Teaching-learning Methodology Research Articles

Design of intelligent assistive system for physical education: based on personalized training plan

Instead of viewing different components in solitude, teachers' opinion with respect and pedagogical knowledge demands a comprehension of the relationships connecting them. The instructor must be knowledgeable about the subject matter, comprehend the most effective delivery methods for the information, be acquainted with the traits of the children, and be aware of the academic setting to educate in that field effectively. Sport is still undergoing economic, cultural, and ethical change. On the other side, throughout the past century, science has been the sport's most pervasive transformation. Players can now jump higher, run faster, and, importantly—retain their health due to scientific understanding. Even though scholars, organizations, and governments have indeed encouraged physical education instructors to incorporate software in their classes, technology is often employed for routine duties, such as tracking enrollment and assessing, recording, and reporting children’s' progress. In order to estimate posture in physical training, this research proposes a continuous filter convolution neural network. The approach also assesses the learners' understanding, memory, and accomplishments and offers suggestions for enhancements and remedial actions. The framework and conventional teaching-learning methodologies are then compared characteristics per aspect for output criteria. Finally, the classification algorithm is contrasted with other deep learning algorithms, and it is found that the proposed ConFil_CNN achieves 98.5% accuracy, 96.7% of precision, 93.5% of recall, 95.2% of F1-score and 12.4ms of response time.

Design and validation of an instrument to evaluate the workgroup methodology in university students

Workgroup methodology is often used to promote curricular learning. However, the intentionality in choosing a teaching strategy only sometimes has the best achievement in learning. This study aims to develop and validate an instrument (questionnaire) that is easy to apply and allows the professor to evaluate the effectiveness of the workgroup in learning (curricular) development. An exploratory factor analysis was conducted and three constructs were extracted: Practice, Motivation and Effectiveness. The correlation between the constructs indicates a good relationship and dependence between them. The results show that the instrument is valid and reliable, proving that it could be an essential tool to ascertain whether students see workgroup as a factor that promotes their learning and thus allow the professor to monitor and assess this method´s effectiveness in their teaching strategy. This study leads us to consider developing questionnaires to assess students' perceptions of other teaching–learning methodologies.

STRATEGY MAPS: EXPLORING CASE STUDY METHODOLOGY THROUGH MART (MALAGA RACING TEAM)

This paper presents the experience developed in the course entitled Organisational Management of the second year of the Degree in Marketing and Market Research at the University of Malaga focused on the development of the strategy map of MART (Malaga Racing Team) for the 2022/23 season. MART, a multidisciplinary team made up of more than eighty students from twenty different undergraduate and postgraduate disciplines at the University of Malaga, participates globally in Formula Student. The proposal is based on the case analysis methodology, encouraging students in this subject to carry out a preliminary diagnosis of MART, define its strategic framework (mission, vision and values), and identify and represent a series of strategic objectives grouped by perspectives (economic-financial, customer-market, internal and learning-growth), together with their corresponding causal relationships. This teaching-learning methodology contributes to the achievement of specific and complementary goals of the subject, providing students with the opportunity to apply the knowledge acquired in a practical environment.

THE USE OF THE DISCOVERY LEARNING MODEL IN IMPROVING THE QUALITY OF LEARNING OF ISLAMIC ELEMENTARY SCHOOL STUDENTS

The aim of this research is to provide a reference for learning approaches that are proven to improve student academic achievement in Islamic elementary schools. This research uses meta-analysis to collect findings from other studies sourced from the same literature: five case studies of students using the Discovery Learning learning paradigm published in the national journal of the Higher Education Accreditation Board (Kemenristek Dikti). This research found that the use of the discovery learning paradigm to improve student learning outcomes in Islamic elementary schools is very effective, especially in increasing student achievement in these subjects. Therefore, the Discovery Learning teaching methodology is integrated into teacher-led lesson plans, thus having an impact on students' ability to deepen their understanding of the lesson material.

