Teaching-learning Methods Research Articles

Effectiveness of Digital Learning in Community Mental Health Care Among Nurses in India.

Digital learning is a cost-effective and time-saving approach in higher education. The present study aimed to check the impact of continuing nursing education programs through digital learning by connecting Indian nurses to NIMHANS Digital Academy (NDA). One group pre-test and post-test design was used for this study. Overall, 217 nurses registered for the course and 146 nurses were recruited on the basis of eligibility and their Expression of Interest (EoI) through the online registration portal. All the nurses who had access to the internet and enough internet literacy were included in the study. 64 nurses had not submitted the post-test due to various reasons within the stipulated time. Hence, the final sample achieved and calculated for the analysis was n = 82. The data for this study were collected through the retrospective chart review method. The findings of this study reveal that most of the nurses in India had willingness and readiness for digital learning. All the nurses who joined the NDA learning program stated that they would like to improve their knowledge regarding mental health and illness, to identify and manage mentally ill patients efficiently. The results indicated that the training provided through NDA positively impacted the nurses' knowledge and fulfilled their learning needs. Statistical analysis showed a significant difference between knowledge, practice, and confidence score changes for the two-time point period, i.e. before and after the training. It can be concluded that conducting Continuing Nursing Education (CNE) through a digital learning program is an effective teaching-learning method in the nursing curriculum.

THE APPLICATION OF CONTEXTUAL TEACHING AND LEARNING (CTL) IN TEACHING AND LEARNING READING FOR THE ELEVENTH GRADE STUDENTS OF SMA N 1 JATINOM

The study aims to answer the question which becomes a problem of this study: “How is the application of the Contextual Teaching and Learning (CTL) in teaching and learning reading for the eleventh grade students of SMA N 1 Jatinom?”. The data are collected through observation, interview, and documentation in the process of the implementation of the Contextual Teaching and Learning (CTL) learning method. This study uses four steps to analyze data, namely data collection, data reduction, data display, and conclusions drawing. The step of application of Contextual Teaching and Learning (CTL) In the first step the teacher conveys the material to students and asks to listen to the material being explained. Secondly, the teacher asks students to read some of the material that has been explained. Thirdly, the teacher makes group discussions by dividing students into four groups, each group consisting of eight students. The fourth, students conducted discussions with their groups. Finally, students show the results of their discussion. After applying the Contextual Teaching and Learning (CTL) model, it becomes easier for students to understand the material and the teaching and learning process becomes more active and interactive.
 Keywords: application; reading; Contextual Teaching and Learning (CTL) model

The Effects of Learner Characteristics on Learning Flow and Learning Satisfaction in the Flipped Learning of Chinese Beauty Major College Students

The advancement of information and communication technology, a central element in the Fourth Industrial Revolution, is influencing the way people think and act with the introduction of artificial intelligence, augmented reality, and the Internet of Things. In education, there's a notable shift from a teacher-centric approach to a learner-centric environment, emphasizing the flipped learning teaching method that facilitates self-directed learning. This study examined how learner characteristics influence learning flow (classroom class and online class) and learning satisfaction in order to establish a foundation for the effective implementation of beauty education in a flipped learning environment. An empirical study was conducted from July 10 to August 10, 2023, involving 166 surveys administered to beauty-related students in China. The data were analyzed using SPSS 25.0, employing techniques such as frequency analysis, factor analysis, reliability analysis, descriptive statistics, correlation analysis, and multiple regression analysis. The research findings indicated high reliability scores for learner characteristics (3.98), learning flow (3.75), and learning satisfaction (3.77) within the flipped learning environment. Correlation analyses between learner characteristics, learning flow, and learning satisfaction revealed statistically significant correlation, especially in terms of the correlation between learning attachment of learner characteristics and learning self-efficacy in learning satisfaction. In particular, a higher level of learning attachment in learner characteristics was associated with a statistically significant positive effect on learning satisfaction, whether in online or classroom learning contexts. The research findings suggest that flipped learning classes can improve students' satisfaction by boosting their learning attachment, leading to increased learning self-efficacy. This study highlights the importance of a flipped learning instructional approach when designing courses to enhance learning flow and attachment, addressing academic self-regulation and self-determination motivation.

