of the upper arm action image contour feature through calculation, and according to the fuzzy error value, the design of public physical education course quality evaluation system is completed. The experimental results show that the average error recognition accuracy of the research method is 99.63%. The class hours are adjusted according to the proportion of disciplines, and the corresponding teaching plan is formulated. The accuracy of recommending internship posts for students is relatively high.

Enhancing Student Learning with Flipped Teaching and Retrieval Practice Integration.

Flipped teaching (FT) is an instructional approach centered around students, displacing traditional lectures from the classroom to make room for active learning. Retrieval practice can enhance content recall. This study investigated the effectiveness of lecture-style teaching (TT), FT, and a combination of retrieval practice with FT (FTR) in a physiology course over four consecutive semesters. Student performance in the FT (92.78p±3.93) and FTR (92.98p±3.73) methods surpassed that of the TT method (89.28p±4.67); p<0.01), with a notable correlation between science grade point averages and the instructional methods employed (p<0.01). Analysis of the impact of teaching methods on different segments of the class revealed higher scores for both upper and lower halves in the FT (95.78p±1.85 Upper; 89.52p±2.79 Lower) and FTR (95.95p±1.48 Upper; 89.89p±2.68 Lower) compared to the TT group (92.44p±1.76 Upper; 85.85p±4.43 Lower; p<0.0001). The gender-based evaluation indicated similar performance between male and female students across the teaching methods tested. Although survey data suggested a preference for TT (100%) over FT (58%) or FTR (85%), student performance contradicted this preference. These findings underscore the effectiveness of FT and FTR methods compared to traditional instructional modalities, with male and female students responding similarly to the teaching approaches. Despite student preferences favoring TT, actual performance indicates that FT and FTR methods enhance student learning outcomes.

Quality Teaching in Ekiti State Secondary Schools: An Application of Ordinal Logistic Regression

This study investigates the quality of teaching in secondary schools in Ekiti State, Nigeria, using ordinal logistic regression to examine the impact of teacher demographics and teaching practices on student performance. The research focuses on teachers from six selected secondary schools within Ado-Ekiti, comprising a sample of 295 educators. Data were collected through a structured questionnaire administered via Google Forms and shared on WhatsApp platforms of the respondents. The study analyzes factors such as age, gender, educational background, teaching experience, lesson planning, technology integration, teaching methods, assessment practices, feedback provision, and professional development. Descriptive statistics and ordinal logistic regression were employed to assess the significance of these variables on student performance outcomes. Results indicate that older teachers and female educators positively influence student performance, while frequent integration of technology and rigid lesson planning negatively impact outcomes. The study also finds that regular feedback and active student participation significantly enhance performance. However, attending professional development workshops and the availability of teaching resources showed unexpected negative associations with student performance, suggesting potential issues with the applicability or effectiveness of these resources and training. The study highlights the importance of adaptive teaching methods, supportive administrative practices, and active student engagement in improving educational quality. These findings provide valuable insights for policy makers and educators aiming to enhance teaching effectiveness and student learning in secondary schools in Ekiti State.

Amplifying Sound Intensity of Key Words in Discourse Promotes Memory in Female College Students.

The aim of this study was to determine whether amplification of key words in discourse helped to memorize the words. We tested the effect of 135 participants' memory for key words in the discourse after intensity amplification (0, 5, 7, 9, and 11 dB), and we also tested physiological indicators to measure attention levels in another 30 participants. Adobe Audition was used to modulate the intensity of key words, whereas E-prime technology was used to present speech stimuli and test the accuracy of the memory of the participants. The results showed that amplifying key word intensity by 9 dB led to a significant enhancement in memory, whereas there was no difference in self-reported naturalness between amplification of key word intensity in the 9 dB and nonamplified groups. Heart rate and skin conductance level of the subjects decreased with amplification of key word intensity in the 9-dB group, which indicated that this promoted the memory effect by enhancing attention. Our results demonstrate that amplifying the intensity of the key words by 9 dB is an effective strategy for promoting memory. This research provides a theoretical basis for optimizing the acoustic parameters of audio learning materials to achieve better teaching effects. https://doi.org/10.23641/asha.27902643.