Comparison of Flipped Classroom Versus Traditional Didactic Lectures among Medical Students: A Mixed Method Study

Abstract Background: Didactic lectures are one of the commonly used instructional methods used for curriculum delivery in medical colleges. These lectures have a limited scope for interactions. Flipped classroom constitutes both an instructional approach and a form of blended learning, designed to enhance student engagement and comprehension. This intentional shift to a learner-centric model allocates initial exposure to new subjects beyond traditional classroom settings, thus enabling classroom time to be dedicated to in-depth exploration of topics, fostering significant learning experiences. Hence, a study was conducted to compare the academic scores of students taught in the flipped method versus traditional classroom and to assess the perception of students regarding the flipped classroom. Methodology: One hundred students were divided into two Batches A and B of 50 students each. Topic one was taught, by the flipped classroom method for Batch A and by the traditional method for Batch B. Topic two was taught by flipped classroom for Batch B and Batch A had traditional class. A multiple-choice question test was done for all the batches at the end of the classes. Perception of students regarding flipped classrooms was assessed through a prevalidated questionnaire on a Likert scale. Results: The mean value of the academic scores of the tests conducted was higher after flipped classroom sessions compared to traditional teaching sessions with a significant P < 0.001. Analysis of the open-ended questions revealed that the flipped class had advantages of in terms of better student involvement. Conclusions: Flipped classroom can be an effective student-centered teaching strategy when properly planned and implemented for higher education. In medical colleges, it can be incorporated as one of the teaching–learning methodologies to teach must know topics.

Why include Case-based Learning in the medical curriculum? – A review

Introduction: Clinical teaching is an irreplaceable component of medical education. It takes place through many teaching–learning methodologies in various settings such as the bedside, classrooms, and the community. Case-based Learning is a method which had been devised to fill the gaps seen in bedside teaching where learning is mostly opportunistic. CBL evolves around pre-selected typical cases from an existing collection through small-group discussions.Method: The objective of the study was to identify the positive features of CBL in clinical education. A narrative review was done to search articles on PubMed and Google Scholar between 2018 and 2023. The search terms were ‘case-based learning’ ‘clinical education’ and ‘medical curriculum’.Results: The narrative review identified articles (n=14) relevant to our study. Case-based learning and discussion were seen as an effective and acceptable learning tool by medical students. It helped them to gain clinical reasoning skills which are critical in clinical decision-making and management. Exposure to case-based learning scenarios, allowed them to relate basic sciences to clinical sciences. Students were able to recollect the concepts that they had learnt by correlating them with case scenarios in a stress-free environment enhancing their critical thinking abilities. It promoted collaborative learning skills among students.Conclusion: CBL was perceived as a good learning tool by students. It is possible to combine CBL with other traditional clinical teaching methods such as bedside teaching. The case-based learning approach promotes recapitulating the basic concepts learned, relating them to a clinical scenario that results in the consolidation of the concepts.

Examining the Effect of Privatized Primary Schools on the Quality of Education under Punjab Education Foundation (PEF)

The primary purpose of the present research work was to analyze the effects of privatization on the quality of primary schools in Punjab working under the Punjab Education Foundation (PEF) and to find out the factors which positively or negatively impact on quality of education. The study was conducted under the positivism paradigm with the quantitative methodology. Two self-developed 5-point Likert scale questionnaires were used to collect data. The cross-sectional survey design was adopted to collect data from the participants. A multistage sampling technique was used to draw data from 746 teachers. The perception of teachers in those privatized schools helped to evaluate and measure the impacts and effects of the PEF schools on the quality of education. Data was analyzed through Statistical Package for Social Sciences (SPSS) 21. The result indicates a small correlation (r=.435) between privatization and quality of education.  The result showed a significant correlation (r=.231) between privatization and quality of education. It was discovered that public schools lack the infrastructure, resources, and perceived quality that PEF-funded institutions do. A significant correlation was found between student outcomes and the quality of PEF schools. A conducive physical environment in classrooms satisfies the psychological and social well-being of students and up-to-date teaching-learning methodologies help to enhance the quality of education in PEF schools.

