Teaching Learning Resources Research Articles

Challenges and Coping Mechanism on The Transition from Modular Scheme to Face-To-Face Modality: Implication to Teacher’s Competency

The purpose of this study is to determine perceived challenges faced by MAPEH teachers during the transition from modular to face-to- face modality in terms of workload, students’ behaviour, teaching learning resources, teacher’s competency and training and supports. Also, to determine their perceived coping mechanism using the problem-focused, emotional-focused, and avoidant- focused. Additionally, to know the MAPEH teachers’ level of teaching competency in terms of content knowledge and pedagogy and learning environment. Findings revealed that the MAPEH teachers perceived challenges on limited teaching hours (3.64), students’ disruptive behaviour in sitting still, disturbing, and shouting/screaming toward others (3.78), have personal and family problems such as parent separation, financial support, and school pressure (3.82). As well as the absence of a reliable internet connection to support limited learning materials (4.00), limited textbooks, self-learning modules (3.98), and the lack of available electronic devices such as a computer, television, overhead projector, and audio speaker use for teaching learning (3.91). Moreover, respondents experience limited Trainings, seminars, and webinars for MAPEH teachers (3.71). Meanwhile, research result showed that Problem-focused (4.42) and emotional- focused (4.23) often perceived coping mechanism. Therefore, study shows that there is no significant relationship between challenges variables and Content Knowledge and Pedagogy is partially accepted. However, there is a positive significant relationship between the challenges variables and teacher’s competency is partially sustained. Moreover, there is no significant relationship between coping mechanism variables and content knowledge and pedagogy as well as the teaching environment competency.

Factors Affecting the Implementation of Blended Learning Modality

Blended learning is relatively new in public schools in the Philippines, yet its increasing demand highlights notable challenges hindering effective teaching and learning. In this context, this study aims to assess the factors influencing the implementation of blended learning at medium-sized School Division within a highly urbanized city in Central Philippines, during the School Year 2022-2023. Employing descriptive and quantitative research methods, a 30-item survey questionnaire was administered to ninety-six (96) teachers. Findings reveal low factors affecting the implementation of blended learning in teaching-learning resources and ICT skills. In contrast, moderate levels were observed in stakeholders’ support, interpersonal communication skills, and self-management skills. Furthermore, significant differences were noted in the level of ICT skills based on educational attainment and teaching experience. These results offer insights for enhancing current policies and guidelines for blended learning implementation. Keywords: Elementary education, empirical-based approach, blended learning modalities, Bacolod City, Philippines

Contemporary Language Policy in Tanzania: Cui Prodest? Cui Bono?

Contemporary Tanzania is one of the few African countries where the population speaks the indigenous language of Kiswahili, with English playing a major role as one of the two official languages. The article explores the reasons for the language policy the country has employed since independence and the key factors that determine it. Analyzing the political functions of the two languages, the author comes to the conclusion that English is perceived mostly as a means of social mobility (status value) and promotion of Tanzania’s cultural and economic diplomacy abroad (foreign policy value), while Kiswahili serves as a tool for national self-identification, communication, political participation, and unification. At the same time, the country’s policy in this field sometimes appears inconsistent as far as the proportion of language choices is concerned, which is especially evident in education. In addition to the insufficient teaching qualifications and learning resources, a stakeholder analysis reveals that a significant part of the Tanzanian elite tends to resist or even sabotage Kiswahilization, viewing English as a gateway to better employment prospects and even a way to emigrate. This viewpoint is supported by the Anglophone countries, in particular the UK, which is interested in maintaining Tanzania within the sphere of its political and economic influence. However, as the Tanzanian government’s resolve to promote Kiswahili internationally seems to be gaining ground, it is unlikely to abandon the language in the public space over the medium term. In this regard, it would be appropriate for Russia to participate in joint programs and projects with Tanzania that involve the development of Kiswahili and its promotion in other African countries.