The number needed to teach: A framework for health professions education

What is the educational challenge? Health professions education is continually limited by financial resources with increasing demands for accountability. Judicious resource allocation across competing demands rests on frameworks for analyzing and comparing costs and outcomes. What are the proposed solutions? We suggest health professions educators use the number needed to teach (NNTe) for reporting and communicating such analyses for teaching and learning. What are the potential benefits to a wider global audience? The NNTe has the potential to improve reporting and understanding of effectiveness of teaching and learning, similar to how the number needed to treat (NNTr) has improved communication of the effectiveness of clinical interventions. Prior widespread understanding of NNTr will likely allow NNTe to be easily grasped by most clinical educators and those responsible for resource allocation decisions. This article describes the origins of and parallels between NNTr and NNTe, which summarizes and presents in concrete terms to educators, learners, and institutional leadership the investment required to prevent or produce a specific outcome. The calculation and interpretation of NNTe is demonstrated using examples from published real-world data, and its potential benefits, limitations and applications are explored. What are the next steps? Next steps include explorations of the variety of contexts and comparisons that can be interpreted using NNTe and its corollary, the Number Need to Harm, and how recipients interpret and act upon NNTe.

The teaching design and implementation of “Helicobacter pylori” in medical microbiology

Abstract Background Medical microbiology represents a fundamental core curriculum for medical students. In order to adapt to the cultivation of high-level medical talents under the guidance of the concept of holistic education, the focus of this course is on the development of scientific thinking and professionalism. This paper took the example of Helicobacter pylori, an important pathogen in the digestive system, addressing the teaching design of this chapter in medical microbiology. Teaching design The design of this chapter includes learning objectives, teaching content, teaching model and assessment. The learning objectives were designed under the outcome-based education philosophy, integrating the three dimensions of attitude, skill and knowledge. The content of this chapter is designed to integrate a number of key concepts, including systematic thinking, critical thinking, the One Health perspective, and the mission and responsibility of infectious disease prevention and control. Question-oriented online-and-offline blended teaching model was adopted, and a multi-objective assessment system was applied. Implementation A series of questions were designed before, during, and after the class. These questions served as the primary focus of learning, guiding students through various teaching activities, including online self-study, offline discussion and analysis, and online extended learning. Concurrently, the evaluation is integrated throughout the teaching process, with particular emphasis on formative and process evaluations. Conclusions This teaching design facilitated the achievement of learning objectives and optimized the teaching effect. The students’ self-assessment of their overall improvement in knowledge, skills and attitude, as well as their high level of satisfaction with the classroom environment, is presented herewith. The teaching design of this chapter has a particular demonstrative effect.

Effectiveness of Virtual Simulations Versus Mannequins and Real Persons in Medical and Nursing Education: Meta-Analysis and Trial Sequential Analysis of Randomized Controlled Trials.