Comparative study of outcome of the Teaching methods for Early Clinical Exposure in 1st Professional MBBS students: Ward side patient demonstration method Vs Video & Dummy patient demonstration method

Background: Early Clinical Exposure (ECE) is a newer concept of teaching learning methodology which provides clinical perspective and relevance to learning of basic sciences. ECE also orients towards actual clinical scenarios and helps the medical students to correlate their theoretical knowledge with real life situations right from the first year of medical college. Aims and Objectives: This study aimed to compare the outcome of teaching methods for Early Clinical Exposure in 1st Professional MBBS students and to assess the effect and efficiency in their performance. Materials and Methods: This prospective comparative study was carried with a sample population of 50 students of MBBS 1st prof. 2021 batch who were selected by random allocation method and divided into two groups of 25 students each, one acting as Bedside ECE group and other as Virtual ECE group. Pre training evaluation was performed at the beginning of study and Post training evaluation was performed after three months. The student’s feedback was taken regarding advantages, disadvantages and suggestions for further improvement. Results: A statistically significant difference was observed between the Bedside ECE and Virtual ECE group at post training in theory (t=15.682, p<0.001), practical (t=12.671, p<0.001) and total (t=17.460, p<0.001) marks of the students after 3 months training. The mean scores of participants were significantly improved more in the Bedside ECE group (39.92±3.23) as compared to Virtual ECE group (23.04±3.60). Analysis of students’ feedback revealed that Bedside ECE was found to be more interesting method of teaching as compared to virtual methods and helped to develop empathy towards the patients as well as motivated them to read more about the topic and helped in retention. Conclusion: Direct contact with patient has been seen to play a crucial role in development of clinical reasoning, communication skills and professional attitudes. The concept of Bedside Early Clinical Exposure goes longway in helping young minds in grasping clinical and theoretical concepts better by involving all domains of learning. KEY WORDS: Competency Based Medical Education, Early Clinical Exposure, Empathy, Reflection, Bedside ECE, Virtual ECE

Evaluation of the Use of Project-Based Learning in the Nursing Degree.

Project-based learning (PBL) is a teaching methodology that allows students to acquire knowledge and competencies through the completion of projects that respond to real-life problems. The aims of this study were to evaluate the acquisition of knowledge of students of the Aging Nursing subject through a PBL-based intervention and determine the degree of student satisfaction with the use of this methodology. A mixed, quasi-experimental, pre-post study was conducted without a control group using an educational intervention based on PBL and descriptive phenomenology with content analysis of the experiences reported after it. A knowledge questionnaire about nursing homes was administered before the start of the intervention. After using PBL to carry out the subject project, the same knowledge questionnaire and an ad hoc questionnaire on satisfaction, assessment, and improvement aspects were administered. In total, 111 nursing students participated. The difference in knowledge after the educational intervention was significant. The mean pre-intervention score was 5.56, SD 1.50, and the mean post-intervention score was 7.14, SD 1.59, (p = 0.001). In total, 74% of the students stated that they were very satisfied with the use of this methodology. The students had a positive perspective on the process of acquiring knowledge that PBL allows. The students improved their knowledge about the planning and management of nursing homes with the use of the project-based learning teaching methodology. They were very satisfied with said activity. Teachers must be adequately trained for the correct implementation of this teaching methodology. This study was not registered.

Tele-simulation in nutrition and dietetics students, impact on learning and perception: a study pilot

IntroductionDuring the COVID-19 pandemic, tele-simulation emerged as an educational alternative, being useful for the development of Nutritional Care Process (NCP) skills. The importance of this study lies in knowing the impact of tele-simulation on perception and learning for the NCP. The aim of this research was to know the academic performance and the student’s perception of their ability to apply a dietary anamnesis.Materials and methodsA quantitative, longitudinal, three-temporal study was conducted with a purposive sample of 25 Nutrition and Dietetics students during 2021. All students performed three tele-simulations with a standardized patient, in relation to the NCP.ResultsThe mean response among the three tele-simulations developed on perception in tele-simulation with a standardized patient was 4.6 (Scale 1–5). The aspect with the best perception of the students was observed in relation to the feasibility and viability of the tele-simulation. The students improved in disciplinary aspects such as the investigation of the culinary technique, representativeness and quantification of the intake through the application of the NCP.ConclusionTele-simulation with standardized patient is viable as a teaching-learning methodology for the application of the PNC. It is possible to demonstrate a higher performance in the nutritional interview.