Practice of Educational Administration Theories in Secondary School of Bangladesh

The efficient execution of educational programs in schools has made the position of educational administrators increasingly important. Theories offer a conceptual structure that facilitates comprehending, forecasting, and managing behavior within organizational settings. The purpose of this study is to explore the practice of educational administration (EA) theories in secondary school of Bangladesh, and the role of educational administrators. A qualitative approach is used for gaining in-depth understanding in the real-life-situation. Semi-Structure Interview and Focus Group Discussion have been used to collect data. Data have been analyzed using thematic analysis technique. Findings show that secondary schools of Bangladesh are practicing the Scientific Management Theory and System Theory collaboratively through maintaining formal structure. Human Relationship and Behavioral Approach Theory have been practiced in the shadow of formal structure. As well a hybrid approach is being practiced in the schools. The administrators find the challenges to practice these theories. The challenges are lack of infrastructure, scarcity of teaching learning resources, teacher-student-ratio, local conflict, and school managing committee’s internal clash. The findings of this study would be useful for educators, educational administrators and researchers in advancing EA theories in education. Teacher’s World: Journal of Education and Res arch, 50(1): 135-154

Early Childhood Education Teachers’ Use of Teaching Learning Resources in the Implementation of Play-Based Activities within the Hemang Lower Denkyira District of Ghana

The main purpose of this study was to assess ECE Teachers’ use of teaching learning resources in the implementation of play-based activities within the Hemang Lower Denkyira District. The study adopted the qualitative research approach. The case study design was adopted for this study. Semi-structured interview guide and observation checklist were the instruments utilized to collect data from ten (10) participants, nine (9) professional Early Childhood Education Teachers and one (1) District Early Childhood Coordinator for this study. The purposive sampling was used in selecting the participants for the study. The data were analyzed thematically with the help of Taguette, an online qualitative analysis software. The findings of the study revealed that, Early Childhood Centres do not have audio materials like Bluetooth speakers for oral and listening activities. The study also found that, most schools have no access to electricity and so lack television set and computers to aid in audio-visual lessons. Lastly, it was revealed from the study that, most Early childhood teachers used improvised materials instead of realia to enhance first hand experiences of learners. The study hence recommends that; The Stakeholders of education such as; Parent Association (PA), School Management Council (SMC), Headteachers, Teachers and the Mission units should resource Early Childhood Centres with enough, varieties, and developmentally appropriate play resources/materials and equipment to facilitate play-based pedagogies at the early childhood centres. It could be concluded from the study that; teachers’ ability to meaningfully use TLRs in their lessons and to create the necessary environment and opportunities for their children to have access to the TLRs and to manipulate them is central to the successful implementation of play-based pedagogy. Therefore, relevant resources/materials such as Audio, audio-visual and concrete materials are to be provided to promote play-based pedagogies at the early childhood centres.

Analisis dan Desain Pengembangan Bahan Ajar dan Sumber Belajar PAI

Textbooks and learning resources play a vital role in the educational process. They function as the primary media for delivering materials, concepts, and values to students. The aim of this research is to analyze and design the development of teaching materials and learning resources for Islamic Religious Education (PAI) using a qualitative research method of literature review. This study involves the collection and analysis of relevant literature to identify the strengths and weaknesses of existing PAI teaching materials, and to formulate innovative and effective design strategies. The analysis results indicate that current PAI teaching materials are often less contextual, less interactive, and have not fully utilized digital technology. The implications of this research include the need for policy support and teacher training to implement modern and effective teaching materials, thereby improving the quality of Islamic religious education in schools. This research is expected to serve as a reference for the development of more adaptive and innovative PAI teaching materials.

REVERTING OR PROGRESSING: THE DILLEMA OF HIGHER EDUCATION ENGLISH INSTRUCTION IN A HETEREGENOUS CLASSROOM

It is common for university classes to be heterogeneous due to the vast range of students' backgrounds. Undoubtedly, teachers employ their own strategies to address this matter. Hence, this study aims to investigate how teachers design the teaching approach and learning resources in the presence of a heterogeneous classroom. This study used Interpretative Phenomenological Analysis (IPA) to investigate the approach employed by English lecturers in universities when managing diverse classrooms. A total of six participants were interviewed in order to obtain the desired data. These data were subsequently evaluated thematically to investigate the narrative of university lecturers in higher education regarding this issue. The results of this study revealed that every participant had actively sought to acquire knowledge regarding the extent of student diversity present in the classroom. Participants also devised effective strategies for constructing the learning material and teaching methods that will optimize the development of all students' capacity. While there might be varying opinions among participants, they unanimously acknowledged that effectively teaching a diverse classroom requires careful thought and consideration in order to meet the individual needs of all students, regardless of students varying level of knowledge. This study hopefully can elucidate some teaching strategies while dealing with heterogeneous classroom.