Study of the Application of the CLIL Method in Bilingual Macroeconomics Teaching

This article discusses the methods and considerations of applying the Content and Language Integrated Learning (CLIL) teaching method to bilingual teaching in macroeconomics. The paper begins by introducing the concept of the CLIL teaching method and its unique features in the context of economics courses in higher education. Subsequently, the article delves into the methods of applying CLIL in bilingual macroeconomics teaching, including bilingual classroom lectures, bilingual textbook design, bilingual group discussions, macroeconomics case studies, bilingual classroom interaction, and bilingual writing. Lastly, the paper highlights key issues in teaching.

Impact of Foundation Course on First MBBS Students and Their Level of Satisfaction – A Programme Evaluation

Abstract Background: The competency-based medical education new curriculum stresses on the foundation course at the beginning of the MBBS programme, with an objective to orient the students on new knowledge and skills that will aid them in adapting to the new professional environment, providing the opportunity for faculty and peer interactions and sensitisation towards various teaching–learning methods. Aims: The Aim of the study was to analyse the student’s feedback on the foundation course and to determine the level of satisfaction of the learners towards the course. Patients and Methods: This was a programme evaluation of foundation course for newly joined MBBS students in Mamata Academy of Medical Sciences, Hyderabad, Telangana, India, during December from 12th to 19th for 7 days. Results: On feedback analysis, around 90% of the students were satisfied with all the sessions and the students have expressed a high level of satisfaction towards the sessions of teamwork, leadership skills, interpersonal communication skills, Basic Life Support (BLS), first aid, field visit and Indian Medical Graduate (IMG) goals. A statistically significant difference between the mean scores of pre and post test was found. Conclusions: The overall feedback on the foundation course was satisfactory. Students have gladly received the foundation course and they were well sensitised by the topics covered and activities conducted. There was a significant improvement in their assessment scores. Thus, the impact of the foundation course will definitely help in accomplishing the goals of IMG effectively.

Correlation Analysis of Self-Concept and Interpersonal Communication Among Generation Z Nursing Students at Pre-Professional Nursing Practice

Background: Interaction between people is facilitated by communication. The self concept might take on a positive or negative form. Gen Z is unique among current generations. Not just for the social structure they have come up in, but also for their spending habits, which differ from other generations. Objective: to investigate the possible relationship between generation Z nursing students' interpersonal communication skills and their self concept. Methods: A cross-sectional approach to correlation analysis was used in the research technique. The instruments were questionnaires and observations. The research sample consisted of 70 seventh semester preprofessional nursing students from Banjarmasin, selected using a total sampling technique. The Spearmen Rank Correlation test was utilized in this investigation. Results: indicated that 95.7% of students exhibited a good self concept, whereas 78.6% of students had intermediate levels of interpersonal communication abilities. The statistical test results showed a significant link (p < 0.05) between nursing students' self concept and their interpersonal communication skills. Conclusion: Students have a positive self concept, but clinical practice experience and social media influence their interpersonal communication skills. Suggestion: It is necessary to develop a program to improve both the positive nursing student’s self concept and teaching learning methods suitable for Z generation nurses to their communication abilities.

Learner’s perspectives and outcomes of peer role play as a teaching learning method for prescription communication skills in second year medical students at a tertiary teaching hospital in India

Background: Medical education in India is experiencing a positive shift from traditional curriculum to competency-based medical education. Among the different initiatives, inclusion of role-play with specific aim of improving prescription communication skills in the current curriculum, could lead to beneficial patient- response outcomes. This study aims to evaluate the undergraduate medical student’s perspectives on implementing role-play for learning about prescription communication. Methods: This was a cross-sectional observational study conducted in the department of pharmacology involving second-year medical students of Vydehi institute of medical science and research centre participating for a month-long duration. An internally validated questionnaire was used to assess students’ perspectives on role-play in prescription communication. The outcome was evaluated based on students’ performance in prescription writing and appropriate communication before and after the role-play session. The data obtained was analysed using the SPSS software. Results: The mean score for the overall benefit of role play for prescription communication for all responding participants (n=163) was 4.2 out of 5. In this study, 89.4% of students agreed that role-play in prescription communication should be an essential aspect of their training in the curriculum and is worth taking this additional effort. 84.6% of students found that, the sessions helped to understand and share the pharmacology concepts better. Mean pre and post role play prescription writing assessment scores in students was 7.59 and 9.01 out of 10 respectively. Conclusions: Role-play was well received by the students as a low-cost innovative teaching methodology for better understanding of Pharmacology concepts as mandated by the CBME curriculum. It helps in understanding the importance of teamwork and error-free prescription communication for future clinical practice. Overall, following appropriate demonstration, use of role-play showed significant improvement in student performance in prescription communication.