New communication tool for basic life support training: smart glasses. A quasi-experimental study

AimTo analyze the effectiveness of a teaching-learning methodology for teletraining in basic life support (BLS) based on communication through smart glasses. DesignPilot quasi-experimental non-inferiority study. ParticipantsSixty college students. InterventionsRandomization of the participants in: tele-training through smart glasses (SG) and traditional training (C) groups. Both training sessions were very brief (less than 8 min) and included the same BLS content. In SG, the instructor trained through a video call with smart glasses. Main variables of interestThe BLS protocol, the use of AED, the quality of resuscitation and the response times were evaluated. ResultsIn most of the BLS protocol variables, the resuscitation quality and performance times, there were no statistically significant differences between groups. There were significant differences (in favor of the SG) in the assessment of breathing (SG: 100%, C: 81%; p = 0.013), the not-to-touch warning before applying the shock (SG: 79%, C: 52%; p = 0.025) and compressions with correct recoil (SG: 85%, C: 32%; p = 0.008). ConclusionsLaypeople BLS-AED brief tele-training through smart glasses could potentially be, at least, as effective as traditional training methods. In addition, smart glasses could be more advantageous than traditional teaching for certain points of the BLS protocol and chest compressions quality, probably due to the capability of real-time visualization of images which supports the BLS sequence. Augmented reality supported teaching should be considered for BLS training, although caution is required in extrapolating findings, and further in-depth studies are needed to confirm its potential role depending on concrete target populations and environments.

Metodologias de ensino-aprendizagem para o desenvolvimento de competências de inovação na graduação em enfermagem

Innovation is defined as the act of innovating, a new concept or idea, which aims to improve quality. Innovation skills can be developed during the undergraduate course, through different teaching-learning methodologies. With the aim of listing the methodologies used and correlating them with innovation skills, a quantitative, exploratory-descriptive study was developed with 13 Nursing undergraduate professors. Data collection took place between February and March 2023, with descriptive statistical analysis. As results, from a teaching perspective, there was a correlation of methodologies with potential for the development of innovation skills, with emphasis on simulation, identified as correlated to the nineteen skills listed. It is concluded that in teaching practice, the correlation between the methodologies used and the innovation skills that can be developed in their application was perceived, which constitutes an important contribution to teaching innovation and the teaching of innovation.

Digital inclusion for social inclusion. Case study on digital literacy

The aim of this research is to identify the differences in access to technologies and digital skills of the population according to their socioeconomic characteristics and to analyse the opportunities offered by new emerging learning environments to promote the social inclusion of vulnerable groups. The digital divide is defined as inequality in the access, use, or impact of information and communication technologies (ICT), and, to address it, it is necessary to build on the conceptual frameworks developed in research to date. This study seeks to 1) identify the main difficulties in digital access and skills and 2) explore what the adoption, design, development, and adaptation of emerging learning technologies mean for the most disadvantaged groups. A quantitative, research design was used. The results obtained show that there are differences in digital skills and access according to education and income level. Different statistical analyses were used, such as non-parametric tests and tests of association between variables. The survey was carried out on a proportional sample of 400 people in La Rioja (Spain). Data was collected through online and face-to-face surveys. A quantitative approach was implemented in the first phase. In the second phase, students of the Social Work degree programme, social work professionals, and users of the Senior Citizens' Center (older adults) were included. The qualitative research is based on the development of digital literacy, which seeks to test and provide new insights into the use of innovative learning-teaching methodologies, with digital materials (micro videos), to promote the use and knowledge of ICT as a means of bridging social (as well as digital) divides.