Optimization of teaching methods and allocation of learning resources under the background of big data

In the context of the wide application of big data technology, it is particularly important to optimize the allocation of teaching methods and learning resources. This study first expounds the key role of big data in the optimization of teaching methods and the allocation of learning resources, and emphasizes how big data technology promotes the transformation and development of education and teaching models. Based on the analysis of traditional models of teaching method optimization and learning resource allocation, this study proposes a new model driven by big data. By accurately identifying students’ learning needs and behavior patterns, the model optimizes teaching methods and allocation of learning resources. This study introduces the whole process of data collection, cleaning, analysis and modeling. In the process, it shows how big data can be integrated, analyzed, and applied to further support the construction and validation of models. Through empirical research and effect evaluation, this study proves the validity of the model of teaching method optimization and learning resource allocation driven by big data, and demonstrates how big data can promote educational equity and improve educational quality.

Obstacles to eLearning During COVID-19: In Accordance with Students Eyeshot

Online teaching-learning resources were seen as extra e-learning tools that may enhance teachers' and students' teaching-learning experiences when the COVID-19 broke out. The COVID-19 pandemic has, however, made online instruction a vital component of the educational apparatus. To ensure ongoing educational services during COVID-19, the academic community worldwide has embraced an online learning environment. The adoption of the online mode was not without its difficulties, despite the many opportunities it presented. This was because many educational stakeholders were ill-prepared for the complexities of the process, which left them facing many unanticipated obstacles.

Exploring the changing modes of learning and teaching in campus-based curricula during and post- Covid-19

The rise in technology-rich learning environments is reflective of a global trend in higher education (HE), recently accelerated because of necessary digital teaching and assessment practices embraced during the Covid-19 pandemic. This qualitative study facilitated through focus groups and an interview explores the teaching and learning experiences of tertiary level students in the Covid-19 era. Data from 24 students based within a UK Higher Education Institution highlights how an expanded digital environment can optimise conditions for some students to independently practise and apply what they are learning at their own pace. Digitally enhanced opportunities to interact with teaching staff and learning resources also increased the options for these students to experience themselves as competent members of the HE community. This was particularly relevant for first-year students new to the processes and practices of tertiary education. In contrast, third year students with more experience of HE appeared less reliant on the provision of online learning resources. Participants also identified some potential problems associated with the enhanced flexibility of online teaching and learning resources in relation to students’ ability to be self-regulated. This paper rationalises the need for educators and educational and learning developers who teach and undertake scholarship in teaching and learning to consider the sociocultural context of the student and their learning environment when designing teaching activities and curricula. The data presented here highlight the need for a clearly defined framework to underpin the integration of digital technologies with on-campus activities.

Computer use in educational scope and how technology acts influencing educational practice

Noticing the social development in which our students are inserted and noticing their current occupation in the midst of the places in which they are inserted is also realizing our role in terms of the formation of this individual, understanding how to talk and meet their demands and expectations towards the education and, above all, form together a scenario where education reaches a higher level and that can, yes, include in it, information and resources available in today's world and that add to the mechanisms of acquiring knowledge. Therefore, this work seeks to create a line of thought, above the concepts about technology and how it helps in teaching-learning resources, and more importantly, how the performance of the computer and its use can help in education and dynamics. inside the classroom, being able to also attach to its use the principles of active methodologies, where we propose to the student, to conquer a more active space in their educational resources, acting directly in their means of learning, and this is the student's profile which we are trying to form on a daily basis, a student aware of his obligations, proactive, aware of his rights before the school and society as a whole. This work will have theoretical support coming from studies and reports that will help to strengthen my ideals when discussing computer-based technology, which is a reality already seen in educational centers, perhaps on a smaller scale, however, little used to its full potential.