Differences in Learning Outcomes Mathematics Student Using the Jigsaw Method and Contextual Teaching Learning in the Principal Discussion Rectangular Flat Building

Study This aim for know difference results Study taught students use method Jigsaw and Contextual Teaching Learning methods in the main discussion Get up flat facet four. Data analysis to test hypotheses with formulas t test statistics. The type of research used is experimental research. From the two sample groups, one experimental group 1 was determined , namely class VIII b and one experimental group, namely class VIII c , both groups were given the same instruments. Where are the instruments totaling 10 items the most important question formerly tried out For know validity , reliability , level difficulty and distinguishing power . Based on The results of the research data state that the learning outcomes of the two sample groups are different. After carrying out the requirements test, namely the normality test using the Liliefors test using the Jigsaw method, it was obtained that L 0 = 0.1342 and L table = 0.161, with the CTL method, L 0 = 0.1232 and L table = 0.161 were obtained from the two samples L 0 < L table and both classes have a normal distribution and the homogeneity test with the variance comparison test obtained F Hit = 2.26 and F table = 2.424, so F Hit < F table then both classes have homogeneous variance. The hypothesis is tested with the t test and the real level α = 0, 05 obtained t hit = 0.885 and t tab = 2.019 it turns out that t hit < t tab , t hit is outside the acceptance of Ho so Ho is rejected, meaning there is a significant difference between the learning outcomes of students taught using the Jigsaw method and the CTL method in building materials rectangular flat.

Design and Validation of Clinical Education Curriculum Pattern Based on Social Accountability for General Medicine Course: A Mixed Method Study

Introduction: In the social accountability of the curriculum, all medical education activities are aimed at training doctors who are able to meet the health needs of society. In Iran's medical education system, there is a weakness in responding to the needs of society, and the connection between students and society has gradually weakened. The purpose of this study was to design and validate a clinical education curriculum model based on social accountability for general medicine students. Methods: A sequential exploratory mixed-method approach was used to conduct this study at Tabriz University of Medical Sciences, combining qualitative and quantitative methods. The model was designed using the inductive content analysis method in the qualitative stage and validated through the descriptive-survey method in the quantitative stage. In order to collect data in the qualitative part, the method of studying previous documents, scientific texts and semi-structured interviews with experts and specialists was used, and in the quantitative part, a questionnaire prepared by the researcher was used. The model was developed using the views of 14 professors and 5 general practitioners, selected through purposive and sequential sampling until information saturation was reached. The model was validated by obtaining opinions from 15 experts using a purposeful and criteria-based method. The content validity ratio (CVR) was estimated using the Lawshe's formula. Results: In the qualitative phase, this study identified the characteristics of an ideal clinical education curriculum for a general medicine course based on a social responsibility approach. The characteristics identified were based on the four elements of Tyler's model. Based on the findings of this part of the research, the extracted codes in 114 subcategories and 13 main categories include goals: knowledge, attitude, and skills; Content: clinical sciences and skills, health sciences, behavioral sciences, social and professional ethics, communication and leadership skills, and content organization; Teaching-learning methods: educational strategies, and teaching-learning methods; Assessment methods: performance assessment in vivo, performance assessment in vitro, and essay assignments. In the quantitative phase, the designed model's components and elements underwent validation through expert agreement and received approval with a content validity ratio of CVR=0.81. Conclusion: In the proposed pattern, the clinical competencies required by general practitioners were the main focus of designing, explaining and describing curriculum elements. Also, this model is designed in such a way that it can meet the needs of society and medical students. It is suggested that medical school officials and curriculum planners use the proposed model in designing the curriculum of general medicine courses to enable medical students to respond to the needs of society.