Nueva herramienta de comunicación para el entrenamiento de soporte vital básico: smart glasses. Un diseño cuasiexperimental

AimTo analyze the effectiveness of a teaching-learning methodology for teletraining in basic life support (BLS) based on communication through smart glasses. DesignPilot quasi-experimental non-inferiority study. ParticipantsSixty college students. InterventionsRandomization of the participants in: tele-training through smart glasses (SG) and traditional training (C) groups. Both training sessions were very brief (less than 8 minutes) and included the same BLS content. In SG, the instructor trained through a video call with smart glasses. Main variables of interestThe BLS protocol, the use of AED, the quality of resuscitation and the response times were evaluated. ResultsIn most of the BLS protocol variables, the resuscitation quality and performance times, there were no statistically significant differences between groups. There were significant differences (in favor of the SG) in the assessment of breathing (SG: 100%, CG: 81%; p=0.013), the not-to-touch warning before applying the shock (SG: 79%, CG: 52%; p=0.025) and compressions with correct recoil (SG: 85%, CG: 32%; p=0.008). ConclusionsLaypeople BLS-AED brief tele-training through smart glasses could potentially be, at least, as effective as traditional training methods. In addition, smart glasses could be more advantageous than traditional teaching for certain points of the BLS protocol and chest compressions quality, probably due to the capability of real-time visualization of images which supports the BLS sequence. Augmented reality supported teaching should be considered for BLS training, although caution is required in extrapolating findings, and further in-depth studies are needed to confirm its potential role depending on concrete target populations and environments.

Mental calculation achievement according to teaching approach: A study with eye-tracking from a neurocognitive approach

Currently mathematics difficulties in schools are a major problem due to several factors. Some research suggest that mathematics teaching-learning methodology could be one of the causes. As a result, alternative teaching methods to the traditional approach (ciphers-based closed algorithm [CBC]) have emerged, such as numbers-based open algorithm (ABN) method. Some research about this new approach has emerged, including neuropsychological studies. The current study aims to analyze performance and potential cognitive differences in solving a computerized task linked to eye-tracking device, comparing CBC and ABN approaches. 18 5th & 6th graders participants were evaluated through a computerized mental arithmetic task. Nine participants learned mathematics with CBC, and nine with ABN approach. Participants were distributed according to his/her mathematical performance rate in three sub-groups, three students per sub-group: low, medium, and high. The ABN method group obtained a higher overall score in the computerized task (mean [M]<sub>CBC</sub>=16.22; M<sub>ABN</sub>=17.11), but the differences were not statistically significant (p=.690). However, significant differences have been found in two eye-tracking measures. ABN method group obtained a lower number of fixations average in areas of interest [AOIs]) (M<sub>CBC</sub>=5.01; M<sub>ABN</sub>=3.85; p=.001), and a lower pupil diameter average in AOIs (M<sub>CBC</sub>=4.07; M<sub>ABN</sub>=3.91; p=.001). This occurred regardless of the participants’ mathematical performance. These results suggest that differences between groups were not in task performance, but in cognitive effort spent in solving the task.

Mentoring impact on the transversal competence’s development. An experience of educational accompaniment in the integral formation of the university student

IntroductionThe adaptation of universities to the new guidelines set by the European Higher Education Area implies relevant changes. Among them, a teaching model more focused on the student and his or her learning than on the teacher and the subject, new active teaching-learning methodologies and the development of competences through the acquisition of learning outcomes; all with the aim of contributing to the integral formation of the university student. The integral formation, enabling each student to discover and realize their own life project, is nourished by educational accompaniment and the development of competences. A concrete form of educational accompaniment is mentoring. The objective of this study is to evaluate the formative effectiveness of an innovative mentoring program in the development of transversal competences as a means to achieve the ultimate mission of the university: to provide a comprehensive education to students.MethodsThe design of this research is quasi-experimental (pretest-posttest). The sample consists of more than 300 first-year students of the Universidad Francisco de Vitoria who participated in the mentoring program. A questionnaire on transversal competences and group interviews were used as measurement instruments.ResultsThe results showed significant differences in the level of acquisition of intrapersonal competences between the pre-treatment and post-treatment periods, in favor of the latter. This fact suggests that students improved their level of intrapersonal competences thanks to the mentoring program. These results are subsequently supported by the analysis of the group interviews.DiscussionTherefore, it can be concluded that this type of mentoring program is a valid example for the development of intrapersonal competences, which in turn contributes to the integral formation of the student.