Power of microbes: utilization of improvised microbial fuel cell (IMFC) as an interdisciplinary learning activity in teaching bioelectricity.

Bioelectricity is an interdisciplinary concept that encompasses the fields of chemistry, physics, and biology. It is the scientific study of membrane transport mechanisms that govern the formation and dissipation of ion gradients. Teaching and learning across disciplines, such as bioelectricity, are known among science teachers to be challenging and complex. One of the critical problems is that only a few teaching materials and learning resources specifically support interdisciplinary teaching, especially in science. This paper described the development of an improvised microbial fuel cell (iMFC) as an alternative activity that addresses scientific concepts of cellular respiration, reduction-oxidation reaction, and electricity generation in an interdisciplinary approach. In this activity, students designed, constructed, and tested their iMFCs. The learning gains of the students were measured using parallel pretest/post-test and analyzed using descriptive statistics and dependent t-tests. The perceptions of teachers and students on using the iMFC activity in teaching-learning bioelectricity were obtained from a survey questionnaire and interviews. Results revealed that the iMFC activity significantly improved students' learning gains in bioelectricity, for the topics cellular respiration (t(239)=45.03; P < 0.01), reduction-oxidation reaction (t(239)=39.85; P < 0.01), and electricity (t(239)=31.1; P < 0.01), with computed normalized gains of 0.45, 0.50, and 0.39, respectively. Furthermore, seven subthemes emerged from the teachers' and students' perceptions, namely, knowledge acquisition, student engagement, academic emotions, affordability, student satisfaction, distractions, and cleanliness. Overall results indicated that the iMFC activity can be an effective teaching material for providing an authentic learning experience in a multidisciplinary topic like bioelectricity. Future investigations on the iMFC activity and its impact on other aspects of learning, such as students' motivation, self-efficacy, and engagement, are recommended.

Digital Content on YouTube Channels: Boon or Bane to Anatomy Teaching and Learning

Abstract A clinically integrated anatomy curriculum based on problem-based and self-directed learning is indispensable in the contemporary times of technology-enabled interdisciplinary medical education. Hence, the adoption of newer teaching–learning resources by the anatomy faculty is need of the hour to visually engage and motivate the tech-savvy generation of “Digital students.” The easy availability, use, and retrieval of resources make the digital anatomy content on YouTube channels highly popular among the students. This article is a critical appraisal of currently available digital content on YouTube channels concerning the different sub-specialties of anatomy from a faculty member’s perspective. The article explores the usefulness of these digital resources with elaborate discussions on their merits, demerits, ethical concerns, role of faculty in their effective utilization, and the various challenges (with potential solutions) associated with integration into mainstream anatomy curricula as teaching–learning aids.

Teachers’ Acceptance and Readiness to Use Augmented Reality Book to Teach English Vocabulary in Kindergartens

English is currently introduced in several Kindergartens in West Sumatra, Indonesia. The focus of introducing English in Kindergartens is introducing simple instruction and vocabulary. The literature review and initial observations show that teaching materials and learning resources to introduce English are still limited. This study aims to explore kindergarten teachers' perspectives on storytelling and using Augmented reality books. This research used a mixing method. The participants in this subject were 57 Kindergarten teachers in West Sumatra, Indonesia. The data of this research was collected through questionnaires and interviews. First, the questionnaire was distributed to explore teachers' acceptance and readiness to use augmented reality storybooks in teaching English vocabulary in a classroom. To validate the data from the questionnaire and interview, they were triangulated. The result shows that most teachers do not have a background in English qualification. They believe that AR can be useful in teaching English vocabulary. Regarding readiness to implement the AR book, the teacher feels optimistic about using the AR stories in the classroom. The teachers believe that AR can motivate children to learn. The respondent teachers accept AR and believe that AR books can benefit children in learning English vocabulary. The ease of using AR and the benefits of AR for teaching vocabulary encourage teachers' readiness to utilize AR storybooks for teaching English vocabulary to Kindergartners. Based on the result of this research, the AR storybook is designed to teach English to Children in Indonesia Kindergarten.