Persepsi Kesiapan, Sikap dan Motivasi Belajar Mandiri terhadap Pembelajaran Matematika secara Kolaboratif Berbasis Online

The research aims to describe the readiness, attitude and motivation of self-learning towards collaborative online based mathematics learning during the covid-19 pandemic. The researcher applies a quantitative descriptive methods in this study. Data collection has been done by giving three kinds of questionnaires including readiness, attitude and self learning motivation during covid-19 pandemic, and has distributed to 80 students in 3 Senior High School and 1 Vacational High School at Nuha district. The result of this research shows that the students are ready for Mathematics learning collaborative online based during covid-19 pandemic. That is supported by their ability to operate the computer and the usage of internet as well as their online learning experience they have been through for 2 years in online learning situation. Students' motivation towards learning mathematics through the implementation of online based collaborative learning is inconsistent even though it is in moderate level of motivation. Some students prefer the face to face learning process to online learning process and think that the previous learning will provide better learning outcomes. This is a challenge for teachers to prepare for the new normal phase with more interesting teaching material, strategies and learning methods by the development of digitalization of learning

메이크업 교육에 에듀테크를 활용한 TBL 교수학습지도안 개발

This study aims to develop the edu-tech-based learning stressed by the 2022 revised curriculum and suggest a specific teaching-learning method applying the TBL currently emphasizing team activities. We chose the ‘beauty styling’ competency element, which needs convergence education, among the makeup subjects of the 2022 revised beauty curriculum and prepared a TBL lesson plan. Then, we surveyed teachers of beauty subjects from 10/1/2023 to 10/31/2023 and verified it using SPSS 22. As a result, all the compositional suitability, educational effects, and practicability of it were verified for its high suitability. Based on this result, we suggest the necessity to prepare training for the practical edu-tech lesson to make it settled down. Then, ways to share lesson plans and teaching materials should be found. Additionally, edu-tech should be considered when preparing the curriculum, teaching and learning, evaluation, etc to develop the creativity-convergence ability of students, and we expect this lesson plan to be used for various subjects.

플립러닝을 적용한 보건교육학 수업의 효과

Objectives The purpose of this study is to provide basic data for nursing education by identifying the effects of health education classes applied with flipped learning on learning motivation, learning-related self-direction, self-efficacy, critical thinking disposition, problem-solving ability, and learning satisfaction of nursing students. Methods The study design is a one group pre-post design, and 151 sophomore nursing students who took health education courses at one university were selected from September 1st to December 6th, 2022. Data collection was conducted during the course of the class. For data analysis, descriptive statistics, paired t-test, Pearson's correlation, and stepwise regression were performed using the SPSS Statistics 22.0 program. Results As a result, learning motivation (t=-3.40, p<.001), learning-related self-direction (t=-2.84, p<.005), self-efficacy (t=-2.98, p<.003) and learning satisfaction ( t=-3.08, p<.002) was significantly higher than the level before flipped learning, and problem-solving ability (t=-1.23, p=.218) and critical thinking disposition (t=-0.86, p=.390) had no significant difference. In addition, the factor influencing learning satisfaction was learning motiva-tion, and their explanatory power was 40.0% (F=100.95, p<.001). Conclusions Through this study, it was confirmed that the health education class applying the flipped learning method is an effective teaching-learning method. A specific strategy for applying teaching and learning methods is required to increase learning satisfaction and strengthen learning competency for nursing students.

프랙탈 활용 교수-학습 지도가 고등학생의 수학에 대한 흥미와 가치 인식에 미치는 영향 분석

Objectives As one of the ways to overcome the problem of low defining characteristics of mathematics among Korean students, this study aimed to investigate whether teaching and learning guidance using fractals improves interest and value perception, which are sub-factors of defining characteristics of mathematics. Methods To this end, we conducted a pre- and post-survey on interest and value perception among 18 high school students in grades 1-2 in Seoul, and conducted a t-test on the results. In addition, we analyzed the activity sheets written by students during the 10th session of teaching and learning guidance, and conducted semi-struc-tured interviews with four students about their teaching and learning activities. Results After analyzing the pre- and post-survey results for reliability, a t-test was conducted, and significant re-sults were found in the areas of interest and value perception. We also analyzed activity sheets from each lesson and transcribed and analyzed semi-structured interviews with four students, all of which showed that a variety of fractal-based teaching and learning instruction improved high school students' interest in and perceived value of mathematics. Furthermore, we found that the teaching and learning activities that were affected by the increase in defining characteristics differed across students. Conclusions The findings that fractal-based teaching-learning guidance improves high school students' interest and value perception in mathematics suggest that it is necessary to actively explore various teaching-learning methods to improve students' defining characteristics, and that the activities affected by students' defining char-acteristics are different from each other, providing educational implications for teaching-learning guidance.