Use of Gamification to Approach the Algebraic Language and Equations in 1st Grade of Secondary Education

Active methodologies, as innovative agents, are becoming more and more frequent in education, but they are not a majority. However, it is a good resource to adapt the educational system to the current society based on knowledge and information.
 This article shows a useful and effective tool to connect with the needs and interests of students through an active methodology. The proposal, a gamification (teaching-learning methodology based on the mechanics of games), approaches the students of 1st grade of secondary education to the algebraic language and equations, combining cooperative learning activities.
 Working through gamification means a higher academic performance, an increase in motivation and the development of a positive attitude allowing, in addition, to attend to diversity in the classroom and the use of ICT promoting collaborative work.
 Gamification, based on the use of ICT, facilitates the acquisition of knowledge in a more attractive way, favoring their performance.

Modalidad virtual como estrategia didáctica para el proceso de enseñanza-aprendizaje en la carrera de Derecho

In this study, the technological, methodological, motivational and cognitive availability was analyzed to implement a virtual course as a teaching strategy in the teaching-learning process in the Law degree. A propositional-descriptive study was carried out, showing that 87.5% of students consider it positive to use technologies to learn, while 52.1% claim to make good use of them. Regarding the use of technologies by the teacher, 50% rate it as low for presentations in class and 54.2% for evaluation. Furthermore, 56.3% consider that the teacher has little technological mastery. However, 64.6% of students consider that it would be beneficial to implement a change in teaching-learning methodology. The teacher recognizes his pedagogical and technological skills, and is willing to assume a virtual teaching model. As a result of this study, a virtual course on Procedural Law, Judicial Branch Law and Notarial Law was designed in the Law degree, using the Moodle platform, with the aim of improving academic efficiency.  

Implications on the Effectiveness of Online Tertiary Education at Higher Education Levels of Imparting Education in Zambia

This article aims at analyzing the effectiveness of the online tertiary education at higher education levels in Zambia. The background of this study is based on the policy direction of the revised curriculum of 2013 where stress and emphasis was given to teaching in Colleges and Universities using online teaching and learning platforms. The need for online teaching and learning methods has become the priority in most institutions of the world and in the space taken to study in this paper. This type of system is to enhance teaching prospects to students staying in distance from the place of the establishment of the institution. Furthermore, the pandemic effect on society in most parts of the world favored the tertiary teaching learning methodology and strategizes the innovative approach to imparting of education that became the most need to the reality in modernity. Nevertheless, this paper harps on the effectiveness of such an approach and a sample space was taken to comprehend the practicality of such usage. On analytical performances to derive a positive result, questionnaire method was taken to practice, which was specially designed to be used amongst the students of higher education levels. More than 100 students were taken for sample space and the students from the universities and colleges of varied professionalism took part in the survey. The survey turned to be a positive expression of effectiveness as taken to study.

Impact of a New Module to Enhance the Learning of Ethical Principles in Students of Phase I MBBS Course

ABSTRACT Background: Healthcare decisions need to be based not only on clinical and technical grounds but also on ethical considerations. Aims: To develop a module for teaching ethics to newly admitted medical students and help medical students recognize the importance of being sensitive to ethical issues in daily clinical practice and develop the ability to address the ethical concerns of patients efficiently. Methodology: An interactive module was developed and introduced among first-phase MBBS students over a period of 4 weeks after taking institutional ethical clearance and informed consent of the participants. Results: Two hundred students of First Phase MBBS batch 2021-2022 participated in the study. Students performed significantly better in the post-test examination (mean ± standard deviation: 89.65 ± 4.9) as compared to the pretest examination (mean ± standard deviation: 49.34 ± 12.02); P value <.0001**. Students and faculty members were satisfied with the teaching-learning methodology implemented. In the one-month period of time, 48 students could complete the Good Clinical Practice course available at https://gcp.nidatraining.org/with more than 80% marks after appearing for 11 examinations and receiving certificates valid for three years. Conclusions: The present module on medical ethics introduced among first-phase MBBS students helped them to learn the core principles of ethics in medicine. It increased their critical thinking and problem-solving abilities.