Teachers’ Acceptance and Readiness to Use Augmented Reality Book to Teach English Vocabulary in Kindergartens

English is currently introduced in several Kindergartens in West Sumatra, Indonesia. The focus of introducing English in Kindergartens is introducing simple instruction and vocabulary. The literature review and initial observations show that teaching materials and learning resources to introduce English are still limited. This study aims to explore kindergarten teachers' perspectives on storytelling and using Augmented reality books. This research used a mixing method. The participants in this subject were 57 Kindergarten teachers in West Sumatra, Indonesia. The data of this research was collected through questionnaires and interviews. First, the questionnaire was distributed to explore teachers' acceptance and readiness to use augmented reality storybooks in teaching English vocabulary in a classroom. To validate the data from the questionnaire and interview, they were triangulated. The result shows that most teachers do not have a background in English qualification. They believe that AR can be useful in teaching English vocabulary. Regarding readiness to implement the AR book, the teacher feels optimistic about using the AR stories in the classroom. The teachers believe that AR can motivate children to learn. The respondent teachers accept AR and believe that AR books can benefit children in learning English vocabulary. The ease of using AR and the benefits of AR for teaching vocabulary encourage teachers' readiness to utilize AR storybooks for teaching English vocabulary to Kindergartners. Based on the result of this research, the AR storybook is designed to teach English to Children in Indonesia Kindergarten.

Teachers’ Acceptance and Readiness to Use Augmented Reality Book to Teach English Vocabulary in Kindergartens

English is currently introduced in several Kindergartens in West Sumatra, Indonesia. The focus of introducing English in Kindergartens is introducing simple instruction and vocabulary. The literature review and initial observations show that teaching materials and learning resources to introduce English are still limited. This study aims to explore kindergarten teachers' perspectives on storytelling and using Augmented reality books. This research used a mixing method. The participants in this subject were 57 Kindergarten teachers in West Sumatra, Indonesia. The data of this research was collected through questionnaires and interviews. First, the questionnaire was distributed to explore teachers' acceptance and readiness to use augmented reality storybooks in teaching English vocabulary in a classroom. To validate the data from the questionnaire and interview, they were triangulated. The result shows that most teachers do not have a background in English qualification. They believe that AR can be useful in teaching English vocabulary. Regarding readiness to implement the AR book, the teacher feels optimistic about using the AR stories in the classroom. The teachers believe that AR can motivate children to learn. The respondent teachers accept AR and believe that AR books can benefit children in learning English vocabulary. The ease of using AR and the benefits of AR for teaching vocabulary encourage teachers' readiness to utilize AR storybooks for teaching English vocabulary to Kindergartners. Based on the result of this research, the AR storybook is designed to teach English to Children in Indonesia Kindergarten.

Factors that Contribute to Junior High School Female Students’ Negative Attitudes toward the Study of Mathematics in the Fanteakwa District, Ghana

Students negative emotions, beliefs, and behaviours toward the study of mathematics have tremendously contributed to their poor performance in the subject and it is caused by factors emanating from home, socio-cultural background, school, students and teachers. The aim of this study was to examine factors promoting the negative attitudes of female students toward the study of Mathematics in five selected Junior High Schools within the Fanteakwa District of Ghana. The researchers, therefore, used the sequential explanatory mixed method in order to generate the data from 125 respondents comprising of 120 female students and 5 mathematics teachers using a questionnaire, a semi-structured interview, and a focused group discussion. The result showed that female learners in the district exhibited negative attitudes toward mathematics as a subject; they developed fear and hatred for the subject, lacked self-confidence. The causative factors of these attitudes included sociocultural backgrounds; the lack of female role models, early marriage, and gender stereotypes. Home factors were the lack of parental support, illiterate parents, overburden household chores and poverty. Teacher factors included not creating the enabling environment for teaching and learning, the lack of teaching learning resources during lesson. The lack of reward pages for teachers and students, in-conducive environments were factors relating to school environment. The study concluded that students in the district had negative attitudes toward learning of mathematics; they considered the subject to be difficult and developed hatred for it. These were attributed to factors relating to home, socio-cultural, school, students and mathematics teachers. The study implied that the government of Ghana and policy makers should develop gender-friendly curriculum, sensitise parents to support their children’s education, train teachers to handle the subject well. The researchers, therefore, suggest that further studies on the topic should be undertaking using a larger sample or the study can be repeated in other districts and or the entire country so that a more holistic picture can be generated.