Virtual simulation (VS) is a developing education approach with the recreation of reality using digital technology. The teaching effectiveness of VSs compared to mannequins and real persons (RPs) has never been investigated in medical and nursing education. This study aims to compare VSs and mannequins or RPs in improving the following clinical competencies: knowledge, procedural skills, clinical reasoning, and communication skills. Following Cochrane methodology, a meta-analysis was conducted on the effectiveness of VSs in pre- and postregistration medical or nursing participants. The Cochrane Library, PubMed, Embase, and Educational Resource Information Centre databases were searched to identify English-written randomized controlled trials up to August 2024. Two authors independently selected studies, extracted data, and assessed the risk of bias. All pooled estimates were based on random-effects models and assessed by trial sequential analyses. Leave-one-out, subgroup, and univariate meta-regression analyses were performed to explore sources of heterogeneity. A total of 27 studies with 1480 participants were included. Overall, there were no significant differences between VSs and mannequins or RPs in improving knowledge (standard mean difference [SMD]=0.08; 95% CI -0.30 to 0.47; I2=67%; P=.002), procedural skills (SMD=-0.12; 95% CI -0.47 to 0.23; I2=75%; P<.001), clinical reasoning (SMD=0.29; 95% CI -0.26 to 0.85; I2=88%; P<.001), and communication skills (SMD=-0.02; 95% CI: -0.62 to 0.58; I2=86%; P<.001). Trial sequential analysis for clinical reasoning indicated an insufficient sample size for a definitive judgment. For procedural skills, subgroup analyses showed that VSs were less effective among nursing participants (SMD=-0.55; 95% CI -1.07 to -0.03; I2=69%; P=.04). Univariate meta-regression detected a positive effect of publication year (β=.09; P=.02) on communication skill scores. Given favorable cost-utility plus high flexibility regarding time and space, VSs are viable alternatives to traditional face-to-face learning modalities. The comparative effectiveness of VSs deserves to be followed up with the emergence of new technology. In addition, further investigation of VSs with different design features will provide novel insights to drive education reform. PROSPERO CRD42023466622; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=466622.

Infusing Vibrancy into Science Learning through Weismann: An Educational Game for Learning Plants and Animals’ Reproduction Systems

This research endeavours to develop an educational game, Weismann, designed to enhance the engagement and effectiveness of teaching and learning about plants and animals’ reproduction systems. Named after August Friedrich Leopold Weismann, the pioneering scientist behind the germplasm theory, the game aims to infuse vibrancy into the learning experience. Adopting a Research and Development (R&amp;D) framework, the study employs sourced data from multiple channels, including expert validation assessment scales as well as science teachers and their students’ feedback on their practical experiences as users. The findings reveal Weismann to be highly valid, scoring 91.2, and remarkably practical, with teachers and students rating it at 95.9 and 83.9, respectively. These results affirm the game’s efficacy as a valuable tool for science education, offering a dynamic and effective approach to learning.

Breaking the silence: Unveiling the realities of communicative language teaching in China’s business English class

This qualitative study explores the perceptions of Chinese teachers and students regarding the implementation of communicative language teaching (CLT) in Business English (BE) courses. A total of 24 BE students and 14 teachers from 4 colleges in Sichuan, China, participated in the semi-structured interview. Furthermore, the researcher observed 16 BE courses to investigate the actual implementation of CLT by Chinese teachers and students. The findings indicate that adopting CLT in the context of BE in China remains challenging. While teachers and students generally hold positive views about CLT, classroom practices diverge significantly from CLT principles. Several challenges contribute to this misalignment, including the English proficiency levels of students and teachers, teaching facilities, class sizes, examination systems, textbooks, and teachers’ understanding of CLT. These challenges highlight a disconnect between CLT’s pedagogical goals and its practicality in the current landscape of Chinese BE education. The study emphasizes the need for comprehensive educational reforms to address these issues, aiming to bridge the gap between CLT’s theoretical ideals and effective implementation. Ultimately, this could enhance the communicative effectiveness of BE teaching in China.

A Conceptual Model of Learning Adaptability of Higher Vocational Students in China

Abstract Vocational education plays a crucial role in China’s education system, with higher vocational education being a pivotal and dynamic aspect of the country’s educational reform. Despite this, higher vocational students often struggle with lethargy and inadequate adaptation to their studies. This paper constructs a conceptual model of learning adaptability by systematically coding and analyzing textual materials, such as literature, research reports, news, and interviews, pertaining to learning adaptability using grounded theory. The aim is to address the diverse factors influencing learning adaptability. The research revealed that the fundamental categories shaping learning adaptability encompass students’ psychological, academic, and personal growth states. To enhance learning adaptability, proactive intervention is necessary within these core categories outlined in the model, guiding students to anticipate and understand the challenges they may encounter. Notably, there remains a dearth of theoretical research on the learning adaptability of higher vocational students. This study aims to significantly contribute to improving teaching effectiveness in this domain.