Understanding Education System in Rural Communities

The main objective of this research paper is to acquire an efficient understanding of education system in rural communities. More than 70 percent of the population resides within rural communities. The rural individuals have recognized the meaning and significance of education. They have formed the viewpoint that education imparts information in terms of not only academic subjects, but also in terms of strategies, which are necessary in promoting enrichment of overall quality of lives. They have reinforced the viewpoint that they will acquire employment opportunities and will enhance their overall standards of living, when they will acquire education. Within rural communities, the system of education is in an under-developed state. In other words, there are occurrences of various types of dilemmas and challenging situations within the course of achievement of educational goals. Furthermore, teaching-learning methods, teaching-learning materials and instructional strategies are in an under-developed state. In addition, the individuals are not being able to hone creative skills, as various types of extra-curricular and creative activities are in a well-developed condition. Therefore, in rural communities, education system is not well-developed and there is a need to formulate programs, which would promote enrichment of overall system of education. As a consequence, progression will take place of individuals, communities and nation as a whole. The main concepts that are taken into account in this research paper are, objectives of acquisition of education, impediments experienced within the education system in rural communities, and measures to be implemented in promoting enhancement of education system in rural communities.

Understanding the Education System in Urban Communities

The individuals, belonging to all communities, categories and socio-economic backgrounds have recognized the meaning and significance of education. They have formed the viewpoint that education is the instrument, which not only imparts information in terms of academic concepts and lesson plans, but also in terms of ways that are necessary in emerging into moral and ethical human beings. The system of education within urban communities is well-developed. On the other hand, within rural communities, it is not in a well-developed state, hence, rural individuals migrate to urban communities in order to acquire education. The educators in educational institutions of all levels are having the primary goal of leading to effective growth and development of students. Furthermore, the teaching-learning methods, teaching-learning materials and instructional strategies are in a well-developed state. With advancements taking place, educators are making use of various types of modern, scientific and innovative methods and materials in the implementation of different types of tasks and activities within educational institutions of all levels. As a consequence, students are able to achieve educational goals and developments takes place of overall system of education. Therefore, it is understood on a comprehensive basis that system of education is well-developed within urban communities throughout the country. The main concepts that are taken into account in this research paper are, understanding importance of education system in urban communities, features of education within urban communities and advantages of acquiring education within urban communities.

INTEGRATION OF DOU YIN MEDIA AND HEURISTIC TEACHING METHOD IN DRAMA PERFORMANCE ACHIEVEMENT OF GRADE 10 STUDENTS IN YUNNAN PROVINCE, CHINA

This study aimed to use the integration of Dou Yin and the heuristic teaching method to improve students' performance and achievement in drama. The group consisted of 30 Chinese students in Grade 10 in Yunnan Province, China. Four lesson plans, a pre-test, a post-test, and a questionnaire were used to collect data, and descriptive statistical analysis and a paired sample T-test were used for analysis. The data were collected for a four-week period, and the teaching experiment was conducted in a middle school in Yunnan Province.
 Pre-test and post-test results showed an improvement in drama performance in the sample group, with a mean difference of 3.24 points between pre-test scores (=33.13, SD=2.88) and post-test scores (=36.37, SD=2.97). The data collected from the questionnaire show that all items in the questionnaire were highly evaluated. The majority of students in the sample group expressed positive satisfaction with the application of the integration of Dou Yin and heuristic teaching methods in drama performance learning. This study showed that the integration of Dou Yin and heuristic teaching methods provides a new teaching idea for learning drama performance.