Science Learning E-Module for Fourth Grade Elementary School Students

The background to this research development is the lack of use or provision of teaching materials or learning resources to support the science learning process and to improve student learning outcomes. Lack of increased student learning outcomes due to the lack of learning resources used. Therefore this study aims to development of e-modules with a natural science contextual approach in order to improve learning outcomes. This type of research uses the ADDIE model development (analyze, design, development, implementation, evaluation). Data collection methods used are questionnaires, pre-test and post-test. Data analysis techniques using descriptive qualitative analysis, quantitative and inferential statistics. The results showed that the developed e-module is valid with the validity results obtained from the review of learning content experts by 97% with very good predicate, 90.90% learning media expert with very good predicate, 91.66% learning design expert with very good predicate good, individual trials 95.51% with very good predicate, small group trials 96.15% with very good predicates and field tests 95.74% with very good predicates. Then the results of the effectiveness of developing e-modules with a contextual approach to science subjects showed that there were differences in student learning outcomes after and before using the learning e-module.

The Future of English as a Foreign Language Teaching and Learning in View of the Fourth Industrial Revolution in the MENA Region

The Fourth Industrial Revolution, with the emergence of educational technologies and digital innovations, makes it essential for the Higher Education sector to review the teaching-learning practices to reshape the futuristic plans for 21st Century learners. English language education has been focused in regions, where the language-learning environment and procedures are transforming with the bend of new technological intrusions and AI intervention. Therefore; the present study aims to investigate the future of EFL Teaching and Learning given the 4IR in the MENA Region. The study is significant as it probes the teaching-learning strategies and examines the readiness of teachers, learners, and the learning environment. The study’s main question is, ‘To what extent is the learning environment concerning English language teaching and learning at universities in the MENA Region ready to cope with the 4IR demands?’ A survey, with 39 items under four sub-divisions, and a fully-structured interview were used. A total of 70 EL teachers participated from universities in the MENA and its neighboring regions. Linear Regression and Thematic analysis of the data show quantitative and qualitative results, respectively. Findings reveal an evident level of readiness in teachers. Results show that Teachers’ awareness seems to impact their tendency toward integrating educational technologies. The findings suggest careful curriculum revision because the resources are often reported as outdated. Since the role of EFL in the MENA is to prepare learners for 4IR socio-economic systems and their diversified challenges, the study recommends a thorough review to upgrade the teaching-learning resources, materials, and procedures.

AN ANALYSIS OF SINGLE NATIONAL CURRICULUM OF GENERAL SCIENCE AT PRIMARY LEVEL WITH THE LENS OF 21ST CENTURY SKILLS

21st century skills are regarded as the capabilities and the competencies which are considered as essential for improving the ways of thinking and learning and for success in the modern contemporary world. The study directed at investigating the integration and inclusion of 21st century skills in recent curriculum reforms i.e Single National Curriculum (SNC) at Primary Level via document analysis. The research followed method of qualitative thematic analysis for scrutiny of General Science Curriculum at Primary Level. The investigation thoroughly examined the content of the General Science Curriculum (Grade 5) via document analysis to seek its provision for insertion and inclusion of 21st century skills in the teaching-learning process. The investigation also sought narratives of curriculum developers and experts regarding incorporation of 21st century skills in the curricular reforms through interviews. The research conducted thematic analysis to scrutinize the SNC document and to further analyse the semi-structured interview data. The study found that sufficient consideration is being given for integrating 21st century skills in SNC in the subject of science but there is an acute need of raising sufficient awareness and professional capacity building of teachers regarding their enclosure in the education mainstream. Insufficient teacher training and scarcity of teaching learning resources are the major challenges in this regard.