Building Effective Values Educators: The Role of Emotional Intelligence and Instructional Efficacy

This study investigated the relationship between emotional intelligence and instructional efficacy among Grade 6 Values Education teachers in selected elementary schools in Hagonoy I District, Davao del Sur Philippines, focusing on emotional intelligence dimensions such as anxiety management, decision-making, time management, commitment ethics, and interpersonal relationships, alongside instructional efficacy indicators like efficiency, productivity, empathy, cooperation, and involvement. Using a descriptive-correlational research design, the study, conducted in selected elementary schools in Davao del Sur, Philippines, from 2015 to 2016, employed adapted and validated questionnaires to gather data from all Values Education teachers, ensuring a comprehensive sample size. Descriptive statistics analyzed mean scores and standard deviations, while correlation analysis examined the relationship between emotional intelligence and instructional efficacy. Results revealed that teachers exhibited high levels of emotional intelligence and instructional efficacy, with a significant positive correlation (r = 0.989, p = 0.001375 &lt; 0.05), emphasizing the vital role of emotional intelligence in enhancing teaching effectiveness. These findings emphasized the importance of nurturing emotional intelligence among educators to improve instructional practices and achieve positive student outcomes in Values Education. The study contributes to theory by reinforcing the critical link between emotional intelligence and effective teaching, suggesting its integration into teacher education frameworks. Practically, it recommends targeted professional development programs to enhance teachers' emotional intelligence, promoting improved classroom management, stronger teacher-student relationships, and better educational outcomes.

Navigating pedagogical transitions : Perceptions of teaching effectiveness in the era of emergency remote teaching during COVID-19

In the aftermath of the global COVID-19 pandemic, the educational sector experienced an unprecedented transition to emergency remote teaching (ERT). Scholars have extensively examined the factors affecting teaching and learning during this phase; however, a significant research gap exists concerning the influence of these factors on teaching effectiveness. Using survey data from 466 instructors at a large Southeastern US university, this study scrutinises the relationships between various instructor, instructional and institutional factors and educators’ perceptions of their teaching effectiveness both before and after the ERT shift. Key questions posed include the circumstances under which instructor and instructional elements moderate the effect of institutional support factors on teaching effectiveness perceptions. Robust multiple regression analysis reveals instructor preparedness and number of resources used positively predicted effectiveness ratings, while reducing planned assessments negatively predicted effectiveness. Synchronous instruction and adequate preparation time also showed positive marginal effects. Notable moderating effects suggest offering resources and training benefits unprepared instructors, retaining assessment plans amplifies the impact of preparation time, and peer assistance negatively interacts with greater resource use. These findings provide theoretical and practical implications to inform institutional strategies for supporting instructor teaching effectiveness during abrupt pedagogical transitions.

Effective teaching, teacher-student relation, student engagement and student mathematical achievement

This study tries to investigate the effects of effective teaching of mathematics on teacher-student relationship (TSR), student engagement (StEn) and student mathematical achievement. A questionnaire is developed to measure the above three constructs in this study, and examination results at the end of the academic year are obtained as the measure of achievement. Confirmatory factor analysis shows that the constructs measured by the questionnaire have reliability and validity. Structural equation modelling confirms the proposal that effective teaching will affect TSRs, StEn, and mathematical examination scores. Teaching effectiveness as measured by students’ responses to the questionnaire can account for 14% of the variance of students’ final examination score. This study may shed light on the causal effects of effective teaching on TSR, StEn and mathematical achievement. Findings of this study may inform teachers of approaches in teaching to enhance students’ achievement in mathematics.