THE USE OF MIND MAPPING AND GAME TEACHING METHOD FOR ENGLISH VOCABULARY SKILL OF GRADE 8 STUDENTS IN YUNNAN PROVINCE, CHINA

This study compared grade 8 students’ English vocabulary skills before and after using the Mind Mapping and Game Teaching Method and investigated their satisfaction with the use of the Mind Mapping and Game Teaching Method in an English vocabulary course in Yunnan Province, China. The sample group consisted of 30 eighth-grade Chinese students. Quantitative data were collected through four lesson plans: a pre-test, a post-test, and a questionnaire, and were analyzed using means, standard deviations, and paired sample t-tests. The data collection lasted for four weeks. The results obtained from the pretest and posttest showed that the students in the sample group improved their English vocabulary skills with a pretest score (x = 20.93, SD = 3.97), and a posttest score (x = 25.20, SD = 2.41). The data collected from the questionnaire demonstrated that all items on the questionnaire were rated at the highest level. Most students in the sample group expressed positive satisfaction with the use of mind mapping and game teaching methods in English vocabulary learning. This study demonstrated that the use of the mind mapping and game teaching methods provided an alternative and effective method for learning English vocabulary. Therefore, English teachers from all over the world, including China, can consider this method an option.

OPTIMIZING STUDENT ACHIEVEMENT WITH A QUANTUM TEACHING APPROACH

Problems in learning activities often hinder teachers and students in achieving educational goals. Students' learning difficulties are usually due to the use of inappropriate methods as well as obstacles in providing feedback and improving students' learning skills. This research explores and analyzes the use of Quantum Teaching methods in increasing motivation through a fun and interactive approach. The approach used is descriptive qualitative to provide a detailed description of the use of Quantum Teaching methods in classroom learning. Data were collected from relevant and credible literature sources such as books, scientific articles, newspapers, magazines, and other publications. Content analysis techniques organize information based on relevant themes or categories. This study found that using Quantum Teaching techniques through the TANDUR phase (Grow, Experience, Name, Demonstrate, Repeat, and Celebrate) improved students' cognitive, affective, and psychomotor achievements. Analysis shows that six levels of cognitive learning, five levels of affective activities, and seven stages of psychomotor activities can all be improved by this method. This research provides an in-depth insight into the effectiveness of Quantum Teaching in improving student achievement. The findings provide a basis for educators to adopt more interactive and fun learning strategies and identify factors that influence the effectiveness of this method in the educational context.

Comparing Grammar Translation Method and Communicative Language Teaching in EFL Context: A Qualitative Literature Review

Teaching English as a foreign language (EFL) differs greatly from teaching English as a first language (L1). To ensure that teaching and learning are successful and efficient, teachers must possess a broad range of pedagogical expertise. Each method needs to be adjusted to the particular educational and environmental setting. The primary objective of this article is to provide comprehensive insights into two prominent language teaching methods, namely the Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). While GTM has been historically prevalent, CLT has recently gained widespread popularity. This paper focuses on the understanding of educational practitioners, particularly in the domain of English Language Teaching (ELT) setting, by conducting a comprehensive comparison of GTM and CLT thoroughly, focusing on teaching techniques, characteristics of both teaching methods, and the way the instructor addresses students’ mistakes. Although CLT is recognized as the more realistic and advantageous method in contemporary contexts, it is still acknowledged that GTM possesses certain positive attributes. Additionally, since every country has its own unique set of circumstances, social norms, and background, the teacher must be aware of the most suitable teaching-learning method.

Meaningful learning in a realistic drug simulation scenario

This study addresses the use of David Ausubel's Theory in a didactic sequence developed specifically for realistic drug simulations. Objective: to test the usability of a didactic sequence developed for realistic simulation in the preparation and administration of parenteral drugs in critically ill patients; to improve the applicability strategy of the didactic sequence for adjustments and subsequent validation. Methodology: qualitative observational study, which took place in May 2023 during a workshop on the preparation and administration of medication, using the evaluation tool validated by Raurell-Torredà as a model for data collection. Nursing undergraduate students from the 5th period onwards were invited to take part in the research to carry out a medication simulation during the workshop, A pre- and post-intervention questionnaire was carried out using a QR code to capture the answers, a semi-structured questionnaire with 11 questions on the subject, the data collected was arranged in an information bank using Microsoft Office Excel software and analyzed using descriptive statistics. Results and Discussions: It can be seen that realistic simulation is a teaching-learning method that is little used, with 77.8% of the students having had contact with it for the first time. Conclusion: Although it is an effective teaching-learning strategy, undergraduate courses should structure their teaching strategy to include this teaching model in the course curriculum in order to improve teaching on the preparation and administration of medicines.