Application Research of 3D Virtual Interactive Technology in Interactive Teaching of Arts and Crafts

In the virtual reality teaching of arts and crafts, the uploaded image data often contains a lot of noise, which significantly reduces the quality of uploaded images and seriously affects the teaching effect of interactive teaching of arts and crafts based on virtual reality. For this reason, the research proposes an image denoising model based on convolutional neural network and wavelet transform, which adopts residual neural network structure and batch normalization algorithm, aiming at gradient explosion and gradient disappearance that may be caused by convolutional neural network, And the problem of low training efficiency has been optimized. The results show that when the noise standard deviation is 50, model 1 can achieve the target accuracy with only 82 iterations, while model 2 requires as many as 56 iterations. For images of different types and noise intensities, the average PSNR values of model 1 are 29.3dB, 30.5dB and 28.9dB, respectively. In addition, by applying Model 1 to VR teaching of arts and crafts, the average score of class 1 is 9.3 points higher than that of class 2. The proposed model effectively optimizes the virtual reality teaching process of arts and crafts, and provides a useful contribution to the application of virtual reality in the field of education.

Principles of ESP Teaching Activity Design - Taking Industrial Design English as an Example

Contemporary university English instruction typically exhibits issues such as antiquated pedagogical notions and a monolithic teaching approach. Conventional teacher-centered instruction, characterised by a lack of interactivity and an inability to completely engage students’ drive to learn, directly results in students' inefficacy in the classroom and suboptimal teaching outcomes, a phenomenon also observed in English for Specific Purposes (ESP) instruction. Crafting effective instructional activities that engage students actively and stimulate their interest can augment both learning efficiency and teaching effectiveness.

Uncovering the Most Effective Pedagogical Techniques for Math Education Using Machine Learning

Many new math educators express that their first years in the teaching field are extremely challenging. They struggle to discover and apply the most effective teaching techniques and behaviors, often without the support of more experienced colleagues. In this study, we use machine learning to find the strategies that novice teachers can adopt to enhance their teaching effectiveness. The core aim is to uncover the relationship between teachers’ performance, as assessed by student evaluations, and their pedagogical methods. These strategies are derived from the final decision tree model, which is trained on a large dataset of empirical data from schools. The data consists of input from 72 math teachers of grades 7-9 and their students in Dubai, used to train two decision tree models: a classification tree and a regression tree. The structure of these trees is analyzed to identify and rank the effectiveness of nine teaching techniques—such as Visualization, Practice, Math Rules, Gamification, Collaboration, Problem-Solving, Case Studies, Assessments, and Language Switching—and four behavioral methods—such as Inspiration, Engagement, Entertainment, and Bonding— in relation to the Student Evaluation Index (SEI), which is derived from student feedback. Results indicate that techniques such as "gamification" and "inspirational behavior" are consistently associated with higher SEI scores across different tree configurations. However, factors such as the demographics and culture of both students and teachers may need to be considered when generalizing these findings to other regions of the world.

Creative Teaching Ability, Motivation, and Self-Efficacy Among Art And Design Teachers in Chinese Universities

This study explores the relationship between creative teaching ability, motivation, and self-efficacy among 425 art and design teachers in Chinese universities. A quantitative survey approach investigated these factors and their influence on teaching effectiveness. Most participants were female, aged 26-35, and held Master’s degrees or higher. The study identified “Evaluation and Reflection” as the most critical aspect for fostering creative teaching, while “Teacher Work Environment and Development” was the strongest motivator. Interestingly, self-development emerged as the most important factor for teacher self-efficacy. Age also played a significant role in the analysis. These findings highlight the interconnectedness of creative teaching ability, motivation, and self-efficacy for effective art and design education. The study proposes a comprehensive development plan for art and design schools based on these results. This plan encompasses strategies for educators, students, schools, and researchers. Educators would benefit from increased professional development opportunities, research support, and effective evaluation methods. Students would experience personalized education, practical training through industry collaboration, and mental health support. Schools could enhance interdisciplinary collaboration, implement international exchange programs, and cultivate an innovative college culture. Finally, researchers would be empowered by an improved research environment with grants, mentorship programs, and academic exchange opportunities. By implementing these recommendations, art and design schools can create an environment that fosters creative teaching, motivates educators, and ultimately enhances the overall learning experience for students.